An investigation into the adoption of CDIO in distance learning

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in discipline focused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods. First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed. The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, on campus workshops, and the development of a virtual engineering enterprise

CONCEPT QUESTIONS IN ENGINEERING: THE BEGINNINGS OF A SHARED COLLECTION

ABSTRACT Concept questions (CQs) have been pioneered by Eric Mazur and others, and popularised by the Force Concept Inventory (FCI). CQs require that the student thinks about and applies engineering principles and ideally require the recall of few, if any, facts or data. At present they are available (or at least published) in just a few areas of engineering. A review of the available literature reveals only a dozen or so examples of the systematic use of concept questions. This session will be dedicated to sharing what is currently available and stimulating the writing of further CQs in currently under-populated areas of engineering

An investigation into the adoption of CDIO in distance education

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in disciplinefocused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods.First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed.The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, oncampus workshops, and the development of a virtual engineering enterprise.<br /

THE MATERIALS CURRICULUM: WHAT EUROPE WANTS

ABSTRACT The largest ever survey of European attitudes to Materials Engineering education was carried out at Euromat 2009 in Glasgow, following the publication of the UK National Student Profile for Materials. The views of the delegates on both technical and CDIO-type content are reported in this paper. Areas of agreement are identified, alongside topics where there are significant national differences

The unusual planetary nebula nucleus in the Galactic open cluster M37 and six further hot white dwarf candidates

Planetary nebulae in Galactic open star clusters are rare objects; only three are known to date. They are of particular interest because their distance can be determined with high accuracy, allowing one to characterize the physical properties of the planetary nebula and its ionizing central star with high confidence. Here we present the first quantitative spectroscopic analysis of a central star in an open cluster, namely the faint nucleus of IPHASX J055226.2$+$323724 in M37. This cluster contains 14 confirmed white dwarf members, which were previously used to study the initial-to-final-mass relation of white dwarfs, and six additional white dwarf candidates. We performed an atmosphere modeling of spectra taken with the 10m Gran Telescopio Canarias. The central star is a hot hydrogen-deficient white dwarf with an effective temperature of 90,000 K and spectral type PG1159 (helium- and carbon-rich). We know it is about to transform into a helium-rich DO white dwarf because the relatively low atmospheric carbon abundance indicates ongoing gravitational settling of heavy elements. The star belongs to a group of hot white dwarfs that exhibit ultrahigh-excitation spectral lines possibly emerging from shock-heated material in a magnetosphere. We find a relatively high stellar mass of $M= 0.85^{+0.13}_{-0.14}$ M$_\odot$. This young white dwarf is important for the semi-empirical initial-final mass relation because any uncertainty related to white-dwarf cooling theory is insignificant with respect to the pre-white-dwarf timescale. Its post-asymptotic-giant-branch age of $170,000-480,000$ yr suggests that the extended planetary nebula is extraordinarily old. We also performed a spectroscopic analysis of the six other white dwarf candidates of M37, confirming one as a cluster member.Comment: Accepted for publication in A&

Christianity as Public Religion::A Justification for using a Christian Sociological Approach for Studying the Social Scientific Aspects of Sport

The vast majority of social scientific studies of sport have been secular in nature and/or have tended to ignore the importance of studying the religious aspects of sport. In light of this, Shilling and Mellor (2014) have sought to encourage sociologists of sport not to divorce the ‘religious’ and the ‘sacred’ from their studies. In response to this call, the goal of the current essay is to explore how the conception of Christianity as ‘public religion’ can be utilised to help justify the use of a Christian sociological approach for studying the social scientific aspects of sport. After making a case for Christianity as public religion, we conclude that many of the sociological issues inherent in modern sport are an indirect result of its increasing secularisation and argue that this justifies the need for a Christian sociological approach. We encourage researchers to use the Bible, the tools of Christian theology and sociological concepts together, so to inform analyses of modern sport from a Christian perspective

Concept Questions in Engineering: The Next Step

At last year’s conference in Copenhagen one of us reviewed existing banks of concept questions and initiated the collection of further questions from participants. In this paper/workshop we will report on progress with the collection and the deployment of this resource and take advice on its further development