The Effect of Using Computer Technology Tools to Enhance the Teaching-Learning Process in CAD-CAM-CNC Module in Mechanical Engineering Subject Area

This study presents the evaluation of Computer Assisted Learning (CAL) package included in the teaching and learning methodology of computer aided design- computer aided design - computer numerical control (CAD-CAM-CNC) module. Three groups of students with similar pre-abilities were exposed to three different teaching learning methodologies.The effectiveness of these three methods was determined by questionnaires completed by the students and collected by first author. Their answers were analysed quantitatively and qualitatively. The various categories used in the questionnaire was student’s attitudes towards learning CAD-CAM-CNC subjects, students’ opinions about their lecturers approaches to teaching process, students’ opinions and views about various aspects the CAD-CAM-CNC. The study concludes that the students taught with a combination of CAL package and traditional methods were more effective, efficient and satisfied with their learning experiences. So the proposed hybrid learning method (CAI plus traditional teaching method) is most suited for CAD-CAM-CNC teaching. Computer Technology; Computer-Assisted Instruction (CAI); Computer Assisted Learning (CAL); Computer Aided Design (CAD); Computer Aided Manufacturing (CAM); Computer Numerical Control (CNC)

A COMPARATIVE STUDY BETWEEN ICT LEARNING RESULTS USING INTERACTIVE COMPUTER-ASSISTED LEARNING AND THE ONES USING TEXTBOOKS FOR GRADE VII STUDENTS AT SMP N 4 WATES

This research aims to examine the comparison between interactive computer assisted-learning and textbook-based learning on the ICT learning results upon computer software of the grade VII students at SMP N 4 Wates Kulon Progo. The research methods employed was quasi-experimental. The research design selected was non-equivalent control group design. The research was conducted towards the grade VII students, they were class VIIA (by using interactive computer assisted-learning) as the experimental class and class VIIB (by using textbook-based learning) as the control class in which each class consisted of 32 students, at SMP N 4 Wates Kulon Progo in the semester 2. The sample collection technique of the research employed purposive sampling. The data collection of the research used documentations which comprised of the ICT subject syllabus and the result of the initial condition by using pre-test and the final condition by using post-test. The trials of the instruments utilized the test of item validity according to the expert judgement and the reliability test using Cronbach's Alpha. The data analysis technique to examine the research findings employed tests for normality and homogeneity as well as T-test using SPSS 17.0 program to analyze the data obtained. The research finding suggested that interactive computer-assisted learning was the better media to deliver the learning materials of the ICT subject than textbooks-based learning in term of students’ learning results. This was confirmed by the post-hypothesis test. Using T-test, the significance value of the posthypothesis test result was less than the value of α = 0,05, therefore Ho was rejected and Ha was accepted, meaning that the textbooks based-learning was different from interactive computer-assisted learning as the media to deliver the learning materials of ICT subject in term of students’ learning results. Based on the descriptive analysis upon the post-test data, it could be concluded that the interactive computer-assisted learning was the better media to deliver the learning materials of the ICT subject than textbooks-based learning in term of students’ learning results on computer software. Key Words: Comparison, learning media, interactive computer-assisted learning, textbooks, learning results

Computer-aided veterinary learning at the University of Cambridge

An approach to computer-assisted learning in veterinary education at the University of Cambridge, involving the development of four types of learning module, is outlined. A tutorial on regional perineural anaesthesia in the horse, based on the familiar tape-slide format but with significant improvements, is described. A question and answer self-assessment package and a computer-based 'digital lecture' are also discussed, together with a case simulation involving the investigation of a polydipsic dog. All the tutorials were developed using standard software packages and image digitising processes. The philosophy behind the development of these computer-assisted learning packages is discussed

Preface : CAA 2010: Computer assisted assessment: supporting student learning

The Preface for the first special issue for the International Journal of e-Assessment highlights the role of the assessment for learning agenda. It also points to papers within the special issue which relate to: (a) Overcoming the barriers to supporting student learning with computer-assisted assessment; (b) Marking and computer-assisted assessment; (c) Harnessing the technology to improve efficiency and pedagogy. The papers in this issue stress the general recognition that times are changing and that assessment needs to become embedded in the teaching/learning cycle and not purely as a checking device for the awarding institution. These papers encourage us to rise to the challenge of developing more sophisticated computer-assisted assessment systems that support student learning and there is still a lot to do

Stability and sensitivity of Learning Analytics based prediction models

Learning analytics seek to enhance the learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators. Track data from Learning Management Systems (LMS) constitute a main data source for learning analytics. This empirical contribution provides an application of Buckingham Shum and Deakin Crick’s theoretical framework of dispositional learning analytics: an infrastructure that combines learning dispositions data with data extracted from computer-assisted, formative assessments and LMSs. In two cohorts of a large introductory quantitative methods module, 2049 students were enrolled in a module based on principles of blended learning, combining face-to-face Problem-Based Learning sessions with e-tutorials. We investigated the predictive power of learning dispositions, outcomes of continuous formative assessments and other system generated data in modelling student performance and their potential to generate informative feedback. Using a dynamic, longitudinal perspective, computer-assisted formative assessments seem to be the best predictor for detecting underperforming students and academic performance, while basic LMS data did not substantially predict learning. If timely feedback is crucial, both use-intensity related track data from e-tutorial systems, and learning dispositions, are valuable sources for feedback generation

Using Computer Technology Tools to Improve the Teaching-Learning Process in Technical and Vocational Education: Mechanical Engineering Subject Area

This paper discusses the integration of computer assisted instructions (CAI) with traditional class room teaching. It describes a teaching method to bring real-world of industrial work into the classroom that underscores the need to learn fundamental principles while adding excitement and relevance to the experience. This paper presents results of a case study undertaken to understand the effect of computer assisted teaching methodology on learning effectiveness in classroom environment. The effects of computer assisted instructions on different levels of cognition of individual learners have also been evaluated. The computer aided drawing (CAD), computer aided manufacturing (CAM) and computer numerical control (CNC) courses at the Bahrain institute are an integral part of this attempt. These courses emphasize the development of a 3-D geometric computer model and application of this digital database to all phases of the design process. The students make freehand sketches, build computer models, mate assemblies of parts, perform various analysis, create kinematics simulations, generate final design drawings, import engineering drawing as DXF file, generate NC file to build rapid prototypes as shown in the table 1 below. Keywords: Computer Technology, C.N.C and AutoCad Softwar

From computer assisted language learning (CALL) to mobile assisted language use

This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to which they believe that their L2-based activity helps consciously and/or unconsciously with their language learning, practice, and acquisition. We argue that these data, combined with other recent trends in the field, suggest a need to move from CALL towards a more accurate acronym: mobile assisted language use (MALU). We conclude with a definition of MALU together with a brief discussion of a potential alignment of MALU with the notion of the digital resident and a newly emerging educational theory of connectivism

Developing Teaching Materials By Using Computer-Assisted Problem-Based Learning

Computer-Assisted Problem-Based Learning (CAPBL) as a learning approach requires good teaching materials to make the learning process works effectively according to the characteristics and objectives of problem-based learning approach. Similarly in mathematics, appropriate teaching materials are adjusted to the characteristics of the subjects of mathematics that need to be delivered through CAPBL support towards the achievement of learning objectives. CAPBL is a learning approach that concerned extremely to the emphasis ofcomplex and open-ended problem as the basis for learning that will be faced by students in small groups; the emphasis of the role of students as who are responsible for their own learning; and the emphasis of the role of teacher as a facilitator, assisted by computer as a media that is expected to facilitate the learning process. Defining a clear idea of the problems; group learning; student role; teacher role; and assessment in problem-based learning and the role of computer in CAPBL will make the development of teaching materials matches to the characteristics of PBL itself. When that happens, CAPBLwill work effectively to be used on the teaching materials as well as it supports the learning process. Key Words: Problem-Based Learning, Computer Assissted Problem-Based Learning, teaching materials