Graduating Students' Perceptions of Learning Design in an Undergraduate Engineering Course

BACKGROUNDUndergraduate Civil Engineering Course at Deakin University, Australia is relatively a new course. It graduated its second main cohort in 2013. Since its beginning in 2012, this study has been running an internal annual Course Experience Surveys targeted at uncovering the graduating students’ perceptions on three components of contemporary learning system provided by Deakin University learning design, learning environment and the human factor. Learning design covers the learning curriculum, learning resources, learning activities and learning supports; learning environment includes physical environment, virtual environment and psychosocial environment; and human factor includes learners, facilitators/teachers and help/support staff and their culture. There is a common agreement among educators in higher education that these three components of learning system should interact and complement each other in order to maximise student learning. This paper coversonly learning design aspect of the overall surveys from 2012 and 2013.PURPOSEThe aim of this study is to analyse the students’ perceptions of learning design provided by Deakin University to its undergraduate civil engineering students in 2012 and 2013. This will help track down the progresses in different aspects of learning design and to understand whether the learning design provided by the institution have actually helped students in their learning and met their learning expectations.DESIGN/METHODThis study adopts questionnaire approach to collect original data by asking students about their perceptions of learning design provided by the institution. 5-point Likert-scale questionnaire survey (strongly disagree, disagree, neutral, agree, strongly agree) is developed and responses are collected. The responses are then statistically analysed in order to uncover the students’ perceptions of learning design provided by the university.RESULTSThe statistical analysis shows that the graduating students in both 2012 and 2013 did not perceive some important aspects of the learning design of the undergraduate civil engineering program/course as good as they expected. Moreover, in line with the shift in the learning design paradigm from content-centric to more inclusive learning design where soft skills, self-directed learning skills and research skills are incorporated, graduating students clearly perceived these changes. However, respondents’ perceptions on some components of learning design got slightly down in 2013 compared with 2012 particularly the ‘learning resources’, ‘learning activities’ and ‘learning supports’.CONCLUSIONSThe shift in the learning design paradigm of the undergraduate civil engineering program/course at Deakin University from teacher-centric to student-centric between 2012 and 2013 has not been perceived by students positively as expected. Students have clearly indicated that they prefer improved curriculum, quality learning resources, customised learning activities and additional learning supports in order to successfully implement student-centric learning design.

Multipoint haptic guidance for micrograsping systems

The ability to perform accurate micromanipulation offers wide-reaching benefits and is of increasing interest to researchers. Recent research into microgripper, microtweezer, and microforcep systems contributes toward accurate micrograsping and manipulation. Despite these efforts, achieving adequate operator control remains a distinct research challenge. Haptic interfaces interact with the human's haptic modality and offer the ability to enhance the operator's controllability of micromanipulation systems. Our previous work introduced single-point haptic guidance to assist the operator during intracellular microinjection. This paper extends the approach to propose multipoint haptic guidance for micrograsping tasks. Accurate micrograsping is valuable in many applications, including microassembly and biomanipulation. A multipoint haptic gripper facilitates haptic interaction, and haptic guidance assists the operator in controlling systems suitable for micrograsping. Force fields are used to guide the operator to suitable grasp points on micrometer-sized objects and consist of attractive and repulsive forces. The ability of the force field to effectively assist the operator in grasping the cell is evaluated using a virtual environment. Evaluation results demonstrate the ability of the approach to significantly reduce participants' average grasping error.

Activity and flight trajectory monitoring of mosquito colonies for butomated behaviour analysis

Monitoring and tracking of mosquitoes using image processing is important to facilitate the mosquitos’ behaviour analysis automatically over longer period of times. In this paper, we propose a simple methodology to monitor mosquitos’ activity using multiple cameras optimally placed. In order to ensure optimal camera coverage for the area of observation and desired image quality; we propose to simulate the experimental setup in a 3D virtual environment to obtain one-off optimum camera placement parameters. Our proposed methodology is demonstrated to have improved the activity monitoring process using two cameras for accurate count of occluded mosquitoes and 3D trajectory path reconstruction. This framework will enable working out more challenging tasks of constructing 3D trajectories using information received from multiple low quality cameras, which provide inconsistent and discontinuous trajectories.

The role of serious games in robot exoskeleton-assisted rehabilitation of stroke patients

his chapter describes how serious games can be used to improve the rehabilitation of stroke patients. Determining ideal training conditions for rehabilitation is difficult, as no objective measures exist and the psychological state of patients during therapy is often neglected. What is missing is a way to vary the difficulty of the tasks during a therapy session in response to the patient needs, in order to adapt the training specifically to the individual. In this chapter, we describe such a method. A serious game is used to present challenges to the patient, including motor and cognitive tasks. The psychological state of the patient is inferred from measures computed from heart rate variability (HRV) as well as breathing frequency, skin conductance response, and skin temperature. Once the psychological state of the patient can be determined from these measures, it is possible to vary the tasks in real time by adjusting parameters of the game. The serious game aspect of the training allows the virtual environment to become adaptive in real time, leading to improved matching of the activity to the needs of the patient. This is likely to lead to improved training outcomes and has the potential to lead to faster and more complete recovery, as it enables training that is challenging yet does not overstress the patient.

Prospective memory while driving : comparison of time- and event-based intentions

Prospective memories can divert attentional resources from ongoing activities. However, it is unclear whether these effects and the theoretical accounts that seek to explain them will generalise to a complex real-world task such as driving. Twenty-four participants drove two simulated routes while maintaining a fixed headway with a lead vehicle. Drivers were given either event-based (e.g. arriving at a filling station) or time-based errands (e.g. on-board clock shows 3:30). In contrast to the predominant view in the literature which suggests time-based tasks are more demanding, drivers given event-based errands showed greater difficulty in mirroring lead vehicle speed changes compared to the time-based group. Results suggest that common everyday secondary tasks, such as scouting the roadside for a bank, may have a detrimental impact on driving performance. The additional finding that this cost was only evident with the event-based task highlights a potential area of both theoretical and practical interest. Practitioner Summary: Drivers were given either time- or event-based errands whilst engaged in a simulated drive. We examined the effect of errands on an ongoing vehicle follow task. In contrast to previous non-driving studies, event-based errands are more disruptive. Common everyday errands may have a detrimental impact on driving performance.

Dealing with rogue virtual machines in a cloud services environment

In current cloud services hosting solutions, various mechanisms have been developed to minimize the possibility of hosting staff from breaching security. However, while functions such as replicating and moving machines are legitimate actions in clouds, we show that there are risks in administrators being able to perform them. We describe three threat scenarios related to hosting staff on the cloud architecture and indicate how an appropriate accountability architecture can mitigate these risks in the sense that the attacks can be detected and the perpetrators identified. We identify requirements and future research and development needed to protect cloud service environments from these attacks.

De-tooling technology : networked computing as an environment, purpose and medium for social action

Network technologies are very desirable for social action, allowing activists to achieve more with less, more quickly and with broader impact; on the other hand, the very advantages they bring are equally important to the world of contemporary capitalism that social action seeks to change. Thus, we must look beyond network technologies as the easy solution to every problem, and focus instead on the human relationships which might be enabled by them. This focus on relationships requires us to ‘de-tool’ information technology. Instead, for social action, it is more valuable to think of networked computing as part of the environment within which action can occur; an important purpose for such action; and as a medium that nurtures expression and engagement of self and belief.

Utilising the virtual learning environment to encourage faculty reflection and improve the student learning experience

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.

Immersive interfaces for art education teaching and learning in mixed reality virtual and real world environments

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user’s creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.

Immersive interfaces for art education teaching and learning in virtual and real world learning environments

Immersive interfaces for art education teaching and learning in virtual and real world learning environments

Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user's creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.

The best of all worlds: Immersive interfaces for art education in virtual and real world teaching and learning environments

A narrative interpretative research methodology was used to investigate collaboration between higher education students and an art educator with the aim of establishing a community of learners. Located, Cloud based and graphically built 3D virtual, socially networked, e-learning environments were used to encourage synchronous and asynchronous student participation in authentic learning and collaborative art practice. Discussion focuses on art educator observations, student visual journal entries, their virtual exhibition of artworks on Deakin Art Education Island in Second Life and student evaluations of the unit Navigating the Visual World. It was concluded that immersion in an e-technology rich blended learning environment resulted in the establishment of an effective e-learning community of art.

Building the computational virtual reality environment for anaesthetists' training and practice

Understanding the real world based on visualisation and prediction is essential for the decision-maker. We build a computational virtual reality environment to improve visualisation, understanding and prediction of the physical world and to guide action. It develops a five-dimensional, computer-generated, computational Virtual Reality Environment for Anaesthesia (VREA). Our online prediction will be calculated based on the correlation and composition computing with respect to the three dimensions: horizontal, vertical and individual. The novel musical notes based anesthetic simulator is proposed to identify the abnormality and visualize the online medical time series. The experiments with the online ECG data will present a real-time case to show the effectiveness and efficiency of our proposed system and algorithms.