Evaluation of creative problem solving abilities in undergraduate structural engineers through interdisciplinary problem based learning

For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen’s University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another discipline

Comparing sensor-based and camera-based approaches to recognizing the occupancy status of the load handling device of forklift trucks

Real-time data of key performance enablers in logistics warehouses are of growing importance as they permit decision-makers to instantaneously react to alerts, deviations and damages. Several technologies appear as adequate data sources to collect the information required in order to achieve the goal. In the present re-search paper, the load status of the fork of a forklift is to be recognized with the help of a sensor-based and a camera-based solution approach. The comparison of initial experimentation results yields a statement about which direction to pursue for promising further research.

Barnsley College: Rethinking assessment of work-based learning

Barnsley College’s level 3 and 4 diplomas in digital learning design are delivered in one year, enabling apprentices to be employed alongside their studies in the college’s innovative learning design company, Elephant Learning Designs. The limited time this allows for delivery and assessment has prompted course leaders to rethink their approach to course structure, assessment and feedback design, and the role of technology in evidence collection.

Reliability assessment of a peer evaluation instrument in a team-based learning course

Objective: To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting. Methods: Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC). Results: We found little variation in the standard deviation (SD) based on the score means among the high, medium, and low scores within each group. The lack of variation in SD of results between groups suggests that the peer evaluation instrument produces precise results. The ICC showed strong concordance among raters. Conclusions: Findings suggest that our student peer evaluation instrument provides a reliable method for peer assessment in team-based learning settings.

EXAMINING THE IMPLEMENTATION CHALLENGES OF PROJECT-BASED LEARNING: A CASE STUDY

Title of Thesis: Thesis directed by: ABSTRACT EXAMINING THE IMPLEMENTATION CHALLENGES OF PROJECT-BASED LEARNING: A CASE STUDY Stefan Frederick Brooks, Master of Education, 2016 Professor and Chair Francine Hultgren Teaching and Learning, Policy and Leadership Department Project-based learning (PjBL) is a common instructional strategy to consider for educators, scholars, and advocates who focus on education reform. Previous research on PjBL has focused on its effectiveness, but a limited amount of research exists on the implementation challenges. This exploratory case study examines an attempted project- based learning implementation in one chemistry classroom at a private school that fully supports PjBL for most subjects with limited use in mathematics. During the course of the study, the teacher used a modified version of PjBL. Specifically, he implemented some of the elements of PjBL, such as a driving theme and a public presentation of projects, with the support of traditional instructional methods due to the context of the classroom. The findings of this study emphasize the teacher’s experience with implementing some of the PjBL components and how the inherent implementation challenges affected his practice.

Project-Based learning approach to foster strategic competences of adult students at Cafam Santa Lucia School

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014

Investigating problem-based learning in Saudi Arabian mathematics education: a TIMSS-related study

The aim of this study is to investigate the effectiveness of problem-based learning (PBL) on students’ mathematical performance. This includes mathematics achievement and students’ attitudes towards mathematics for third and eighth grade students in Saudi Arabia. Mathematics achievement includes, knowing, applying, and reasoning domains, while students’ attitudes towards mathematics covers, ‘Like learning mathematics’, ‘value mathematics’, and ‘a confidence to learn mathematics’. This study goes deeper to examine the interaction of a PBL teaching strategy, with trained face-to-face and self-directed learning teachers, on students’ performance (mathematics achievement and attitudes towards mathematics). It also examines the interaction between different ability levels of students (high and low levels) with a PBL teaching strategy (with trained face-to-face or self-directed learning teachers) on students’ performance. It draws upon findings and techniques of the TIMSS international benchmarking studies. Mixed methods are used to analyse the quasi-experimental study data. One -way ANOVA, Mixed ANOVA, and paired t-tests models are used to analyse quantitative data, while a semi-structured interview with teachers, and author’s observations are used to enrich understanding of PBL and mathematical performance. The findings show that the PBL teaching strategy significantly improves students’ knowledge application, and is better than the traditional teaching methods among third grade students. This improvement, however, occurred only with the trained face-to-face teacher’s group. Furthermore, there is robust evidence that using a PBL teaching strategy could raise significantly students’ liking of learning mathematics, and confidence to learn mathematics, more than traditional teaching methods among third grade students. Howe ver, there was no evidence that PBL could improve students’ performance (mathematics achievement and attitudes towards mathematics), more than traditional teaching methods, among eighth grade students. In 8th grade, the findings for low achieving students show significant improvement compared to high achieving students, whether PBL is applied or not. However, for 3th grade students, no significant difference in mathematical achievement between high and low achieving students was found. The results were not expected for high achieving students and this is also discussed. The implications of these findings for mathematics education in Saudi Arabia are considered.

Estrategia task-based learning para la producción oral en inglés por medio de second life® en la Universidad de La Salle

Bogotá (Colombia) : Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés

IMPROVED SENSITIVITY OF RESONANT MASS SENSOR BASED ON MICRO TILTING PLATE AND MICRO CANTILEVER

Vapor sensors have been used for many years. Their applications range from detection of toxic gases and dangerous chemicals in industrial environments, the monitoring of landmines and other explosives, to the monitoring of atmospheric conditions. Microelectrical mechanical systems (MEMS) fabrication technologies provide a way to fabricate sensitive devices. One type of MEMS vapor sensors is based on mass changing detection and the sensors have a functional chemical coating for absorbing the chemical vapor of interest. The principle of the resonant mass sensor is that the resonant frequency will experience a large change due to a small mass of gas vapor change. This thesis is trying to build analytical micro-cantilever and micro-tilting plate models, which can make optimization more efficient. Several objectives need to be accomplished: (1) Build an analytical model of MEMS resonant mass sensor based on micro-tilting plate with the effects of air damping. (2) Perform design optimization of micro-tilting plate with a hole in the center. (3) Build an analytical model of MEMS resonant mass sensor based on micro-cantilever with the effects of air damping. (4) Perform design optimization of micro-cantilever by COMSOL. Analytical models of micro-tilting plate with a hole in the center are compared with a COMSOL simulation model and show good agreement. The analytical models have been used to do design optimization that maximizes sensitivity. The micro-cantilever analytical model does not show good agreement with a COMSOL simulation model. To further investigate, the air damping pressures at several points on the micro-cantilever have been compared between analytical model and COMSOL model. The analytical model is inadequate for two reasons. First, the model’s boundary condition assumption is not realistic. Second, the deflection shape of the cantilever changes with the hole size, and the model does not account for this. Design optimization of micro-cantilever is done by COMSOL.

Fuel level sensor based on polymer optical fiber Bragg gratings for aircraft applications

Safety in civil aviation is increasingly important due to the increase in flight routes and their more challenging nature. Like other important systems in aircraft, fuel level monitoring is always a technical challenge. The most frequently used level sensors in aircraft fuel systems are based on capacitive, ultrasonic and electric techniques, however they suffer from intrinsic safety concerns in explosive environments combined with issues relating to reliability and maintainability. In the last few years, optical fiber liquid level sensors (OFLLSs) have been reported to be safe and reliable and present many advantages for aircraft fuel measurement. Different OFLLSs have been developed, such as the pressure type, float type, optical radar type, TIR type and side-leaking type. Amongst these, many types of OFLLSs based on fiber gratings have been demonstrated. However, these sensors have not been commercialized because they exhibit some drawbacks: low sensitivity, limited range, long-term instability, or limited resolution. In addition, any sensors that involve direct interaction of the optical field with the fuel (either by launching light into the fuel tank or via the evanescent field of a fiber-guided mode) must be able to cope with the potential build up of contamination-often bacterial-on the optical surface. In this paper, a fuel level sensor based on microstructured polymer optical fiber Bragg gratings (mPOFBGs), including poly (methyl methacrylate) (PMMA) and TOPAS fibers, embedded in diaphragms is investigated in detail. The mPOFBGs are embedded in two different types of diaphragms and their performance is investigated with aviation fuel for the first time, in contrast to our previous works, where water was used. Our new system exhibits a high performance when compared with other previously published in the literature, making it a potentially useful tool for aircraft fuel monitoring.

High-sensitivity refractive index sensor based on large-angle tilted fiber grating with carbon nanotube deposition

This paper presents a highly sensitive ambient refractive index (RI) sensor based on 81° tilted fiber grating (81°-TFG) structure UV-inscribed in standard telecom fiber (62.5μm cladding radius) with carbon nanotube (CNT) overlay deposition. The sensing mechanism is based on the ability of CNT to induce change in transmitted optical power and the high sensitivity of 81°-TFG to ambient refractive index. The thin CNT film with high refractive index enhances the cladding modes of the TFG, resulting in the significant interaction between the propagating light and the surrounding medium. Consequently, the surrounding RI change will induce not only the resonant wavelength shift but also the power intensity change of the attenuation band in the transmission spectrum. Result shows that the change in transmitted optical power produces a corresponding linear reduction in intensity with increment in RI values. The sample shows high sensitivities of ∼207.38nm/RIU, ∼241.79nm/RIU at RI range 1.344-1.374 and ∼113.09nm/RIU, ∼144.40nm/RIU at RI range 1.374-1.392 (for X-pol and Y-pol respectively). It also shows power intensity sensitivity of ∼ 65.728dBm/RIU and ∼ 45.898 (for X-pol and Y-pol respectively). The low thermal sensitivity property of the 81°-TFG offers reduction in thermal cross-sensitivity and enhances specificity of the sensor.

Interdisciplinary project-based learning: technology for improving student cognition

The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemistry course with students majoring in Commodities Management and Expertise (‘expert’ students). To test how effective the technology was, the control and experimental groups were formed. In the control group, learning was done with traditional methods. In the experimental group, it was reinforced by IPBL. A statistical analysis of the results, with an application of Pearson χ 2 test, showed that the cognitive levels in both IT and ‘expert’ experimental groups improved as compared with the control groups. The findings demonstrated that IPBL can significantly enhance learning. It can be implemented in any institution of higher or secondary education that promotes learning, including the CALS development and its use for solving problems in different subject areas.

Progettazione di un kit di supporto ai corsi Project Based Learning: il ruolo del tutor nel modello Tech to Market.

L’istruzione superiore in Europa è stata oggetto di un significativo processo di riforma: è aumentato l’interesse per un modello di apprendimento intorno ai progetti, centrato sullo studente, che favorisse lo sviluppo di competenze trasversali – il project-based learning (PBL). Inserire il PBL nelle Università richiede un processo di innovazione didattica: il curriculum di un corso PBL e le competenze richieste all’insegnante si differenziano dall’apprendimento tradizionale. Senza un'adeguata attenzione ai metodi di supporto per insegnanti e studenti, questi approcci innovativi non saranno ampiamente adottati. L’obiettivo di questo studio è determinare in che modo sia possibile implementare un corso PBL non presenziato da figure esperte di PBL. Le domande della ricerca sono: è possibile implementare efficacemente un approccio PBL senza il coinvolgimento di esperti dei metodi di progettazione? come si declinano i ruoli della facilitazione secondo questa configurazione: come si definisce il ruolo di tutor d’aula? come rafforzare il supporto per l’implementazione del corso? Per rispondere alle domande di ricerca è stata utilizzata la metodologia AIM-R. Viene presentata la prima iterazione dell’implementazione di un corso di questo tipo, durante la quale sono state svolte attività di ricerca e raccolta dati. L’attività di facilitazione è affidata a tre figure diverse: docente, tutor d’aula e coach professionisti. Su questa base, sono stati definiti gli elementi costituenti un kit di materiale a supporto per l’implementazione di corsi PBL. Oltre a un set di documenti e strumenti condivisi, sono stati elaborati i vademecum per guidare studenti, tutor e docenti all’implementazione di questo tipo di corsi. Ricerche future dovranno essere volte a identificare fattori aggiuntivi che rendano applicabile il kit di supporto per corsi basati su un modello diverso dal Tech to Market o che utilizzino strumenti di progettazione diversi da quelli proposti durante la prima iterazione.