Thematische Bibliographien / Didactic and play-Based engineering

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Auswahl der wissenschaftlichen Literatur zum Thema „Didactic and play-Based engineering“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Didactic and play-Based engineering"

Acuña-Umaña, K., C. Gómez-Quirós und O. A. Herrera-Sancho. „From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking“. Physics Education 57, Nr. 4 (07.06.2022): 045037. http://dx.doi.org/10.1088/1361-6552/ac6eb5.

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Abstract The implementation of theatre as a didactic tool for teaching science provides a new perspective on the importance of interdisciplinary approaches in the construction of meaningful learning experiences. Gamification and collaborative work are functional strategies to teach scientific concepts in a creative way. However, there are still conceptual issues about spatial thinking that are difficult for students to understand owing to the lack of visualization of objects and their development through a characteristic chronicle. Here we show an innovative way to unifying science, technology, engineering, arts and mathematics (STEAM) careers through the development of an interactive theatrical play inspired by The Little Prince novella, to promote a culture of integration of science, theatre and literature. One of the more significant findings to emerge from this study is that the didactic strategies used are key ingredients in order to design an unique theatre play based on a link between history of atomic models and literature towards full understanding of spatial macroscales and microscales thinking. Due to the successful in the qualitative assessment results, we are devising to continue exploring the use of these didactic strategies to achieve an integrated and greater impact on students’ learning processes.

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Rüütmann, T. „Engineering Pedagogy as the Basis for Effective Teaching Competencies of Engineering Faculty“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, Nr. 12 (10.12.2019): 123–31. http://dx.doi.org/10.31992/0869-3617-2019-28-12-123-131.

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The article presents the philosophy and the basics of Engineering Pedagogy Science – the key to science-based, effective, interactive and motivating teaching engineering, shaping the ground of teaching competencies of engineering faculty, ensuring relevantly one of the prerequisites of the quality of engineering education in general. The foundational questions shaping the philosophy of Engineering Pedagogy Science, as an analytical ground for effective course design and further course development, based on informed decisions, are presented in this paper. The didactic pentagram and the basic didactical model of Engineering Pedagogy Science are discussed in this paper. Didactical pentagram of Engineering Pedagogy Science forms the ground of the essential pedagogical competencies of engineering faculty along with the speciality competencies, ensuring effective teaching engineering. The basic didactic model of Engineering Pedagogy Science follows the principles of an iterative process, being an effective tool for the design of a study program, curriculum, syllabus, course, or a lecture with the aim of effective teaching engineering. Integrated quadruple instructional model of Engineering Pedagogy Science as the foundation of integrated course design and one of the preconditions of effective teaching and learning is introduced as the basis of expected teaching competencies of engineering faculty. Pedagogical competences of the faculty are becoming more considerable in the quality assessment of higher education. The most effective ground of pedagogical continuing education of engineering faculty is Engineering Pedagogy Science, which offers suitable and relevant didactic models for insurance of effective teaching and learning and integrated course design based on informed decisions, learning analytics, reflection and metacognition.

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Hasanah, Huswatun. „Desain Didaktis dengan Pembelajaran Matematika Realistik Pada Konsep Luas Permukaan Kubus dan Balok“. Indonesian Journal of Learning Education and Counseling 4, Nr. 1 (04.10.2021): 57–66. http://dx.doi.org/10.31960/ijolec.v4i1.1146.

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The purpose of this study is to develop the didactical design concerning on the cube and cuboid surface concept. This study use Didactical Design Research measure in which it consists of three phases: (1) analysis of the didactic situation before learning that the form of design didactic hypothetical, (2) metapedadidactic analysis, and (3) retrospective analysis linked the results of analysis didactic situation hypothetical analysis and metapedadidactic analysis. This study has 96 secondary school’s students in the Cilegon city as research subjects. All datas were documented by using camera recording, interviews, and tests. The datas were analyzed qualitatively to determine the learning obstacle then researcher also compiled didactic design incorporating didactic pedagogical anticipation based on identified learning obstacles. Furthermore, the didactic design is implemented and analyzed the results of its implementation as a final product. The results obtained are a didactic concept design model surface area of cube and cuboid.

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Yáñez-Valdez, Ricardo. „Hybrid project-based didactic strategy in mechanical engineering courses“. IE Revista de Investigación Educativa de la REDIECH 14 (11.10.2023): e1778. http://dx.doi.org/10.33010/ie_rie_rediech.v14i0.1778.

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Adopting a didactic strategy that promotes education and autonomous work in the training of an engineering student while it generates academic products for the teacher-student binomial is a real possibility. The application of such a strategy in the hybrid educational model is presented to implement interactive courses in the Mechanical Engineering career at the Universidad Nacional Autónoma de México. The methodological foundation is highlighted as a basis for the pedagogical design of the bimodal courses, and the practical cases developed by the authors in the undergraduate and graduate programs in mechanical engineering under this modality are presented. The research provides the analysis of results obtained from seven subject programs during the last academic periods from the second semester of 2015 to the first semester of 2022. The research based on design specifications, learning objectives, temporal organization, activities, formative and summative evaluation, and a scoring guide proved the efficiency of hybrid format for mechanical engineering courses.

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Bitay, Enikő, und Gyula Bagyinszki. „Didactic and Methodological Aspects of Technical Higher Education“. Műszaki Tudományos Közlemények 17, Nr. 1 (01.10.2022): 1–5. http://dx.doi.org/10.33894/mtk-2022.17.01.

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Abstract Technical higher education - that is engineering education, unlike the general practice of secondary vocational education - already deals with adult “students”. Although the emphasis on educational tasks in universities is less, the attitude-shaping effect and example of lecturers play a key role. With this compilation, we aim to provide clues for this.

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Abysova, Mariia A., Mariia H. Kravchuk und Oksana M. Hurniak. „DIGITALIZATION IN UNIVERSITY EDUCATION: DIDACTIC ASPECTS“. Information Technologies and Learning Tools 93, Nr. 1 (28.02.2023): 68–79. http://dx.doi.org/10.33407/itlt.v93i1.5097.

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Intensively developing digital technologies are transforming the basic processes studied by the didactics of higher education: ways of the teacher-student interrelated activity; the student and the knowledge, skills, and competencies intended to be learnt and gained; the teacher and the methodology of educational material. The learning goals set by the information society shift the focus from mastering the system of knowledge and developing professional skills to developing competencies, the formation of students’ readiness to design their own unique educational trajectories based on a competency-based approach. As higher education becomes more digitalized, there is a shift from coordinating teaching and learning activities to projecting, forming, and mastering individual educational plans. To meet the challenges of modern education, educators are expected to be able to comprehend changes impacting all of the components of didactic theory, including goals, content, forms, technologies, and learning tools. Digitalization processes lead to the dominance of infographic forms of presentation of educational material instead of narrative (text) forms associated with the development of voluminous texts. The variety of forms of organization of educational activities in the digital educational environment is increasing significantly, they are becoming a dynamic open system of educational modules. The educators are being faced with new theoretical tasks due to the active modernization of university educational practice, including the need to find ways to implement continuity between traditional and innovative methods of organizing the educational process while taking into account specific cognitive, motivational, and need-based characteristics of the digital generation. The transition from teaching as the educators’ primary activity to the variety of pedagogical roles they play in the digital educational process actualizes teachers’ mastery of the information technologies and the development of their personal professional teaching strategy.

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Nuriev, Nail K., und Svetlana D. Starygina. „Didactic engineering as a methodology of organizing automated educational activities“. Pedagogy and Psychology of Education, Nr. 2, 2020 (2020): 9–24. http://dx.doi.org/10.31862/2500-297x-2020-2-9-24.

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The study shows that from a historical point of view, effective educational systems are one of the main elements of the «pushing forward» development of society. A distinctive feature of our era is that in it, another degree of freedom is added to the cognitively active space with two degrees of freedom, and the space of activity is transformed into a space with three degrees of freedom: cognitive, virtual, and real. Because of this, automated systems with elements of «artificial intelligence» penetrated into all spheres of life, filling the space with three degrees of freedom with new objects of life. Overall, this led to the emergence of a «digital economy» with enormous potential for the growth of labor productivity. Didactic engineering – a methodology for organizing automated educational activities in space with three degrees of freedom that arose due to historical necessity and committed to solve the problem of providing the digital economy with personnel. Currently, in the framework of didactics and psychology, many pedagogical problems are solved at the stages of verbal, graphic, tabular modeling. The paper shows that solutions for the design of automated educational systems are insufficient. It is also pointed out that didactic engineering is a continuation of classical didactics, supplementing it with the stages of mathematical and simulation modeling. An example of solving a pedagogical problem based on an engineering approach is given.

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Kolotilova, Uliana, Elena Reznikova, Victoria Vasilyeva, Liya Salavatulina und Ekaterina Gubar. „Possibilities of didactic engineering in training future specialists“. E3S Web of Conferences 460 (2023): 05039. http://dx.doi.org/10.1051/e3sconf/202346005039.

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The article discusses the possibilities of didactic engineering in preparing future specialists for independent professional activities. Didactic engineering is a methodology (theory, practice, diagnostics) of organizing activities to solve didactic problems using engineering methods (metric approach, modeling, numerical analysis, use of information and communication technologies). Within the framework of didactic engineering, the tasks of creating new effective didactic systems, teaching aids and diagnosing the quality of training of specialists working in a virtualreal environment are solved. This allows us to outline the path for rapid sustainable professional development of the student, establish key invariant abilities, determine the role of knowledge in solving professional problems, and generally reveal the reasons why some people solve professional problems more successfully than others. The authors, based on the theoretical and practical results of the study, highlight problematic issues in the adaptation of future specialists to independent professional activities and the need to implement innovative approaches. Based on the conducted research, a set of interrelated conditions aimed at increasing the level of readiness of future specialists to carry out innovative professional activities was put forward for discussion. The process of training and education of a student must be organized based on his personal professional interest, personal growth through the construction of a professional development trajectory. Consequently, in systems built within the framework of didactic engineering, it is necessary to introduce the category “complexity of problems”, since in the future this makes it possible to objectively assess the professional potential of a future specialist.

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Vieira, Renata Passos Machado, Francisco Regis Vieira Alves und Paula Maria Machado Cruz Catarino. „The Construction of Definitions Through Padovan’s Combinatorial Model: An Investigation With Didactic Engineering in an Initial Education Course for Mathematics Teachers“. Acta Scientiae 25, Nr. 6 (28.11.2023): 366–95. http://dx.doi.org/10.17648/acta.scientiae.7728.

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Background: Given the oversight of specific topics in the history of mathematics books, this research was motivated by the extensive coverage of the Fibonacci sequence. In addition, the existence of the Padovan sequence, which is considered a Fibonacci cousin, stands out. Objectives: Investigating the Padovan sequence, building its definition through a combinatorial model using manipulative materials based on the theory of didactical situations in the initial mathematics teacher education course context. Design: The research methodological design follows didactic engineering, and a didactic teaching situation is created to investigate the Padovan sequence. Thus, manipulative material was developed to facilitate the teaching process and the construction of the sequence definition. Settings and participants: The interventions were done in the mathematics degree course of a higher education institution in Fortaleza. Five students enrolled in the component of History of Mathematics participated in the study. Data collection and analysis: Data were collected during classes, recorded through photos and audio recordings, based on didactic engineering and the theory of didactical situations. Results: The most relevant result of this study is constructing the definition of the Padovan sequence through the manipulative material. Conclusions: We concluded that the research allowed an investigation of the Padovan sequence, enabling the visualisation of its terms and their integration with other mathematical contents, contributing to teaching these numbers.

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Artigue, Michèle. „Méthodologies de recherche en didactique des mathématiques : Où en sommes-nous ? Research Methodologies in didactic of mathematics: Where Are We?“ Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, Nr. 3 (09.01.2021): 25–64. http://dx.doi.org/10.23925/1983-3156.2020v22i3p025-064.

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RésuméDans cet article s’interrogeant sur les méthodologies de recherche en didactique, après une introduction resituant ce questionnement dans l’histoire de ce champ de recherche, et les méthodologies au sein des praxéologies de recherche, je m’intéresse dans un premier temps à l’ingénierie didactique, une méthodologie emblématique de la volonté des didacticiens d’élaborer des méthodes de recherche répondant à leurs besoins spécifiques. Je rappelle ses caractéristiques et montre aussi son évolution au contact de différentes théories. Dans un second temps, j’examine les relations entre ingénierie didactique et design-based research, en incluant le cas de l’ingénierie didactique coopérative. J’envisage ensuite diverses évolutions méthodologiques liées à l’évolution des problématiques et théories didactiques et à celle des moyens technologiques de la recherche, avant d’aborder dans une dernière section ces questions méthodologiques sous l’angle des rapports entre recherche et action didactique. Mots clefs : Didactique des mathématiques, Méthodologie de recherche, Praxéologie de recherche, Ingénierie didactique, Design-based research, Ingénierie didactique coopérative.AbstractIn this article questioning research methodologies in mathematics education, after an introduction that situates this questioning in the history of this field of research, and the methodologies within research praxeologies, I first consider didactic engineering, a methodology that is emblematic of the willingness of didacticians to develop research methods meeting their specific needs. I recall its characteristics and also show its evolution in the contact with different theories. Secondly, I examine the relationship between didactic engineering and design-based research, including the case of cooperative didactic engineering. I then consider various methodological evolutions linked to the evolution of research problematics and theories and to the evolution of technological means of research, before addressing, in a last section, these methodological questions from the point of view of the relationship between research and didactic action.Key words: Didactics of mathematics, Mathematics education, Research methodology, Research praxeology, Didactic engineering, Design-based research, Cooperative didactic engineering.ResumenEn este artículo cuestionando las metodologías de investigación en didáctica de las matemáticas, después de una introducción que resitúa este cuestionamiento en la historia de este campo de investigación, y las metodologías dentro de las praxeologías de investigación, me intereso en primer lugar a la ingeniería didáctica, una metodología emblemática de la voluntad de los didactas de desarrollar métodos de investigación que respondan a sus necesidades específicas. Recuerdo sus características y también muestro su evolución en el contacto con diferentes teorías. En segundo lugar, examino la relación entre la ingeniería didáctica y la investigación basada en el diseño, incluyendo el caso de la ingeniería didáctica cooperativa. A continuación, considero diversas evoluciones metodológicas vinculadas a la evolución de las problemáticas y teorías didácticas y a la evolución de los medios tecnológicos de investigación, antes de abordar en una última sección estas cuestiones metodológicas desde la perspectiva de la relación entre la investigación y la acción didáctica. Palabras claves: Didáctica de las matemáticas, Metodología de investigación, Praxeología de investigación, Ingeniería didáctica, Investigación basada en el diseño, Ingeniería didáctica cooperativa.

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Dissertationen zum Thema "Didactic and play-Based engineering"

Chervenak, Rachel. „Play in Kindergarten: Perspectives of a Full- and Half-Day Kindergarten Teacher“. Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307916817.

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Athias, Francine. „La géométrie dynamique comme moyen de changement curriculaire“. Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3057.

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La géométrie à l'école primaire consiste en une familiarisation avec des formes géométriques et leurs propriétés, à travers l'utilisation d'instruments de géométrie. Les objets géométriques reposent sur les représentations graphiques, les relations géométriques sont souvent implicites. L'introduction d'un logiciel de géométrie dynamique (TracenPoche) est vu comme un moyen de les expliciter, conduisant ainsi à voir le dessin comme une figure. Nous avons proposé à des professeurs une série de cinq situations, que nous avons conçues à partir des modes d'intégration de Assude (2007). Nous en proposons une analyse a priori en trois temps (Assude et Mercier, 2007), une analyse a priori du point de vue des savoirs mathématiques, une analyse a priori ascendante du point de vue des actions des élèves modélisée en terme de praxéologie (Chevallard, 1998) et une analyse a priori du point de vue de l'enseignant. Les situations mises en oeuvre dans les classes sont décrites et analysées à l'aide d'éléments de la théorie de l'action conjointe en didactique (TACD, Sensevy, 2011). Nous décrivons l'action conjointe du professeur et des élèves comme un jeu du professeur sur l'élève, permettant ainsi de rendre compte de la dynamique du travail didactique et de l'évolution du « voir un dessin comme une figure ». Les résultats de la thèse, dans le cadre de cette ingénierie exploratoire (Perrin-Glorian, 2009), montrent comment les objets géométriques peuvent être travaillés conjointement dans l'environnement papier-crayon et dans l'environnement tracenpoche, mettant en évidence des caractéristiques de l'action conjointe du professeur et des élèves dans l'explicitation des relations géométriques
Geometry in primary school is a familiarization with geometric shapes and their properties through the use of geometrical instruments. Geometric objects are based on diagrams and the geometric relationships are often implicit. The introduction of a dynamic geometry software (here TracenPoche) is thus a way to explain how to see « the diagram » as « a figure ». Five situations are given to three teachers. We have built them with « integration modes » from Assude (2007). We proposed an a priori analysis in three stages (Assude and Mercier, 2007), the first a priori analysis - the viewpoint of mathematical knowledge - , the second a priori analysis - students action modelized by the praxeology (Chevallard, 1998) - and the third a priori analysis - the teacher's point of view - . The Situations established in classrooms are described and analyzed using elements of the joint action theory (Sensevy, 2011). We describe the joint action of the teacher and students as a game of the teacher on the student, thereby enabling an analysis of the dynamic of the teaching work and of the evolution of the "seeing a diagram as a figure." The results of this thesis, as part of the exploratory engineering (Perrin-Glorian, 2009), show how geometrical objects can be worked jointly in a paper-and-pencil environment and in a Tracenpoche environment, highlighting the characteristics of the joint action of the teacher and students in the explanation of geometric relationships. The teachers demonstrate initiatives that prove particularly interesting with regard to mathematical issues, and which could be the basis for further research in cooperative engineering (Sensevy & al., 2013)

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Chen, Feilong. „Agent oriented fault detection, isolation and recovery and aspect-oriented plug-and-play tracking mechanism“. Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969/571.

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Öhman, Sebastian. „Game mechanics, Role play, and Narrative - Critically learning values through games“. Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20585.

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In 2018, the Swedish Parliament decided to make the UN Convention on the Rights of the Child acivil law, which will be implemented in the year 2020. The consequences of the decision are notunproblematic. The public debate, as well as research, shows that parents have a problem seeing howtheir style of parenting could correlate with the Convention’s legal text. The parents expresshopelessness towards the notion of child upbringing.This thesis is an exploratory pilot study aiming to prepare and generate new knowledge for a projectcommissioned by Save the Children with the goal to develop a game to decrease the knowledge gapbetween parents and children regarding what the Convention means for their relationship. The thesisalso asks the question: how can a game, played by parents and children meant to teach them about softvalues in accordance with the Convention look like.Beyond traditional qualitative research methods, this thesis used Research through Design anddeveloped a presumptive prototype for the project in order to explore the research subject. Findingsshowed that the games narrative and the power to change the narrative through player choices play anessential part in the participant’s ability to immerse in the game, and that this interactive narrative isclosely connected with the ability to learn. The thesis also shows designer directions to consider whendeveloping a game meant to teach the players about soft values.

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Gustafsson, Per-Ola, und Marcus Ohlsson. „A Menu-based Universal Control Protocol“. Thesis, Linköping University, Department of Science and Technology, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1392.

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This thesis-project aims to research the possibilities of new wireless technologies in general control-situations. We have studied different existing control protocols, and developed a new protocol focusing on textbased menus. Our protocol is scaleable, easy to implement, and platform- and media independent. Since our protocol supports Plug and Play with dynamically allocated id’s, it does not require a unique id in the hardware.

To test the protocol we have developed a prototype system, consisting of a mobile phone connected to a server, which in turn is connected to two slave units, controlling peripheral equipment on 220 Volt.

The phone is an Ericsson T28, equipped with a Bluetooth unit. The server is runningthe real-time OS eCos on an ARM 7TDMI Evaluation Kit, and the slave units consist of two developer boards equipped with PIC-processors. Communication between the phone and the server is done over Bluetooth. However we did not find a working Bluetooth protocol stack ported to eCos, so a serial cable was used instead. Communication between the server and the slaves is done over a RS-485 serial network which simulates the traffic over a radio-network.

The results show that our protocol is working, and that our system would be easy to implement, cheap to produce and very scalable.

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Rossoff, Samuel Max. „Adapting personal music based on game play“. Thesis, 2009. http://hdl.handle.net/1828/2328.

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Music can positively affect game play and help players to understand underlying patterns in the game, or the effects of their actions on the characters. Conversely, inappropriate music can have a negative effect on players. While game makers recognize the effects of music on game play, solutions that provide users with a choice in personal music have not been forthcoming. I designed and evaluated an algorithm for automatically adapting any music track from a personal library so that is plays at the same rate as the user plays the game. I accomplish this without access to the video game's souce code, allowing deployment with any game and no modifications to the system.

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(5930756), Trevor D. Moore. „RECONSTRUCTION OF HIGH-SPEED EVENT-BASED VIDEO USING PLUG AND PLAY“. Thesis, 2019.

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Event-Based cameras, also known as neuromophic cameras or dynamic vision sensors, are an imaging modality that attempt to mimic human eyes by asynchronously measuring contrast over time. If the contrast changes sufficiently then a 1-bit event is output, indicating whether the contrast has gone up or down. This stream of events is sparse, and its asynchronous nature allows the pixels to have a high dynamic range and high temporal resolution. However, these events do not encode the intensity of the scene, resulting in an inverse problem to estimate intensity images from the event stream. Hybrid event-based cameras, such as the DAVIS camera, provide a reference intensity image that can be leveraged when estimating the intensity at each pixel during an event. Normally, inverse problems are solved by formulating a forward and prior model and minimizing the associated cost, however, for this problem, the Plug and Play (P&P) algorithm is used to solve the inverse problem. In this case, P&P replaces the prior model subproblem with a denoiser, making the algorithm modular, easier to implement. We propose an idealized forward model that assumes the contrast steps measured by the DAVIS camera are uniform in size to simplify the problem. We show that the algorithm can swiftly reconstruct the scene intensity at a user-specified frame rate, depending on the chosen denoiser’s computational complexity and the selected frame rate.

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Bücher zum Thema "Didactic and play-Based engineering"

Marelly, Rami, und David Harel. Come, Let’s Play: Scenario-Based Programming Using LSCs and the Play-Engine. Springer, 2012.

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Come, Let's Play: Scenario-Based Programming Using LSCs and the Play-Engine. Springer, 2003.

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Marelly, Rami, und David Harel. Come, Let's Play: Scenario-Based Programming Using LSCs and the Play-Engine. Springer London, Limited, 2012.

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Sousa, A. Augusto de, und Carlos Soares, Hrsg. 16th Doctoral Symposium in Informatics Engineering (DSIE'21): Proceedings. FEUP, 2021. http://dx.doi.org/10.24840/978-972-752-281-1.

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DSIE - Doctoral Symposium in Informatics Engineering, now in its 16th Edition, is a series of meetings that started in the first edition of ProDEI, in the scholar year 2005/06; its main goal has always been to provide a forum for discussion on, and demonstration of, the practical application of a variety of scientific and technological research issues, particularly in the context of information technology, computer science, and computer engineering. DSIE Symposium comes out as a natural conclusion of a mandatory ProDEI course called "Methodologies for Scientific Research" (MSR), leading to a formal assessment of the PhD students' first year’s learned competencies on those methodologies. The MSR course aims at giving students the opportunity to learn the processes, methodologies and best practices related to scientific research, particularly in the referred areas, as well as to improve their own capability to produce adequate scientific texts. With a mixed-format based on a few theory lessons (about a scientific approach to knowledge), practical works (analyzing and discussing published papers), together with multidisciplinary seminars, the course culminates with the realization of this meeting/symposium. In this scope, students are expected to simultaneously play different roles, such as authors of the submitted articles, members of both organization and scientific committees, and reviewers, duly guided by senior lecturers and professors.

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Buchteile zum Thema "Didactic and play-Based engineering"

Cabezas Escaño, Jon Mikel, Itziar Gonzalez Gurrutxaga, María Lozano Chico, Jose Antonio Oriozabala Brit und Lorena Ugarte Soraluce. „Didactic Strategy Based on Experimental Process and Physical Manipulation for a Meaningful Learning of the Dihedral System“. In Advances in Design Engineering II, 375–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92426-3_43.

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Rizzuti, Sergio, und Luigi De Napoli. „Engaging in Product Development as Means to Understand the Basics of Design“. In Lecture Notes in Mechanical Engineering, 372–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_59.

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AbstractTeaching product design is not a trivisal task. Considering the experience done along 20 years of teaching at master level class in mechanical engineering it is possible to take stock. The model followed is Project-Based Learning and this method can be licensed as the model that gives greater satisfaction to all attendees. Students give high score to the survey organized by university at the end of the course to assess didactic validity. Also, teachers have many stimuli when discussing with students the activities proposed. The course is based on the development of an industrial product that solves a problem, eventually posed by industry or emerged by customers. Based on the course schedule, the different phases of product development put in evidence the steps that require divergent thinking and those where it is necessary to employ convergent thinking. A case study allows explaining all the phases of product design.

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Calvo-Iglesias, Encina, Irene Epifanio, Sonia Estrade und Elisabet Mas de les Valls. „Gender Perspective in STEM Disciplines in Spain Universities“. In Women in STEM in Higher Education, 165–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_9.

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AbstractIn this paper we present different initiatives carried out by Spanish universities for the incorporation of the gender perspective in STEM disciplines. One of these initiatives is the collection of guides of the Vives University Network for university teaching. These guides cover the sections of objectives, contents, evaluation, learning environment, organizational modalities, teaching methods, and didactic resources with the aim of making women scientists visible in the discipline and eliminating the androcentric vision that predominates in science and engineering. In particular, we analyze the fields of engineering, mathematics, and physics. With the aim of being more than just a review of different initiatives, the paper unifies the fundamentals on which these initiatives are based. Thus, the general principles are well defined, and those aspects more related to each university and discipline particular cultures are identified. The comparison between initiatives will allow us to identify both successful strategies and resistances. Sometimes, the confluence of different events allows an action to become relevant or not. As a result, the paper can be used to effectively define the implementation strategy of the incorporation of gender perspective in STEM teaching at university level.

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Wang, Shangzhu, George S. Avrunin und Lori A. Clarke. „Architectural Building Blocks for Plug-and-Play System Design“. In Component-Based Software Engineering, 98–113. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11783565_7.

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Ferdous, Raihana, Fitsum Kifetew, Davide Prandi, I. S. W. B. Prasetya, Samira Shirzadehhajimahmood und Angelo Susi. „Search-Based Automated Play Testing of Computer Games: A Model-Based Approach“. In Search-Based Software Engineering, 56–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88106-1_5.

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Xia, Zhijie, Yiming Mao, Jiafan He, Jiaxin Chen und Qingwei Li. „Air Combat Agent Construction Based on Hybrid Self-play Deep Reinforcement Learning“. In Lecture Notes in Electrical Engineering, 13–21. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9021-4_2.

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Tetteroo, Daniel, Dennis Reidsma, Betsy van Dijk und Anton Nijholt. „Design of an Interactive Playground Based on Traditional Children’s Play“. In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 129–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30214-5_15.

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Ma, Tai-Yu. „Solving a Dynamic User-Optimal Route Guidance Problem Based on Joint Strategy Fictitious Play“. In Springer Series in Reliability Engineering, 67–89. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11674-7_3.

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Iiyoshi, Ken, Ruth Gebremedhin, Vineet Gokhale und Mohamad Eid. „Plug-and-Play Haptic Interaction for Tactile Internet Based on WebRTC“. In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 65–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76426-5_5.

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Song, Yao, Hang Su und Yuan Liu. „The Applied Study of Reverse Engineering: Learning Through Games Based on Role-Play“. In Communications in Computer and Information Science, 120–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06391-6_16.

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Konferenzberichte zum Thema "Didactic and play-Based engineering"

Peralta, Juan, Emerita Delgado, Fausto Maldonado, Galo Durazno, Livingston Miranda-Delgado, Alexander Prieto und Jose Reinoso. „Methodology for the Design of Demonstrative Didactic Prototypes for the Teaching of Renewable Energies Based on Education for Sustainable Development ‘ESD’“. In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-96149.

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Abstract Achieving sustainable development education is one of the challenges proposed to reach many countries by 2030, based on SDG4 [1] A case of interest is teaching for development of energy sustainability in educational institutions [2], where student learning was enhanced with demonstrative didactic prototypes. The development project of linkage with society ESD-ESPOL, professor and students of the careers of Engineering in Mechanics and Electronics in Automation are developing a project for training, Developing educational didactic material that allows learning in aspects of sustainability in the subject of renewable energy, to students at the secondary level. This work present objective the development methodology the design of didactic prototypes education. To achieve this goal, students have been developing the design and construction of demonstration didactic prototypes to teach renewable energy associated with solar thermal, photovoltaic, water, and wind. The engineering design process includes the form of the conception of the preliminary model to the development of detailed design that includes the movement of the equipment and data visualization that allows the beneficiary to interact with the prototype based on a working guide. As a result, the appropriate methodology of the process ESPOL students must carry out to develop the functional prototype and begin with the team staggering was determined.

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Bouillon, Patrick, und Jorg Frochte. „Simulation- and web-based e-learning in engineering - open source architecture and didactic issues -“. In 2015 16th International Conference on Research and Education in Mechatronics (REM). IEEE, 2015. http://dx.doi.org/10.1109/rem.2015.7380382.

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Anamova, Rushana, und Anton Dubrovin. „About didactic materials creation for the discipline "engineering graphics" based on augmented reality technology“. In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0104529.

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Lopez, Yuri Ulianov, Diego Fernando Valencia und Ivan Enrique Zuniga. „Student research groups as a research-based didactic strategy in renewable energy education“. In 2012 Workshop on Engineering Applications (WEA). IEEE, 2012. http://dx.doi.org/10.1109/wea.2012.6220089.

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Burlacu, Natalia. „DIDACTIC TRANSFORMATIONS OF THE DISTANCE EDUCATIONAL PROCESS IN UNIVERSITIES IN ENGINEERING IN (POST) PANDEMIC TIMES“. In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-045.

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As university education and, in particular, initial training of engineers are the priority directions of strategic development at the national and European level, in the current epidemiological conditions it is clear the need to support the digital transformation of the traditional engineering university education system into a valid one to be implemented remotely. In order to solve the problems listed above, within the call "Offers of research-innovation solutions on combating and mitigating the impact of the COVID-19 pandemic", launched by the National Agency for Research and Development of the Republic of Moldova, a team of researchers from the Technical University of Moldova (TUM) initiated a project, called DIGIFORME, which aims to develop solutions of an institutional, informational and methodological nature corresponding to the curricular specificities of engineering and technological specialties within the beneficiary university, such as laboratories remote, simulation laboratories, methods and algorithms for analyzing the interaction between the actors of the teaching process, etc. This research comes with the description of a viable didactic model to be implemented in the educational process in universities in engineering both in a pandemic context and in a post-pandemic context. The model design and analyzed by the author provides for the implementation of certain methodological digital transformations, the presence of which is argued both from a theoretical and applied perspective of teaching-learning-evaluation of engineering disciplines in a distance learning format. The solutions presented in the article are meant to reduce the vulnerabilities of a university with a profile in engineering education, such as the lack of a basis for carrying out distance work with students (from all types of studies); insufficient training of teachers for the full conduct of online lessons; the inadequacy of the informational and methodological support for the number of didactic activities specific to the specialties with engineering and technological profile. In the conclusion of the research, the author outlines the perspectives of capitalizing the experience of the TUM based on the given didactical model.

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Stoffova, Veronika. „EDUCATIONAL COMPUTER GAMES IN PROGRAMMING TEACHING AND LEARNING“. In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-004.

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Computer games are at present very popular for all ages of users, computers and other digital devices that allow them to play. Creation and implementation of didactic computer games and the desire to create their own games is enough motivation for both high school, college and university students learn programming. The article describes the problem and project teaching of programming at the college and university, where the theme of the project is the implementation of didactic computer game of their choice. The project can be realized as an individual or group project. Programming environment or programming language to implement the computer game is freely selectable. Students can work in any higher programming language with a rich graphics library, or they can use a programming environment that supports computer games creation. Depends on the skill of the programmers/developers/team members how to share the work. Can be individually addressed by the individual functional parts of the game, or work can be divided into separate layers. Each team member is engaged with him in what is good, for what who has better conditions to be successful and achieve a good result. E.g. one focuses on graphic design of game, next to the algorithms that express check compliance with the rules of the game, next member of team developing winning strategies, other looks at how the game stopped and resumed, how increases the difficulty level of the game as power play value and how the achieved good performance. Solving the project students learn to work in a team and practically use the knowledge from the field of software engineering.

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César, Diaz J. „The Inclusion of Didactic Metrological Activities in Education“. In NCSL International Workshop & Symposium. NCSL International, 2017. http://dx.doi.org/10.51843/wsproceedings.2017.17.

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The application of metrology in daily activities is undeniable, specifically has become increasingly important on applications in industry, scientific and also in education. Currently in Mexico the Industrial Engineering degree is offered as a new option. Graduates have been widely accepted by industry, calibration laboratories and research laboratories. Universidad Politécnica de Santa Rosa Jáuregui is the first university to offer the major in Metrological Engineering, whose curriculum is specifically focused on careers in scientific, legal or industrial metrology. In our curriculum, we have designed in opportunities to participate in research and development projects. In this paper, we present four such projects. Also offers different research and development projects, the present addresses four projects carried out and the results that have had as input in the training of the student. The inclusion of learning based projects with the focus on student growth has also been considered. The development of didactic prototypes of the seven base units, the proposal for the development of an application of a mobile laboratory with adaptable metrological modules, the development of an integral hydro static weighing system and finally the development of Fixture & Gage devices for the measurement of automotive components as part of the studentsˆ participation in competitions with other universities.

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Ballesteros, Julio, David Rodriguez, Luis Sanchez, Fernando Castillo und Ismael Payo. „TEACHING-LEARNING MODEL BASED ON THE DESIGN OF DIDACTIC EQUIPMENT FOR LABORATORY PRACTICES IN ENGINEERING SCHOOLS“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1438.

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Jiménez, Andrés, Fabián Jiménez und Ilber Ruge. „Modeling and Control of a Two Wheeled Self-Balancing Robot: a didactic platform for control engineering education.“ In The 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integration, And Alliances for A Sustainable Development” “Hemispheric Cooperation for Competitiveness and Prosperity on A Knowledge-Based Economy”. Latin American and Caribbean Consortium of Engineering Institutions, 2020. http://dx.doi.org/10.18687/laccei2020.1.1.556.

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Yamane, Lucas de Souza, Matheus Salles, Paulo Roberto Oliveira Martins und Junout Martins Louzada Neto. „INSTRUMENTATION OF A DIDACTIC ROTATING MACHINE BENCH FOR FAULT DETECTION BASED ON FREQUENCY DOMAIN ANALYSIS“. In 24th ABCM International Congress of Mechanical Engineering. ABCM, 2017. http://dx.doi.org/10.26678/abcm.cobem2017.cob17-2887.

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Berichte der Organisationen zum Thema "Didactic and play-Based engineering"

Tkachuk, Viktoriia V., Vadym P. Shchokin und Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.

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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.

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Osypova, Nataliia V., und Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], Juli 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

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Dolatowski, Emily, Burton Suedel, Jon Calabria, Matthew Bilskie, James Byers, Kelsey Broich, S. McKay, Amanda Tritinger und C. Woodson. Embracing biodiversity on engineered coastal infrastructure through structured decision-making and Engineering With Nature®. Engineer Research and Development Center (U.S.), April 2024. http://dx.doi.org/10.21079/11681/48395.

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Extreme weather variation, natural disasters, and anthropogenic actions negatively impact coastal communities through flooding and erosion. To safeguard coastal settlements, shorelines are frequently reinforced with seawalls and bulkheads. Hardened shorelines, however, result in biodiversity loss and environmental deterioration. The creation of sustainable solutions that engineer with nature is required to lessen natural and anthropogenic pressures. Nature-based solutions (NbS) are a means to enhance biodiversity and improve the environment while meeting engineering goals. To address this urgent need, the US Army Corps of Engineers (USACE) Engineering With Nature® (EWN) program balances economic, environmental, and social benefits through collaboration. This report presents how design and engineering practice can be enhanced through organized decision-making and landscape architectural renderings that integrate engineering, science, and NbS to increase biodiversity in coastal marine habitats. When developing new infrastructure or updating or repairing existing infrastructure, such integration can be greatly beneficial. Further, drawings and renderings exhibiting EWN concepts can assist in decision-making by aiding in the communication of NbS designs. Our practical experiences with the application of EWN have shown that involving landscape architects can play a critical role in effective collaboration and result in solutions that safeguard coastal communities while maintaining or enhancing biodiversity.

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Chen, Xianglei, und Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.

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Occhiali, Giovanni, Doris Akol und Philip M. Kargbo. ICT and Tax Administration in Sub-Saharan Africa: Adopting ITAS in Uganda and Sierra Leone. Institute of Development Studies, Oktober 2022. http://dx.doi.org/10.19088/ictd.2022.014.

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The adoption of information and communication technologies (ICTs) in the public sector, including for tax administration, has been hailed as potentially transformational over the last few decades. Its impact has been less far-reaching than imagined. A literature examining the determinants of – and obstacles to – ICT adoption arose as a result, almost exclusively focusing on the experience of high-income countries. However, understanding the experience of adoption in low-income countries is equally important, especially given the potential role that ICTs can play in tackling various development issues, including increasing mobilisation of domestic revenue. To help fill this gap, we present two in-depth case studies of the process of adopting an integrated tax administration system (ITAS) in Uganda and Sierra Leone, based on a series of semi-structured interviews with members of the respective revenue authorities and ministries of finance. Our analysis shows that many of the factors that facilitate and impede the adoption process are the same as those identified in high-income countries. However, we also identify some factors that are more likely to be relevant for low-income countries. These include the impact of the timeline for disbursing donor funding, the processes donors require to be used for procurement, and the quality of legacy data to be migrated into the new system. The need to embark on change management and re-engineering business processes was also recognised more fully than might have been expected in countries with relatively little prior experience in e-government services.

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Zhao, Bingyu, Saul Burdman, Ronald Walcott, Tal Pupko und Gregory Welbaum. Identifying pathogenic determinants of Acidovorax citrulli toward the control of bacterial fruit blotch of cucurbits. United States Department of Agriculture, Januar 2014. http://dx.doi.org/10.32747/2014.7598168.bard.

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The specific objectives of this BARD proposal were: Use a comparative genomics approach to identify T3Es in group I, II and III strains of A. citrulli. Determine the bacterial genes contributing to host preference. Develop mutant strains that can be used for biological control of BFB. Background to the topic: Bacterial fruit blotch (BFB) of cucurbits, caused by Acidovoraxcitrulli, is a devastating disease that affects watermelon (Citrulluslanatus) and melon (Cucumismelo) production worldwide, including both Israel and USA. Three major groups of A. citrullistrains have been classified based on their virulence on host plants, genetics and biochemical properties. The host selection could be one of the major factors that shape A. citrullivirulence. The differences in the repertoire of type III‐ secreted effectors (T3Es) among the three A. citrulligroups could play a major role in determining host preferential association. Currently, there are only 11 A. citrulliT3Es predicted by the annotation of the genome of the group II strain, AAC00‐1. We expect that new A. citrulliT3Es can be identified by a combination of bioinformatics and experimental approaches, which may help us to further define the relationship of T3Es and host preference of A. citrulli. Implications, both scientific and agricultural: Enriching the information on virulence and avirulence functions of T3Es will contribute to the understanding of basic aspects of A. citrulli‐cucurbit interactions. In the long term, it will contribute to the development of durable BFB resistance in commercial varieties. In the short term, identifying bacterial genes that contribute to virulence and host preference will allow the engineering of A. citrullimutants that can trigger SAR in a given host. If applied as seed treatments, these should significantly improve the effectiveness and efficacy of BFB management in melon and atermelon production.

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Sessa, Guido, und Gregory Martin. MAP kinase cascades activated by SlMAPKKKε and their involvement in tomato resistance to bacterial pathogens. United States Department of Agriculture, Januar 2012. http://dx.doi.org/10.32747/2012.7699834.bard.

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The research problem: Pseudomonas syringae pv. tomato (Pst) and Xanthomonas campestrispv. vesicatoria (Xcv) are the causal agents of tomato bacterial speck and spot diseases, respectively. These pathogens colonize the aerial parts of the plant and cause economically important losses to tomato yield worldwide. Control of speck and spot diseases by cultural practices or chemicals is not effective and genetic sources of resistance are very limited. In previous research supported by BARD, by gene expression profiling we identified signaling components involved in resistance to Xcvstrains. Follow up experiments revealed that a tomato gene encoding a MAP kinase kinase kinase (MAPKKKe) is required for resistance to Xcvand Pststrains. Goals: Central goal of this research was to investigate the molecular mechanisms by which MAPKKKεand associated MAP kinase cascades regulate host resistance. Specific objectives were to: 1. Determine whether MAPKKKεplays a broad role in defense signaling in plants; 2. Identify components of MAP kinase cascades acting downstream of MAPKKKε; 3. Determine the role of phosphorylation-related events in the function of MAPKKKε; 4. Isolate proteins directly activated by MAPKKKε-associatedMAPK modules. Our main achievements during this research program are in the following major areas: 1. Characterization of MAPKKKεas a positive regulator of cell death and dissection of downstream MAP kinase cascades (Melech-Bonfil et al., 2010; Melech-Bonfil and Sessa, 2011). The MAPKKKεgene was found to be required for tomato resistance to Xcvand Pstbacterial strains and for hypersensitive response cell death triggered by different R gene/effector gene pairs. In addition, overexpression analysis demonstrated that MAPKKKεis a positive regulator of cell death, whose activity depends on an intact kinase catalytic domain. Epistatic experiments delineated a signaling cascade downstream of MAPKKKεand identified SIPKK as a negative regulator of MAPKKKε-mediated cell death. Finally, genes encoding MAP kinase components downstream of MAPKKKεwere shown to contribute to tomato resistance to Xcv. 2. Identification of tomato proteins that interact with MAPKKKεand play a role in plant immunity (Oh et al., 2011). We identified proteins that interact with MAPKKKε. Among them, the 14-3-3 protein TFT7 was required for cell death mediated by several R proteins. In addition, TFT7 interacted with the MAPKK SlMKK2 and formed homodimersin vivo. Thus, TFT7 is proposed to recruit SlMKK2 and MAPKKK client proteins for efficient signal transfer. 3. Development of a chemical genetic approach to identify substrates of MAPKKKε-activated MAP kinase cascades (Salomon et al., 2009, 2011). This approach is based on engineering the kinase of interest to accept unnatural ATP analogs. For its implementation to identify substrates of MAPKKKε-activated MAP kinase modules, we sensitized the tomato MAP kinase SlMPK3 to ATP analogs and verified its ability to use them as phosphodonors. By using the sensitized SlMPK3 and radiolabeled N6(benzyl)ATP it should be possible to tag direct substrates of this kinase. 4. Development of methods to study immunity triggered by pathogen-associated molecular patterns (PAMPs) in tomato and N. benthamiana plants (Kim et al., 2009; Nguyen et al. 2010). We developed protocols for measuring various PTI-associatedphenotypes, including bacterial populations after pretreatment of leaves with PAMPs, induction of reporter genes, callose deposition at the cell wall, activation of MAP kinases, and a luciferase-based reporter system for use in protoplasts. Scientific and agricultural significance: Our research activities discovered and characterized a signal transduction pathway mediating plant immunity to bacterial pathogens. Increased understanding of molecular mechanisms of immunity will allow them to be manipulated by both molecular breeding and genetic engineering to produce plants with enhanced natural defense against disease. In addition, we successfully developed new biochemical and molecular methods that can be implemented in the study of plant immunity and other aspects of plant biology.

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