Academic literature on the topic 'CDROM hands on instruction program'
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Journal articles on the topic "CDROM hands on instruction program"
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Toda, Kengo, Yu Okumura, Ken Tomiyama, and Takayuki Furuta. "Hands-on Robotics Instruction Program for Beginners." Journal of Robotics and Mechatronics 23, no. 5 (October 20, 2011): 799–810. http://dx.doi.org/10.20965/jrm.2011.p0799.
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A robotics instruction program is implemented for beginners to understand outlines of robotics. The aim of this program is to give students an outline of “what a robot is” together with its relations with various areas concerned and facilitate each student to produce their own robots and learn its process. This paper introduces lecture contents of “Robot Hands-On Exercise” conducted on freshmen of the Department of Advanced Robotics at Chiba Institute of Technology. This paper also includes visiting lectures with reorganized contents for a crash course provided as a part of Super Science High Schools (SSH) and Science Partnership Project (SPP), which are learning support projects by Japan Science and Technology Agency. We will summarize the findings based on questionnaire survey results and interactions with the students through those lectures.
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Fails, Barbara. "374 PRACTICUM INSTRUCTION AND STUDENT LEARNING." HortScience 29, no. 5 (May 1994): 484f—484. http://dx.doi.org/10.21273/hortsci.29.5.484f.
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Experiential learning is an integral component of successful career preparation for the horticulture industry. The limited-enrollment practicum course through Sparty's Flowers has been taught for 7 years, and accounts largely for the overall success of the retail floriculture program. Structure is built into the course by assigning weekly individual learning objectives and assignments. Students, in turn, develop their own action plans, upon which evaluation is based. Interactive group meetings replace formal lectures for more effective instructional delivery. Knowledge retention is enhanced as lessons are experienced, not only heard and read. Technical hands-on experiences of design, display, advertising, recordkeeping, sales, and merchandising sharpen abilities. Professional skills, such as time management, interpersonal communication, leadership, and creative problem solving are also developed and fostered by all members of the class. Practicum instruction, as an example of effective collaborative learning, allows a creative and realistic approach to teaching horticulture.
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Senner, Jill, and Matthew Baud. "Pre-Service Training in AAC: Lessons From School Staff Instruction." Perspectives of the ASHA Special Interest Groups 1, no. 12 (March 31, 2016): 24–31. http://dx.doi.org/10.1044/persp1.sig12.24.
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The article is designed to provide speech-language pathologists with information they can use in designing hands-on augmentative & alternative communication (AAC) partner training programs directed toward speech-language pathology graduate students and instructional staff working in schools. First, the article develops a rationale for the need for such instruction. Next, it details necessary elements of such training programs described in the literature. Then, the authors detail the increases in instructional staff use of partner-augmented input following their implementation of a program based upon one of these training approaches. Last, the authors present the lessons they learned that can be applied to the design and implementation of graduate training opportunities in AAC.
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Nelson, Jody, Joan Morrison, and Lindsey Whitson. "Piloting a blended model for sustainable IL programming." Reference Services Review 43, no. 1 (February 9, 2015): 137–51. http://dx.doi.org/10.1108/rsr-09-2014-0040.
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Purpose – This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses. Development, implementation and assessment of the pilot prior to full implementation are discussed. Design/methodology/approach – The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online while maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts were concentrated on developing critical thinking skills through a hands-on source evaluation activity and on providing point-of-need support. Librarians worked closely with English faculty to encourage early voluntary adoption of the new model for the Fall 2013 pilot. Findings – The voluntary early-adopter model worked well for garnering and maintaining support from the English department: the authors had 42 per cent of English sessions piloting the new model for Fall 2013, surpassing the initial target of 25 per cent. Students scored well on an assessment of their ability to identify scholarly sources. Librarian preparation time has been greatly reduced. Originality/value – Many academic libraries are looking to asynchronous online tutorials as a more sustainable model for delivering IL instruction. This case study demonstrates that it is possible to move some instruction online while maintaining the personal relationships librarians have forged with students and faculty.
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Hurley, David A., and Robin Potter. "Teaching with the Framework: a Cephalonian approach." Reference Services Review 45, no. 1 (February 13, 2017): 117–30. http://dx.doi.org/10.1108/rsr-07-2016-0044.
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Purpose This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources. Design/methodology/approach The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion. Findings The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not. Practical implications This paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions. Originality/value With the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.
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Davis, Jeffrey D., Miriam M. Treggiari, Esi A. Dickson, and Peter M. Schulman. "A Training Program for Real-Time Ultrasound-Guided Catheterization of the Subclavian Vein." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110258. http://dx.doi.org/10.1177/23821205211025849.
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Purpose: To develop and implement a comprehensive program to train providers to place subclavian central venous catheters (CVCs) using real-time ultrasound guidance. Study design: Simulation-based prospective study at an academic medical center. Of 228 anesthesia providers and intensivists eligible to participate, 106 participants voluntarily enrolled. The training program consisted of a didactic module, hands-on instruction and practice using a CVC simulator and a standardized patient. The success of the program was measured by pre and post knowledge tests and direct observation during the hands-on sessions. Results: Of 106 participants who enrolled, 70 successfully completed the program. Out of 20 possible procedure steps, an average of 17.8 ± 2.9 were correctly performed in the simulated environment. The average time to needle insertion, defined by positive aspiration of stained saline, was 3.35 ± 3.02 min and the average time to wire insertion with ultrasound confirmation was 3.85 ± 3.12 min. Conclusions: Participants learned how to successfully perform ultrasound-guided catheterization of the subclavian vein. Since ultrasound-guided subclavian CVC placement is a useful clinical skill that many practitioners are unfamiliar with, increasing competence and comfort with this procedure is an important goal. Other centers could consider adopting an approach similar to ours to train their providers to perform this technique.
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Amagir, Aisa, Wim Groot, Henriëtte Maassen van den Brink, and Arie Wilschut. "SaveWise: The design of a financial education program in the Netherlands." Citizenship, Social and Economics Education 18, no. 2 (August 2019): 100–120. http://dx.doi.org/10.1177/2047173419870053.
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Using a framework for educational design research, this article reports and evaluates the (process of the) design of a financial education program. The program is designed for high school students in the prevocational track in the Netherlands. The aim of the program is to improve students’ financial knowledge, attitudes, self-efficacy, and (savings) behavior. The main outcome of this study is the identification of design principles that can be used by others for the design of financial education programs: setting a personal savings goal, commitment with and reflection on this goal, discussing money issues with peers and family, hands-on activities with autonomy, and explicit instruction through animated video clips. The results show that our program, called “SaveWise,” improves high school students’ financial knowledge and skills, financial awareness, attitudes towards money, self-efficacy, and financial behavior.
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Flint, Tori K., Peter Sheppard, and Nii A. Tackie. "“How You Like Me Now?”: Exploring Teacher Perceptions of Urban Middle Schoolers’ Mathematical Abilities and Identities." Education and Urban Society 51, no. 8 (July 2, 2018): 1029–50. http://dx.doi.org/10.1177/0013124518785017.
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HEAT, an instructional program emphasizing a nontraditional hands-on approach to algebraic instruction for urban, predominantly African American middle schoolers, provides a space to explore teachers’ beliefs about urban students’ mathematical abilities and motivation and addresses how teacher perceptions can intersect with instruction, learning, and the construction of students’ mathematical identities. Using a multiple case study design, we analyzed six urban middle school mathematics teachers’ written reflections and interview responses. Findings suggest that teachers’ instructional behaviors, along with their perceptions and expectations of urban, African American middle schoolers’ mathematical abilities and motivation, interact with students’ beliefs and work habits in ways that can promote and support students’ positive mathematical identity construction. Thus, HEAT personified thriving learning subcultures and supportive mathematical communities of practice that are far too atypical in urban middle schools.
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Schlichter, Carol L., Martha J. Larkin, Alexander B. Casareno, Edwin S. Ellis, Madeleine Gregg, Phyllis Mayfield, and Barbara S. Rountree. "Partners in Enrichment Preparing Teachers for Multiple Ability Classrooms." TEACHING Exceptional Children 29, no. 4 (March 1997): 4–9. http://dx.doi.org/10.1177/004005999702900401.
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Imagine first-year teachers who provide enrichment through instruction that is learner centered and hands on and that challenges students' creative and critical thinking. Also imagine that these teachers are providing such enrichment to all students in both general and special education programs. Further, imagine an innovative teacher-education program where preservice teachers team with general elementary and special education classroom mentors to teach students with a wide range of talents and abilities, including those with average and above average abilities, as well as students with mild learning or behavior problems.
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Doherty, Jo-Anne A., and A. Gordon Jessamine. "STD Training in Canadian Medical Schools." Canadian Journal of Infectious Diseases 3, no. 3 (1992): 118–21. http://dx.doi.org/10.1155/1992/419108.
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OBJECTIVE: The emergence of the acquired immune deficiency syndrome in 1981 and the consequent publicity surrounding sexual behaviour has increased the likelihood that patients will seek medical advice. Sexually transmitted disease (STD) teaching and postgraduate medical programs in Canadian schools of medicine have not been adequately documented. Accordingly, the Laboratory Centre for Disease Control. Department of National Health and Welfare, sought to determine the magnitude and scope of STD training in these schools. DESIGN: A four page questionnaire sought information on preclinical, clinical and residency training in terms of the number of classroom and laboratory hours of instruction, the subspecialty responsible for providing the training, and the clinical ‘hands on’ experience of the teachers: each respondent was also asked to assess the quality and scope of instruction provided at his/her medical school. SETTING/PARTICIPANTS: The questionnaire was mailed to the Dean of each of the 16 schools of medicine in Canada: it was requested that the questionnaire be forwarded to and completed by the person responsible for STD training at the university. RESULTS: Thirteen schools (81%) completed the questionnaire. Each school indicated that some STD instruction was provided at the undergraduate level: the mean number of hours of classroom instruction was 6.1. Physicians with STD clinical ‘hands on’ experience were responsible for teaching in 12 schools. Infectious disease residents spent 4 to 80 h on STDs, while those from other residency programs where STD was not an elective spent 2 to 8 h. Each medical school was asked to provide an evaluation of its program. Only three respondents considered their STD training program adequate. The majority of schools responded that infectious disease residents received sufficient training but the training offered medical students and residents in other programs was less than adequate. The quality of teaching was considered ‘excellent’ in three schools, ‘good’ in nine, and ‘poorly co-ordinated’ in one. CONCLUSIONS: There is no simple solution to ensure that every physician in Canada receives sufficient clinical training in STDs. Collaborative and cooperative efforts by federal, provincial and local governments, professional societies, licensing bodies, medical schools, residency programs, STD clinical directors and provincial and territorial directors of STD control, should be encouraged.
Dissertations / Theses on the topic "CDROM hands on instruction program"
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Ramaoka, Elizabeth, and n/a. "Evaluation of the impact of the University of Canberra library's CD-ROM hands-on instruction program : an experimental study." University of Canberra. Information, Language & Culture, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.092039.
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This experiment was designed to investigate the effectiveness of the CDROM hands on instruction program provided by the University of Canberra library by comparing it with demonstration only sessions and a
group that received no instruction at all. The results indicated that the
hands-on instruction program evaluated did not prove to be superior to a
demonstration in providing students with necessary skills to search CDROM
databases. A sample of 98 novice users enrolled in Research Skills
were randomly allocated to three groups. The first group received hands
on instruction on CD-ROM searching. The second group watched a
demonstration using a liquid crystal display. The third group acted as a
control group and received no instruction. Each group conducted a search
on three pre-determined questions.
The experiment was conducted in three stages. The first stage was a pretest
in which students searched the three search questions. The second
stage was instruction. Two groups of students were instructed, either
hands on or demonstration. The final stage was a post-test which involved
searching the three questions used in the pre-test.
The following databases were used in the study: ERIC, MEDLINE and
Sports Discus. The results were measured in terms of a number of search
terms used, number of retrieved records, number of Boolean operators
used, and a appropriate choice of a database. The statistical significance
level among the groups was tested by the means of the technique of oneway
analysis of variance to test The F test was used to compare differences
between the different groups.
The results of this experiment indicated that groups of students instructed
on either method of instruction, hands-on and demonstration, performed
significantly better than the control group. However, there was no
significant difference between the two methods of instruction. This
research confirms the need for CD-ROM instruction for novice users if
CD-ROM databases are to be used effectively by students. Furthermore,
this result shows that demonstrations can be used as alternative methods
of instruction.
Book chapters on the topic "CDROM hands on instruction program"
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Inoue, Yukiko, and Suzanne Bell. "Second Language Acquisition and Online Learning." In Teaching with Educational Technology in the 21st Century, 172–212. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-723-2.ch007.
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In responding to the need for quality EFL (English as a Foreign Language) teacher education, my university also offers English majors an EFL teacher education course, which can be counted toward teacher accreditation program credits. The EFL methodology course includes lectures and activities to familiarize students with theoretical bases of EFL instruction and hands-on classroom practices. One special component of the course is the incorporation of cross-cultural e-mail correspondence, allowing prospective teachers to communicate with fellow pre-service bilingual/ESL teachers in the United States. The cross-cultural component of the course is an attempt to foster the prospective teachers’ reflectivity through social/interpersonal interactions with a distant group of colleagues made possible by Internet technology. (Liaw, 2003a, pp. 1-2)
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Chilsen, Paul. "Making It for the Screen." In Digital Multimedia, 602–18. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3822-6.ch030.
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We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.
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Chilsen, Paul. "Making It for the Screen." In Advances in Media, Entertainment, and the Arts, 249–64. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8205-4.ch011.
Full textAbstract:
We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.
Conference papers on the topic "CDROM hands on instruction program"
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Cox, Daniel J. "Production-Like Robotics and Automation Laboratory Resources for a Manufacturing Engineering Program." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72638.
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Instructional resources pose significant challenges when attempting to meet the goal of hands-on experiences in a manufacturing engineering curriculum with realistic plant floor production-like operations. The strategy to accomplish the goal of providing a production-like flexible manufacturing system laboratory resource associated with the courses in a manufacturing engineering curriculum is described in this paper. A hands-on approach to instruction using state-of-the art manufacturing equipment is accomplished with physical resources that can be used in a variety of laboratory sections that augment courses in manufacturing engineering. Many experiments and laboratory exercises in practical aspects of manufacturing can make use of common sets of state-of-the-art, industrial-grade, manufacturing equipment. The equipment for a flexible manufacturing system includes a material handling system integrated with industrial robotics and automation equipment. These hardware resources must also be compatible and integrated with software and computing resources including computer-aided design tools, programmable logic controllers, automation software, manufacturing execution systems software, and additional software resources.
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Schmaltz, Kevin, Christopher Moore, and Joel Lenoir. "Professional Tools Instruction Within an Overall ME Design Curriculum." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11150.
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The Mechanical Engineering faculty at Western Kentucky University have developed and implemented a Professional Plan to assure that graduates of the program have experienced key areas of the engineering profession and demonstrated their abilities to perform in a professional manner. The Professional Components within the plan include Engineering Design, Professional Communications, Professional Tools and Engineering Ethics; students receive instruction in at least one course per academic year and are expected to develop within each component. This paper will detail the Professional Tools component, which provides students with computational design tools and prototype realization skills supporting the Engineering Design demands placed on them. Computational tools include software for traditional communication and data processing, solid modeling and analysis, engineering computation and project management. Prototype realization skills encompass the typical metal machining operations necessary to create a functioning reciprocating air-powered engine and activities required for electro-mechanical device construction and testing. Higher level prototyping skills, such as rapid prototyping and CNC machining, are presented to students who can choose to become proficient with these activities or can engage other trained students to assist with their design project needs. The foundation of the four-year Professional Plan is centered on engineering design and problem solving. By exposing freshmen to hands-on projects, sophomores to design-analyze-and-build internal projects, and juniors to team-based prototype realization and external projects, a meaningful senior capstone design sequence involving external customers can validate and refine professional competencies of graduates, rather than introducing students to project activities. Professional tools instruction is interwoven with the other Professional Component instruction. While prototyping training is structured to provide a safe and efficient environment for the students at all times, computational tools are sometimes introduced as required for a project, and at other times well before needed for projects. Refinement to the Professional Plan has been guided by ongoing assessment, which is performed at course level at the end of a semester, and through program outcome assessment reviewed on an annual basis. The paper will detail the Western Kentucky University Professional Tools component of the overall Professional Plan, which provides a framework developing necessary student competencies, building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that departing graduates will be capable of immediately contribute in their professional careers.
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Sauer, J. P. "Training in Coating Evaluation Techniques - A Unique Approach for Discussion." In ITSC 1996, edited by C. C. Berndt. ASM International, 1996. http://dx.doi.org/10.31399/asm.cp.itsc1996p0773.
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Abstract The Central Coatings Laboratory (CCL) is a program that deals with training in coating evaluation techniques. The approach uses a combination of both theoretical and hands-on instruction to teach various concepts. The system is educational based, incorporating a philosophy of making the students problem solvers in lieu of following "cookbook" evaluation procedures. Examples of teaching techniques will be discussed and suggested course material reviewed to highlight this training philosophy.
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Crawford, Richard H., Kristin L. Wood, and Marilyn L. Fowler. "Elementary Education and Engineering Design: Concrete Experiences in Mathematics and Science." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0187.
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Abstract The education community has focused attention recently on a number of initiatives to evolve, and perhaps revolutionize, approaches for teaching science, mathematics, and engineering. In this paper, we present a new engineering and design technology program, initiated in 1992 and referred to as DTEACh, that focuses on the elementary grades. Two components comprise this new program: (1) open-ended design and exploration lessons that use hands-on models to teach integrated mathematics and science principles, and (2) a two-part teacher preparation program to provide teachers with the necessary engineering, mathematics, and science fundamentals for DTEACh. In this paper, we focus on a description of the teacher preparation program, including discussions of a novel teaching model, the subject matter for engineering and design fundamentals, and evaluation of the program. Results of the evaluation that teachers are more confident and equipped to facilitate the instruction of mathematics, science, and engineering principles.
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Boisse, Roger. "Operational Training: The Role of Simulators in Plant Operations." In 16th Annual North American Waste-to-Energy Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/nawtec16-1941.
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It’s 4 a.m. and the crane operator is a little overzealous, which is starting to show inside the boiler. The bad news is that by the way he’s feeding the chute, it’s only a matter of time until the control room operator loses control of the combustion process, the temperature drops and they’ll face the consequences. The good news, this is a drill. It’s only a drill. And the situation they’re facing is only a simulation. As part of its core training program for plant operating personnel, Wheelabrator Technologies relies on a special computer simulator, licensed from Von Roll Inova, that’s as close to real life as flight simulators are to flying. Just as there’s no airplane to damage as the pilot trains, there’s no boiler. The simulator runs a sophisticated computer program that is identical to the control rooms of the waste-to-energy facilities Wheelabrator operates. It provides users with real-life operating challenges—the good, the bad, and the ugly. Operating scenarios are simulated to exacting standards to provide plant personnel—the plant managers, control room operators, and crane operators—with the ability to respond appropriately to any situation. The simulator allows users to adjust any aspect of operation, from over- or under-fire air to moisture in the virtual trash being fed into the boilers. The process encourages teamwork and allows users to experience situations that could damage property, injure employees or harm the environment. The benefits of the ability to replicate upset and emergency, situations are clear: employees are ready for anything and the instruction helps prevent what would otherwise be downtime or expensive mistakes. The simulator process only works, however, because it’s part of Wheelabrator’s overall training process. The simulator enhances “textbook” instruction in theory and handson qualification checks that all operators receive on a regular basis. It allows them to apply the knowledge they gain from the instruction in the controlled atmosphere of the simulator. Roger Boisse, Senior Manager, Operations Projects with Wheelabrator Technologies, will explain the core operations training program and demonstrate the combustion simulator developed by Von Roll Inova, showing how it can be effective in providing operators with hands-on, and risk-free, experience.
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Heying, Matthew J., James H. Oliver, Sriram Sundararajan, Pranav Shrotriya, and Qingze Zou. "Virtual Training Simulator for Atomic Force Microscopy." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85477.
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Training novice users how to operate an Atomic Force Microscope (AFM) is expensive due to the cost of equipment and the time required to train users in a hands-on learning environment. Training large groups of users simultaneously presents a problem because usually only one AFM is available for use. To alleviate this problem, a virtual training simulator for AFM training has been developed. The training simulator is a Windows-based software program designed to allow users to simulate basic AFM operation on a PC. Instructors can use this tool to demonstrate the exact same instruction that a user would receive in an AFM lab within the confines of a classroom or computer lab. The graphical user interface (GUI) of the simulator replicates the interface of one of the most popular commercial AFM models to aid learning transfer from the simulator to the actual AFM. The goal of this paper is to provide a brief overview of the work that has been completed towards creating this virtual training simulator. The virtual AFM simulator modeling, design, and implementation are described.
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Reed, Shad A., Bret P. Van Poppel, and A. O¨zer Arnas. "An Undergraduate Fluid Mechanics Course for Future Army Officers." In ASME/JSME 2003 4th Joint Fluids Summer Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/fedsm2003-45422.
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The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] The academic program at the USMA is designed to meet the intellectual demands of this mission statement. One very unique aspect of this academic program is the requirement that each cadet take a minimum of five engineering courses regardless of his or her major or field of study. Because of this requirement, nearly one-third of every graduating class take Fluid Mechanics. The Fluid Mechanics course taught in the USMA’s Department of Civil and Mechanical Engineering differs from others throughout the country for two primary reasons: 1) Within every class there is a mixture of cadets majoring in engineering and those who are in other majors, such as languages, history, and political science, 2) Each cadet will be commissioned as a Second Lieutenant in the United States Army immediately upon graduation, [2] and [3]. In this course cadets learn about fluid mechanics and apply the principles to solve problems, with emphasis placed upon those topics of interest to the Army and Army systems that they will encounter as future officers. The course objectives are accomplished through four principal methods. The first is through engaging, interactive classroom instruction. Cadets learn about the principles of fluid statics, conservation laws, dimensional analysis, and external flow; specialized topics, such as compressible flow and open channel flow have also been integrated. The second method is through hands-on laboratory exercises. Pipe friction, wind tunnels, and smoke tunnels are examples of laboratories in which cadets take experimental measurements, analyze data, and reinforce concepts from the classroom. The third method occurs in the “Design of an Experiment” exercise. In groups, cadets design their own experiment—based upon an Army parachutist—that will predict the coefficient of drag of a parachute system. The fourth method is a hands-on design project that culminates in a competition. In teams, cadets build a water turbine to lift a weight on a pulley from ground level to a designated height. Competition categories include the torque competition, in which maximum lifted weight determines the winner and the power competition judged by minimum time to lift a designated weight. This project, implemented within the curriculum prior to formal instruction on the design process, requires cadets to develop their own design process through analysis, experimentation, and trial and error.
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Peterson, Kirsten L., Marc D. Compere, Yosef S. Allam, and Bernard J. Van Wie. "A Fluid Flow Characterization Device for an Educational Desktop Learning Module." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88525.
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This paper presents the design and testing of a fluid loss characterization device for use in engineering education as a classroom or laboratory demonstration in a core curriculum fluid dynamics course. The design is specifically tailored for clear demonstration of the abstract concept of fluid loss in a way that supports collaborative, hands-on, active, and problem-based learning. This stand-alone device is intended as a prototype for a Desktop Learning Module (DLM) cartridge. The DLM module framework was developed by engineering educators at Washington State University as part of a collaborative NSF-sponsored program. The fluid loss characterization device was sponsored by the Embry-Riddle Aeronautical University Honors Program in Daytona Beach, Florida. The purpose of the experiment is to have students determine the loss coefficients and friction factors of different piping components in a fluid flow system. The experiment involves measuring volumetric flowrate changes in the system due to the introduction of minor and major losses. A pump circulates water at a specified rate tunable by the students to achieve a steady state flow condition. Height sensors report tank heights and a flow meter shows volumetric flow rate which is verifiable with student’s data collection. A graphical computer interface allows students to control pump rate and also reports tank height in real time. The computer and height sensors are not critical to the learning objectives and may be replaced with rulers and a potentiometer for motor control. The educational goals are for students to gain a better understanding of the transition between Bernoulli’s flow equation and the Energy equation, to study major and minor losses, and experimentally determine volumetric flowrate. Fluid flow loss concepts can be reinforced by experimentally verifying these concepts immediately after presenting them on the whiteboard. Educational assessments measuring gains with pre- and post-tests and a conceptual test one week later were performed with a control group and experimental group. Results are presented that allow direct comparison between a hands-on activity versus conventional lecture-based instruction alone. The results indicate no statistically significant differences in gains between control and treatment groups; however the trend indicates improved ability to describe abstract concepts on the material 1 week later in the experiment group. The most promising results show that a greater percentage of students who were actively involved with the demonstration increased their scores from post- to conceptual assessment. This agrees with previously published results on CHAPL [1]. The majority of passive observers showed decreased scores. These results warrant more devices be built and tested to engage the entire class in the hands-on collaborative experiment.
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Bailey, Margaret B., and Elizabeth DeBartolo. "“Heat Transfer” Traveling Engineering Activity Kit: Designed by Engineering Students for Middle School Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43936.
Full textAbstract:
A 2005–06 Multidisciplinary Senior Design team created a series of classroom activities designed to teach middle school students about engineering topics related to energy and the environment. This Traveling Engineering Activity Kit (TEAK) consists of five smaller kits, each based on a different energy-related theme: Heat Transfer, Electrical Energy, Wind and Water, Solar Power, and Chemical Energy. Each kit contains an Academic Activity to teach a background concept, a Hands-On Activity to allow students to apply the concepts learned, and a Take-Home Activity that can be done independently at home. The design team also developed instruction manuals suitable for non-engineers, lesson plans, handouts, and post-activity quizzes to assess participants’ learning. To date, the kits have been used by several hundred middle school students either in their classroom setting or while participating in on-campus outreach programs. This paper highlights the Heat Transfer TEAK including an overview of the intended learning outcomes; physical materials and set-ups included within the interactive kit; as well as details related to the development of the kit by a multi-disciplinary team of senior engineering students. Program and kit assessment progress is discussed based on feedback from design team members; middle school students and teachers. Future plans for refining current kits and expanding kit offerings are also discussed.
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Chang, Chenghung P., Felipe Arango, Dror Kodman, Sven K. Esche, and Constantin Chassapis. "Utilization of Immersive Collaborative Student Laboratory Simulations Developed Using a Game Engine." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14532.
Full textAbstract:
Recently, commercial game engines and the associated software development kits have reached a level of maturity where it becomes feasible to rapidly and efficiently develop and deploy software for generating virtual environments. This paper will discuss the various possible ways of developing interactive multiplayer simulations for student laboratory instruction and professional training. Instead of developing software from the ground up, an existing commercial game engine and its corresponding software development kit (SDK) can be used as development tools for building such educational content. In doing so, the developers can take advantage of the game engines' advanced methods for generating animated graphics, simulating physical interactions between 3D objects, as well as facilitating multiplayer dynamics. Based on this approach, various usage scenarios can be developed cost-effectively. These can then be explored by the students or trainees in an inherently safe and immersive manner. Furthermore, the educational content can be tailored to address the students' different learning modalities. A number of predefined scenarios can be constructed, which exercise the students' problem solving skills by mimicking typical problems that might occur when carrying out actual hands-on experiments. In addition, the experimental scripts imbedded within the system allow one to monitor - and possibly even enforce - active participation and collaboration by all students of a laboratory group, which are considered two crucial factors in improving learning. This multi-disciplinary research is being carried out at Stevens Institute of Technology (SIT) with funding from a multi-year grant by the National Science Foundation's Information Technology Research program.