Thèses : « Electrical Engineering Education gnd »

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Carnes, Mark T. « Conceptual understanding of threshold concepts of electrical phenomena| Mental models of senior undergraduates in electrical engineering ». Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244516.

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Every field of study has a set of domain-specific concepts that anyone who desires to work in that field must know and understand. Most students who pursue university degrees in engineering trust that their education is designed to provide them with this knowledge. But does it? In electrical engineering (EE), conceptual understanding of electrical phenomena has rarely been addressed. Even though the presumed goal of instructors and students alike is to learn the concepts of electrical phenomena well enough to be able to use the concepts to design useful things, it is difficult to determine whether this goal is being achieved. The purpose of this study was to develop reasonable representations of the mental models used by senior EE students as they thought about and worked with electrical phenomena. Focusing on students’ mental models of threshold concepts in electrical phenomena can thus increase knowledge of students’ conceptual understanding, which can contribute to systematic research into pedagogical and assessment methods in this area of study, which forms one of the most basic and fundamental areas of knowledge needed by EE students.

Thus, the research question addressed by this study was:

What do senior EE students’ mental models of the fundamental electrical phenomena of voltage, current, and the relationship between them look like?

The theory of mental models claims that everyone organizes their understanding of the way the world works by constructing models in the mind by which they both explain phenomena that they observe, and make predictions about what is likely to occur in a given situation.

To observe the students’ mental models in operation, semi-structured interviews were used to engage the participants in a conversation concerning their knowledge and experience in applying electrical ideas. Using discourse analysis, a representation of each student’s mental model was created, consisting of a concept map and a short narrative. While the models were all different, analysis of them as a group led to the emergence of five dominant themes, or ways of thinking.

The findings of this study have implications for the course of study that these students are engaged in. How effective has it been in developing the conceptual understanding that they will need after they graduate? Knowledge of the outcomes of a course of study: the conceptual understanding of these students, the misconceptions present in their models, and the dominant themes that drive their models, can inform ongoing efforts in curriculum development.

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Glendinning, D. Duncan R. Carleton University Dissertation Engineering Electrical. « A personal workstation based CAD environment for electrical engineering education ». Ottawa, 1985.

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Iwerks, Evan (Evan C. ). « Higher education online : a comparative analysis of online programs for free university-level education ». Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/85393.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 65-66).
The advent of online education programs has made university-level course material available to anyone with an internet connection. Top universities across the United States have begun offering online versions of their premier courses for free. Simply offering these courses is not enough to fully support free online education, however. In order to match more traditional, offline teaching methods, the online teaching field will need rapid iteration. To move forward with this iteration process, universities developing online courses need to first evaluate the effectiveness of their current programs. This thesis provides one evaluation perspective, using six heuristic categories (presentation style, presentation size, grading & evaluation, goals & rewards, staff support, and community) to evaluate three high-caliber, online, university-level programs (Coursera, edX, and Udacity). This thesis also offers insights into how to improve upon these programs to better meet the needs of students seeking higher education online.
by Evan Iwerks.
M. Eng.

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Graebner, Randall (Randall Eugene) 1978. « Online education through shared resources ». Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86467.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.
Includes bibliographical references (p. 128-130).
by Randall Graebner.
M.Eng.

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Muller, Jan. « Electrical engineering professionals’ continuing professional development needs within one South African company ». Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.

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Daly, Katharine M. « Hand-drawn graph problems in online education ». Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100303.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 104-106).
Machine-gradable assessments in online education platforms are currently limited to questions that require only keyboard or mouse input, and grading efforts generally focus only on final answers. Some types of problems in the science, technology, engineering, and math (STEM) domain, however, are most naturally answered through sketches drawn with a pen. We introduce a simple graph problem type that accepts solutions drawn using a stylus as a proof-of-concept extension to online education platforms. Simple graphs have a small number of components (vertices, arrows, and edges only), and we describe a three-step recognition process consisting of segmentation, symbol classication, and domain interpretation for converting users' pen strokes into a simple graph object representation. An experiment run on Mechanical Turk demonstrates the usability of our trained, recognition-driven drawing interface, and examples of simple graph problems illustrate how course developers can not only check students' final answers but also provide students with intermediate feedback.
by Katharine M. Daly.
M. Eng.

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Mendelsohn, Daniel L. M. Eng Massachusetts Institute of Technology. « An automatic grader for embedded systems education ». Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119535.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 65-66).
In this thesis, we introduce MicroGrader, an automated grader for embedded systems projects. The grader runs on a laptop or desktop computer, while the embedded system being evaluated runs on a microcontroller. By implementing a custom communication protocol between the grader and the embedded system, we enable the grader to inject test inputs and observe the resulting outputs. We describe a data structure for defining the technical requirements of an assignment. This data structure is meant to be simple to use, but highly expressive to allow for a wide range of possible assignments. We also outline the implementation of the MicroGrader system and the underlying communication protocol. We discuss the constraints that this implementation imposes on instructors. Finally, we describe a method of automatically constructing tests using a staff-built reference solution for a generic assignment.
by Daniel L. Mendelsohn.
M. Eng.

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Cai, Carrie Jun. « Adapting existing games for education using speech recognition ». Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82184.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2013.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from PDF student-submitted version of thesis.
Includes bibliographical references (p. 73-77).
Although memory exercises and arcade-style games are alike in their repetitive nature, memorization tasks like vocabulary drills tend to be mundane and tedious while arcade-style games are popular, intense and broadly addictive. The repetitive structure of arcade games suggests an opportunity to modify these well-known games for the purpose of learning. Arcade-style games like Tetris and Pac-man are often difficult to adapt for educational purposes because their fast-paced intensity and keystroke-heavy nature leave little room for simultaneous practice of other skills. Incorporating spoken language technology could make it possible for users to learn as they play, keeping up with game speed through multimodal interaction. Two challenges exist in this research: first, it is unclear which learning strategy would be most eective when incorporated into an already fast-paced, mentally demanding game. Secondly, it remains difficult to augment fast-paced games with speech interaction because the frustrating effect of recognition errors highly compromises entertainment. In this work, we designed and implemented Tetrilingo, a modified version of Tetris with speech recognition to help students practice and remember word-picture mappings. With our speech recognition prototype, we investigated the extent to which various forms of memory practice impact learning and engagement, and found that free-recall retrieval practice was less enjoyable to slower learners despite producing signicant learning benefits over alternative learning strategies. Using utterances collected from learners interacting with Tetrilingo, we also evaluated several techniques to increase speech recognition accuracy in fast-paced games by leveraging game context. Results show that, because false negative recognition errors are self-perpetuating and more prevalent than false positives, relaxing the constraints of the speech recognizer towards greater leniency may enhance overall recognition performance.
by Carrie Jun Cai.
S.M.

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Shi, Hongyi M. Eng Massachusetts Institute of Technology. « Improving economics education outcomes through gamification and simulation ». Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119715.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 49).
Presented here is a thorough attempt to translate concepts in microeconomics to games in an attempt to improve educational outcomes at the high school and college level. Two different kinds of educational economics games are explored and described in detail, with the second having been implemented using the Unity game engine. Playtesting was done with both students and educators, in order to improve gameplay experience and ascertain how games can be best implemented within the economics curriculum. Further improvements to gameplay and educational effectiveness of the project are explored for possible future work done on the topic.
by Hongyi Shi.
M. Eng.

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Tang, Mason. « Caesar : a social code review tool for programming education ». Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/77504.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 63-65).
Caesar is a distributed, social code review tool designed for the specific constraints and goals of a programming course. Caesar is capable of scaling to a large and diverse reviewer population, provides automated tools for increasing reviewer efficiency, and implements a social web interface for reviewing that encourages discussion and participation. Our system is implemented in three loosely-coupled components: a language-specific code preprocessor that partitions code into small pieces, filters out uninteresting ones, runs static analysis, and detects clusters of similar code; an incremental task router that dynamically assigns reviewers to tasks; and a language-agnostic web interface for reviewing code. Our evaluation using actual student code and a user study indicate that Caesar provides a significant improvement over existing code review workflows and interfaces. We also believe that this work contributes a modular framework for code reviewing systems that can be easily extended and improved.
by Mason Tang.
M.Eng.

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Sheldon, Daniel K. (Daniel Kenneth) 1974. « Computer assisted group decision making for education program development ». Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80120.

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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (leaves 48-49).
by Daniel K. Sheldon.
S.B.and M.Eng.

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Chang, Angela N. (Angela Ni-Hwey). « A mobile instructor interface for collaborative software development education ». Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76910.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 77-78).
Students are often asked to write code during lab sessions in software engineering courses. However, the overall progress and level of understanding of lecture material during the course of a single lab session is difficult for instructors to gauge, because they are limited in the amount of direct interaction they can have with students. We have built CollabodeTA, a web application optimized for Apple's iPad on top of the Collabode real-time collaborative web IDE. CollabodeTA is a tool that takes advantage of keystroke-by-keystroke and action-by- action data intercepted through Collabode to aid software lab instructors in determining student progress and understanding on in-class coding assignments. User studies using TAs from MIT's 6.005 Elements of Software Construction course and data recorded from a semester of 6.005 recitations with in-class coding assignments indicate that the mobile instructor interface shows potential as a useful tool for guiding the pace and content of such recitations based on demonstrated student understanding. Furthermore, the CollabodeTA mobile instructor interface illustrates a new use case for the Collabode real-time collaborative web IDE.
by Angela N. Chang.
M.Eng.

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Henderson, Craig Allen 1972. « RobotWorld : a simulation environment for introductory computer science education ». Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80075.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (p. 329-338).
by Craig Allen Henderson.
M.Eng.

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Mwangi, Timothy M. « Software tools for elementary math education : animated mathematical proofs ». Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85451.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 47).
The National Council of Teachers of Mathematics [6] has identified the learning of proofs as a critical goal for students from pre-kindergarten through grade 12 (p. 56). A proof for elementary students is not the highly structured mathematical argument seen in high school algebra classes. It is, however, a rational mathematical argument created by students using the appropriate vocabulary for their level of understanding. To aid students in learning to create mathematical proofs software that enables them to create simple animations is invaluable. This thesis looks at the characteristics, design, testing and evaluation of such software. An initial design is presented and the feedback gained from testing its implementation in a class setting is discussed along with the changes that were required to improve the software in light of the feedback. A comparison is then made between the final implementation of the software and other similar programs. The results indicate that the software enables students to create, share and discuss mathematical proofs in the form of simple animations.
by Timothy M. Mwangi.
M. Eng.

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Saw, Yihui. « Enlight : a projected augmented reality approach to science education ». Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100671.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 73-77).
Advances in augmented reality (AR) interfaces create a new possibility for innovative learning tools in education. This thesis explores the application of a projected augmented reality system and its use in science education. Through this work, we provide some brief insights into the potential and challenges of using the projection augmented model in a learning environment. With a focus on physics education, we developed tangible simulations of magnetic fields and other phenomena through the means of augmentation. We describe also the means to integrate and apply AR in a classroom environment. Our investigation analyzes the effects of augmented reality on student learning outcomes and the usability of our model. Quantitative and qualitative evidence suggests that the projection augmented model may complement learning in ways that current interfaces and learning methods are lacking.
by Yihui Saw.
M. Eng.

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Olson, Edwin B. (Edwin Brock) 1977. « Otto : a low-cost robotics platform for research and education ». Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86691.

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Tang, Aileen 1976. « A database-backed education system for collaborative teaching and learning ». Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86553.

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Simon, Elizabeth M. « Design and implementation of a division tool for elementary math education ». Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91870.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 55).
This thesis presents the design, implementation, and testing of a novel division tool for elementary math education. Division is a concept with which many elementary students struggle. The division tool, which is an addition to the pen-based wireless classroom interaction system called Classroom Learning Partner, provides an interactive visual model for the division process. This model leverages students' understanding of the array as a model for multiplication in order to help students develop a strong understanding of division. The tool was tested with students in the Boston area. Observation and feedback, from both students and teachers, indicate that the tool has great potential for improving students' understanding of division.
by Elizabeth M. Simon.
M. Eng.

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O'Sullivan, John J. D. « Teach2Learn : gamifying education to gather training data for natural language processing ». Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/117320.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 65-66).
Teach2Learn is a website which crowd-sources the problem of labeling natural text samples using gamified education as an incentive. Students assign labels to text samples from an unlabeled data set, thereby teaching superised machine learning algorithms how to interpret new samples. In return, students can learn how that algorithm works by unlocking lessons written by researchers. This aligns the incentives of researchers and learners to help both achieve their goals. The application used current best practices in gamification to create a motivating structure around that labeling task. Testing showed that 27.7% of the user base (5/18 users) engaged with the content and labeled enough samples to unlock all of the lessons, suggesting that learning modules are sufficient motivation for the right users. Attempts to grow the platform through paid social media advertising were unsuccessful, likely because users aren't looking for a class when they browse those sites. Unpaid posts on subreddits discussing related topics, where users were more likely to be searching for learning opportunities, were more successful. Future research should seek users through comparable sites and explore how Teach2Learn can be used as an additional learning resource in classrooms.
by John J.D. O'Sullivan
M. Eng.

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Koren, Gal M. Eng Massachusetts Institute of Technology. « Senti : a wearable sensor for physiological data acquisition in early education ». Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/113157.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 79-80).
Wearable sensors have been used in research efforts aiming to develop a mapping between physiological responses of the autonomic nervous system, namely electrodermal activity and heart rate variability, to emotional reactions such as arousal, stress, and attention. While many studies conducted with existing sensors have focused primarily on adults, some have recently begun utilizing them to characterize cognitive and social processes in children. As research in early childhood development continues, a physiological sensor tailored for data acquisition in early education environments, where children spend much of their time socializing and learning, will prove especially valuable for advancing further studies in the field. In this thesis, I present the design and implementation of a compact and lightweight wristband monitor for children, that unobtrusively tracks a set of vital signs that are known to demonstrate sympathetic and parasympathetic responses in the general population. The finalized system is evaluated for data quality and ease of analysis by applying signal processing methods on data collected over a two-week period at a Montessori preschool, where children continuously wore the device each day while engaging in various lesson activities and social interactions.
by Gal Koren.
M. Eng.

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Gorantla, Lakshmi Anjana Devi. « Development of a Computer Vision and Image Processing Toolbox for Matlab ». Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844337.

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Image Processing and Computer Vision (CVIP) applications can be developed and analyzed using the CVIPtools software developed at Southern Illinois University Edwardsville in the CVIP Laboratory under the guidance of Dr. Scott E Umbaugh. The CVIPtools software has been created with the code in the C/C++/C# programming languages. Due to the popularity in engineering applications for Matlab use it was decided to port the CVIPtools libraries functions to Matlab M-files and create a CVIP Toolbox for Matlab.

This work consists of developing, testing, packaging, developing documentation for, and releasing the first version of the Matlab Computer Vision and Image Processing Toolbox. In this there are several steps involved which are described clearly in this research work. The primary aim of thesis work is to create a toolbox which is independent of any other toolboxes in Matlab. CVIPtools has over 200 functions which are written in C, but due to growing demand for Matlab we decided to make the functions available in Matlab. After the toolbox is created, the user can install it and can use the functions in the toolbox as Matlab inbuilt functions. This will make it easy for the user to understand and experiment with different CVIP algorithms.

Initially the toolbox was created writing wrapper functions for the programs written in C through the creation of MEX functions. But later due to problems during testing, it was determined [5] that it would be more suitable to write separate Matlab code, M-files for all the functions and create new toolbox.

The CVIP Toolbox for Matlab is an open source project and is independent of any other toolboxes. Thus, the user can install the toolbox and can use all the functions as Matlab inbuilt functions without the need to purchase any of the other Matlab toolboxes, which is required for other toolboxes of this type. There are 206 functions in this first version of toolbox which are the primary functions for CVIP applications. These functions are arranged according to categories so that it will be easy for the user to understand and search various functions.

The CVIP Toolbox is organized into several folders including CVIP Lab, which allows the user to create any algorithm with the help of functions available in the toolbox. The user can explore by using different functions in the toolbox and varying parameters experimentally to achieve desired results. The skeleton program for lab is in cviplab.m which has a sample function implemented so that the user can see how the sample is executed and can call other functions using the same method.

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Hennessy, Andrew. « A Hands-On Security Course ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491578243129203.

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Bajracharya, Max 1979. « Design and development of a high-performance, low-cost robotics platform for research and education ». Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86798.

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Ng, Kevin (Kevin Y. ). « Design of a teacher education model that improves teacher educator efficiency in processing teacher candidate data ». Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119729.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 49-50).
Existing state of the art practice-based teacher education models either rely on heavy teacher educator time commitment to process teacher candidate performance stored in rich media like audio or video, or rely on teacher candidates to voluntarily share experiences with minimal teacher educator interaction with data. Using an iterative design process, I work with teacher educators to gauge interest in and build a new teacher education model that simplifies how teacher educators interact with rich media. The new model builds on Teacher Moments, an online simulator for preservice teachers, and takes advantage of state of the art speech recognition and data visualization technology to help teacher educators learn the contents of rich media generated by teacher candidates without dedicating the time to listen or watch media. In my investigation, I find that there is an interest in such a model and that the new model succeeds in empowering teacher educators with the ability to use teacher candidate data to inform instructional decisions and substantiate discussion point during group debrief sessions.
by Kevin Ng.
M. Eng.

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Paditz, Ludwig. « Using ClassPad-technology in the education of students of electrical engineering (Fourier- and Laplace-Transformation) ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80814.

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By the help of several examples the interactive work with the ClassPad330 is considered. The student can solve difficult exercises of practical applications step by step using the symbolic calculation and the graphic possibilities of the calculator. Sometimes several fields of mathematics are combined to solve a problem. Let us consider the ClassPad330 (with the actual operating system OS 03.03) and discuss on some new exercises in analysis, e.g. solving a linear differential equation by the help of the Laplace transformation and using the inverse Laplace transformation or considering the Fourier transformation in discrete time (the Fast Fourier Transformation FFT and the inverse FFT). We use the FFT- and IFFT-function to study periodic signals, if we only have a sequence generated by sampling the time signal. We know several ways to get a solution. The techniques for studying practical applications fall into the following three categories: analytic, graphic and numeric. We can use the Classpad software in the handheld or in the PC (ClassPad emulator version of the handheld).

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Allard, Pierre. « A virtual environment for training space station teleoperators ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37255.pdf.

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Tam, Elaine K. « A Web-based virtual environment for operator training ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ44043.pdf.

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Shaikh, Amir. « Alternative manipulation devices and strategies in a virtual reality operator-training system ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ44039.pdf.

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Badra, Fady. « Real-time immersive articulation of the human body in the WITS virtual training environment ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0028/MQ50589.pdf.

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Li, Kang. « An Investigation into the Torque Capabilities of High Gear Ratio Magnetic Gearboxes ». Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845412.

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Mechanical gears can be as small as those in traditional mechanical watches or as large as those in mechanical marine turbines. They can be seen in almost all transportation tools, for example, bicycles, cars, trains and airplanes. Though they have been studied and refined for centuries, there are still some disadvantages. For instance, mechanical gears often create a large amount of noise and vibration. They require regular maintenance as the gears need to be lubricated. In addition, if a gear is overloaded it can catastrophically fail.

Unlike conventional mechanical gears, magnetic gears can create speed change without physical contact. The force between magnetic gears is not created by geared teeth but instead, it is created by the magnetic poles. There will be a small air gap between different rotors which means no lubricant or maintenance is required. When one rotor rotates, the other one will also rotate driven by magnetic forces. Since the permanent magnets are used, the forces will not recede or disappear as long as the magnets are not overheated. If overloaded, a magnetic gearbox will simply slip poles. Therefore, in many applications, magnetic gears can be more reliable, efficient and safer.

The goal of this research has been to investigate the torque capabilities of high gear ratio magnetic geared devices. The performance has been investigated based on the gear ratio and torque density.

A new type of flux focusing cycloidal magnetic gear (MG) was investigated that could operate at a gear ratio of -25:1. The flux focusing topology was used because it increased the air gap flux density and therefore enabled a higher torque density. Using 2-D finite element analysis (FEA), the volume torque density was calculated to be 291 Nm/L with an outer diameter of 0.228 m. A -20:1 prototype cycloidal magnetic gear was designed. It had a calculated volumetric torque density of 260 Nm/L. The cycloidal magnetic gear was mechanically difficult to construct and therefore only the inner rotor of the cycloidal magnetic gear was constructed. In addition, the eccentric air gap will cause bearing failure.

To achieve an even higher gear ratio, a nested multistage magnetic gear (MSMG) was designed with a 2-D FEA calculated torque density of 424 Nm/L. The desired gear ratio was 59:1 so that the performance could be compared with a Sumitomo mechanical gearbox which had the same gear ratio. In order to minimize the rotor torque ripple, the harmonic field interaction between the inner stage and the outer stage of the magnetic gear had to be mitigated. A unique flux concentration Halbach rotor structure was proposed. The rotor structure was shown to shield the outer rotor from the inner rotor harmonics. The nested multistage magnetic gear contains 4 rotors and complex mechanical structure. In order to provide sufficient mechanical support, the mechanical axial length had to be very large and this negated many of the benefits of using the nested coaxial rotor structure.

A two-stage series connected 59:1 gear ratio multistage magnetic gear was also designed for wind turbines. The 6.45:1 first stage magnetic gearbox had a diameter of 0.633 m and the 3-D FEA calculated peak torque and torque density were 4.79 kNm and 159 Nm/L. The measured torque and torque density were 4.25 kNm and 141 Nm/L. While the 9.14:1 second stage magnetic gearbox had a diameter of 0.507 m and the 3-D FEA calculated peak torque and torque density were 1.04 kNm and 136 Nm/L, respectively. The series connected multistage magnetic gear had the advantage of being more modular as different gear ratios can be obtained by changing the pole pair combinations for one of the series connected magnetic gears.

A two-stage series connected 59:1 gear ratio multistage magnetic gear was also designed for a hydropower application. Non-magnetic rods were used to reduce the losses and the mechanical deflection. The 2-D calculated torque density for the stage 1 magnetic gear was 371 Nm/L. And the 2-D calculated torque density was 344 Nm/L for the stage 2 magnetic gear. A stator was also designed that was inserted inside the stage 2 magnetic gear. In order to try to reduce the torque ripple, the stator had a fractional winding distribution with 1.25 slots/pole/phase. (Abstract shortened by ProQuest.)

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Harmon, Aaron. « Development of learning objectives for an undergraduate electrical discharge machining technology course using the Delphi technique / ». View online, 2009. http://repository.eiu.edu/theses/docs/32211131566692.pdf.

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Peters, Kevin Christopher. « TOUCHSPICE : PHYSICAL-VIRTUAL CIRCUIT EMULATOR ». DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/769.

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This thesis involves the creation of a system of embedded touchscreen devices called touchSPICE to aid in the learning of basic circuits. Traditionally, circuit theory is taught to students in two different methods, lectures and laboratory exercises. Lectures focus on auditory and visual learning and are largely passive learning. Lab experiments allow students to physically interact with the circuits, and learn visually through viewing output waveforms from simulators or on measurement devices. The goal of the touchSPICE project is to develop a physical system for virtual, real-time SPICE simulation that mimics the laboratory experience. In touchSPICE, touchscreen devices act as circuit nodes that communicate with immediate neighbors using physical wires. Additionally, the nodes communicate wirelessly with a host computer, running a customized version of SPICE. Data is aggregated on the host computer and plotted in real-time. Changes in configuration of the nodes (component types and values), are then reflected on the host computer’s display. The efficacy of touchSPICE as a learning tool was evaluated by using anonymous surveys from 20 subjects including a pretest, followed by an interactive session with touchSPICE, and a follow-up posttest. Results collected showed that with a few changes to improve the responsiveness of the touchscreen, touchSPICE may be an effective method for teaching circuit theory. Additionally, users enjoyed the quick configuration time that touchSPICE provided, and felt that the real-time feedback of touchSPICE helped support understanding of how circuits operate.

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Swanepoel, Jonathan E. « An analysis of the theory- and employment-demands on mathematics for electrical engineering programmes at technikons ». Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23450.

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A preliminary study indicated a degree of dissatisfaction with the present mathematics curriculum at technikons amongst academic staff members of technikons as well as members of the electrical-engineering industry. The hypothesis of this study is that the present mathematics curricula for electrical-engineering at technikons are not fully compatible with the demands emanating from the theoretical and the industrial-training (in-service or workplace) components of the training of electrical-engineering technicians. The intent of this study is, firstly, to propose a framework of thought supporting engineering-mathematics curriculum-change in the context of electrical-engineering programmes as offered at technikons. The actual formulation of the syllabus content is supported by a curriculum-change model which takes cognisance of both the theoretical-demands and the workplace- demands in accordance with the aims of co-operative education espoused by technikons in South Africa. Secondly, a literature study of relevant past research leads to the development of a research methodology sympathetic to the present philosophy of technikon education for engineering-technicians in the country. The research methodology involves, firstly, a questionnaire response from practising engineers and technicians. Secondly, it involves the gathering of suggestions from technikon academic staff and the analysis thereof by a work-group representative of all technikons, and led by the researcher. Thirdly, seventy-nine (79) reference-texts to the electrical-engineering programmes (study-levels 1 to 4), offered at the Peninsula Technikon, were analysed for its mathematical content. The research findings supports the hypothesis. The thesis culminates in set of recommendations with regard to the applicability and composition of mathematics syllabi for electrical-engineering programmes at technikons.

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Shepstone, Nigel Mark. « A critical examination of electrical engineering curricula across three institutions in New Zealand ». Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/2076.

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This thesis examines the effect of the curriculum structure on the pass rate of engineering students in three types of institutions in New Zealand; namely, a polytech, a university of technology, and a university.The pass rate of engineering students has historically been low in all three of these types of institutions. This resulted in the main research question for this study: ‘Is the present engineering curriculum structure in New Zealand the most effective structure in which to prepare engineering graduates for work in the 21st century?’. In order to investigate this question the current curriculum at the above three types of institutions was examined. This examination was undertaken from a number of perspectives. First, the philosophy of an engineering education was determined to establish what exactly an engineering education is. This philosophy was then used to determine which material is legitimate to include in an engineering curriculum and which material should be left out. Second, theories of teaching and learning were examined to determine whether the engineering curriculum is being taught in the most effective way. Third, the theories of curriculum structure and development were studied to determine whether the engineering curriculum is structured in accordance with the latest ideas in curriculum design. Finally, conclusions were drawn about current curriculum structure and whether it complies with modern pedagogical theory.The two main conclusions that were produced by this study are the following: • Engineering curricula are designed with almost no regard for the students that are required to undertake them. This is probably the major reason for the high failure rate. • Understanding in general and engineering understanding in particular are concepts that are not well understood. The result of this is that the teaching, assessing, and curriculum structure for engineering courses are set up using past experience and are not based on any solid foundation. Again, this is an added potential explanation for the high failure rate in engineering.

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Hamilton, Ryan F. A. « IMPROVING LEARNING OUTCOMES IN EE2010L USING NI MYDAQ IN AN INVERTED LAB ». Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1409055289.

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Okapuu-von, Veh Alexander. « Sound and vision : audiovisual aspects of a virtual-reality personnel-training system ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23752.

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This thesis describes a prototype virtual reality (VR) training system. E scSOPE-VR, designed and implemented for Hydro-Quebec by graduate students at McGill University and Ecole Polytechnique de Montreal. The project was motivated by the necessity of providing a realistic training environment for substation operators, while ensuring their safety and the network's integrity at all times.
With the simulator, trainees can carry out all the switching operations necessary for their work in absolute safety, while staying in a realistic environment. A speech-recognition system controls the training session, while audio immersion adds a dimension of realism to the virtual world. An expert-system validates the trainee's operations at all times and a steady-state power-flow simulator recalculates network parameters. The automatic conversion of single-line diagrams enables the construction of three-dimensional models of substation equipment.
The present thesis focuses on the speech command, audio, video and network aspects of the system. A survey of current VR applications and an overview of VR technology are followed by a summary of the E scSOPE-VR project.

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Anastopoulou, Stamatina. « Investigating multimodal interactions for the design of learning environments : a case study in science learning ». Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/18/.

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This thesis focuses on multimodal interactions for the design of a learning environment. The process of designing such systems involves studying the benefits of multimodal interactions in learning. Therefore, it analyses the structure of the interactive space between the learner and the content to be learnt, and introduces and tests a framework to structure it. It proposes that multimodal interactions can encourage rhythmic cycles of engagement and reflection that enhance learners’ meaning construction in science concepts, such as ‘forces and motion’. The framework was the outcome of an iterative process of analysis and synthesis between existing theories and three studies with learners of different ages. Through these theory-informed studies, the significance of physical manipulation of objects and symbols through the employment of multiple modalities was emphasised as a way to facilitate learners’ meaning construction, engagement and reflection.

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Gade, Herb. « A rule-based system for computer-aided learning in PC-MATLAB / ». Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56773.

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This thesis presents the design and implementation of a rule-based system used for the design and presentation of problem-solving Computer Aided-Learning (CAL) programs. The system is called Tutorial Assistant, acronymed TA, and operates within PC-MATLAB. TA was developed at the McGill University/University of Zimbabwe Engineering CAL Project and was an attempt to create an Intelligent Computer-Aided Instruction (ICAI) system within PC-MATLAB. After an overview of CAL, the CAL project, and ICAI, several ICAI systems are examined. The implementation of TA and a description of its components follow. Two illustrative example sessions using TA, an evaluation of TA, and an outline for future extensions are presented.

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Chatburn, Robert. « Determining the Basis for a Taxonomy of Mechanical Ventilation ». Youngstown State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1277403555.

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Guevara, Matthew A. « Modeling and Analysis of Cal Poly Microgrid ». DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1887.

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Microgrids—miniature versions of the electrical grid are becoming increasingly more popular as advancements in technologies, renewable energy mandates, and decreased costs drive communities to adopt them. The modern microgrid has capabilities of generating, distributing, and regulating the flow of electricity, capable of operating in both grid-connected and islanded (disconnected) conditions. This paper utilizes ETAP software in the analysis, simulation, and development of the Cal Poly microgrid. Additionally, an ETAP power system protection tutorial is created to aid students entering the power industry. Microprocessor-based relays are heavily utilized in both the ETAP model and hardware implementation of the system. Case studies in this project investigate electric power system load flow, short circuit, protection coordination, and transient stability analysis of the Cal Poly microgrid.

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Sheriff, Ray E. « Introducing Research Methods and Skills in a Workshop Environment ». Higher Education Academy Engineering Subject Centre, 2007. http://hdl.handle.net/10454/3557.

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Yes
`Research Seminar Series¿ is a 10-credit, Level M module offered to MSc/MEng students undertaking programmes in the areas of Electrical and Electronic Engineering at the University of Bradford. The module¿s aims are twofold: i) to disseminate stateoftheart information that could form the basis for future research programmes¿ and ii) to introduce the stages involved in the preparation and presentation of a research paper.
Higher Education Academy

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Mourad, Atallah. « Human interface and interaction in the WITS training system ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0027/MQ50643.pdf.

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Jones, Aidan. « Adaptive robotic tutors for scaffolding self-regulated learning ». Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8247/.

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This thesis explores how to utilise social robotic tutors to tackle the problem of providing children with enough personalised scaffolding to develop Self-Regulated Learning (SRL) skills. SRL is an important 21st century skill and correlates with measures of academic performance. The dynamics of social interactions when human tutors are scaffolding SRL are modelled, a computational model for how these strategies can be personalised to the learner is developed, and a framework for long-term SRL guidance from an autonomous social robotic tutor is created. To support the scaffolding of SRL skills the robot uses an Open Learner Model (OLM) visualisation to highlight the developing skills or gaps in learners' knowledge. An OLM shows the learner's competency or skill level on a screen to help the learner reflect on their performance. The robot also supports the development of meta-cognitive planning or forethought by summarising the OLM content and giving feedback on learners' SRL skills. Both short and longer-term studies are presented, which show the benefits of fully autonomous adaptive robotic tutors for scaffolding SRL skills. These benefits include the learners reflecting more on their developing competencies and skills, greater adoption SRL processes, and increased learning gain.

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Brink, Sybrand Abraham. « The conceptualisation, design and implementation of a national research and education network ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1516.

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Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: This thesis discusses the steps that should be taken when conceptualising, designing and implementing a South African national research and education network. It looks at all aspects of specifying transmission mediums and technology, choosing hardware and interfaces and detailing node layout and optic fibre network architecture. It examines the design of a national transport backbone, as well as a metropolitan optic fibre network. It considers ways in which the network may be made future-proof, both in terms of capacity and technology, and suggests ways to integrate the incumbent tertiary and education network into a fully-fledged, world-class network. Finally it benchmarks the network against similar networks in other countries, most notably the United States of America.
AFRIKAANSE OPSOMMING: Hierdie tesis bespreek die stappe wat geneem behoort te word wanneer 'n Suid Afrikaanse nasionale navorsings en tersiêre opvoedings netwerk gekonseptualiseer, ontwerp en geïmplementeer word. Dit beskou al die aspekte rondom die spesifiseering van transmissie mediums en -tegnologie, die keuse van hardeware en koppelvlakke en die detailering van nodus uitlegte en optiese vesel netwerk argitektuur. Dit ondersoek die ontwerp van 'n nasionale transmissie ruggraat netwerk, sowel as 'n metropolitaanse optiese vesel netwerk. Dit oorweeg maniere waarmee 'n netwerk toekomsproef gemaak kan word, beide in terme van kapasiteit sowel as tegnologie, en stel maniere voor waarmee die huidige tersiêre opvoeding en navorsingsnetwerk geïntegreer kan word na 'n volwaardige, wêreldklas netwerk. Uiteindelik word die netwerk ontwerp vergelyk met soortgelyke netwerke in ander lande, spesifiek in die Verenigde State van Amerika.

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Riojas, Mario. « Towards the Ubiquity of Precollege Engineering Education : From Pedagogical Techniques to the Development of Learning Technologies ». Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265592.

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The significance of teaching the basics of engineering education in middle- and high-schools is generally acknowledged by policy makers, teachers and researchers in the U.S.A. as well as a number of developed and developing countries. Nevertheless, engineering topics are rarely covered by precollege curriculums. A key contributing factor is that engineering hinges on the usage of technology to expose learners to fundamental concepts otherwise difficult to demonstrate. For example, learning the concepts of systems' design, optimization, and trade-offs can be a challenging task when teachers and students limited access to tools to practice their engineering knowledge. Thus, a deficiency of operational learning technologies for diverse precollege environments affects the availability of engineering learning experiences. The aim of this dissertation is to unveil the relationships between influential factors for the advancement of precollege engineering education. We proposed a framework for the development of curriculum and technology derived from analyzing design issues from the perspective of multiple entities encompassing a broad of stage holders including students, teachers and technology developers. Several influential factors are considered including human-computer interaction issues, the problem of a digitally divided population and the lack of engineering curriculum that reconciles precollege engineering education with state and national educational standards. The findings of this dissertation are based on quantitative and qualitative re- search performed during a four year span working with five local schools in the Tucson Unified School District.

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Owho-Ovuakporie, Kesiena. « Using "teacher moments" as an online practice space for parent-teacher conference simulation in preservice teacher education ». Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111318.

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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2017.
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-75).
The aim of this thesis is to investigate and improve the suitability of Teacher Moments as an online practice space for parent-teacher conference simulation in preservice teacher education. We evaluate Teacher Moments by means of a playtest conducted with students of a preservice education class for undergraduates in the Scheller Teacher Education Program (STEP) at MIT. We set out to answer 3 research questions. 1) How do users perceive the authenticity of parent-teacher conference simulations in Teacher Moments? 2) How do students' reflections relate to the learning objectives after completing a parent-teacher conference simulation in Teacher Moments? 3) How do new users perceive the ease of use of Teacher Moments interface? Most of the preservice teachers in our study felt the simulation experience was authentic and the user interface was easy to use. The main themes we identified in the students' reflections and class debrief were aligned with the simulation learning objectives.
by Kesiena Owho-Ovuakporie.
S.M. in Technology and Policy
S.M.

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Motuk, Halil Erdem. « Intelligent Student Assessment And Coaching Interface To Web-based Education-oriented Intelligent Experimentation On Robot Supported Laboratory Set-ups ». Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1092931/index.pdf.

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This thesis presents a framework for an intelligent interface for the access of robotsupported remote laboratories through the Internet. The framework is composed of the student assessment and coaching system, the experimentation scenario, and the associated graphical user interface. Student assessment and coaching system is the main feature of a successful intelligent interface for use during remote experimentation with a robot-supported laboratory setup. The system has a modular structure employing artificial neural networks and a fuzzy-rule based decision process to model the student behaviour, to evaluate the performance and to coach him or her towards a better achievement of the tasks to be done during the experimentation. With an experimentation scenario designed and a graphical user interface, the system is applied to a robotic system that is connected to the Internet for the evaluation of the proposed framework. Illustrative examples for the operation of the each module in the system in the context of the application are given and sensitivity analysis of the system to the change in parameters is also done. The framework is then applied to a mobile robot control laboratory. The user interface and the experimentation scenario is developed for the application, and necessary modifications are made to the student assessment and coaching system in order to support the experiment.

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Kamasani, Jyotheesh Reddy, Uday Suhas Nakkapalli et Sai Jaswanth Yadala. « Arduino Based Home Electronics Labs : Basic- & ; Advanced-Electronics and Sensors Approaches ». Thesis, Blekinge Tekniska Högskola, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-20034.

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Background. Engineering is incomplete without the practical knowledge so laboratories and practical experiments play a quite vital role in the study. Engineering requires both practical knowledge and skills along with theoretical background. However, new technology provides opportunity to perform experiments on distance or at home, what in current situation of COVID-19 pandemic has created a great motivation to have a deep study on distance education of Engineering. This report proposes the Home Labs for basic course in electronics. It shows both technical and educational approaches in terms of communication between a student and instructor. Objectives. The main objective of this project is to design and implement three labs of dedicated to basic electronics, linear integrated circuit and sensors. Each lab consists of five experiments. All experiments need to be accessed from home. Surveillance of lab results is one of the keys of the Home Labs, which cannot be compromised. Miniaturization of commonly used heavy lab equipment is one of the main project issue. Documentation of each and every experiment should be prepared in feasible way to help students to perform their experiments easily. The reporting template should also be easy to understand and implement. Methods. Most of the experiments apply Arduino as control unit. The microcontroller does not only control the experiments and connect it to the Internet as an element of IoT concept, but it also take responsibility for measurements and visualisation. The Arduino kit along with electronic components is owned by each student and could be handle anytime. Some extra components such as mini digital oscilloscope facilitate the experiments. Conclusions. Laboratories are the prime requirement of the Engineering Programs for developing students' practical skills. As implementation of all the experiments shows they can be done by not only real time lab equipment but also with miniaturized components. The proposed Home Lab budget was so friendly and economical compared to the campus labs. The Arduino based home electronic labs is the replica of the real time lab for the students who are doing their distance education and cannot have proper resource of the campus labs.

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Greef, Samantha. « National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University ». Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/3305.

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During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.

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Reeder, Christina. « Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development ». Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955105/.

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This study examined the impact of the National Science Foundation's Research Experience for Teachers (RET) in engineering at University of North Texas on students after their teachers' participation in the program. Students were evaluated in terms of self-efficacy, knowledge of engineering, perceptions of engineering, and interest in engineering. A 22-item Likert pre/post survey was used for analysis, and participants included 589 students from six high schools, one middle school, and one magnet school. Paired surveys were analyzed to determine if there was a statistically significant difference in attitudes and knowledge after teachers implemented lessons from their time at the RET. Surveys were also analyzed to determine if there was a statistically significant difference in student response based on gender or student school type. Results showed no statistically significant difference in the self-efficacy of students, however there was a statistically significant difference in knowledge, perceptions, and interest in engineering. In addition, there was a statistically significant difference between genders on an isolated question, and seven out of the 22 Likert questions showed a statistically significant difference between student school types.

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