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Статті в журналах з теми "Industrial Computer-assisted instruction"
Fells, R. E., and J. R. Weaver. "Computer-Assisted Instruction in Industrial Relations Teaching." Journal of Industrial Relations 30, no. 2 (June 1988): 215–29. http://dx.doi.org/10.1177/002218568803000202.
Повний текст джерелаDewiyani, Leola, Anwar Ilmar Ramadhan, and Ery Diniardi. "Development Program of Chemical Industry Based Computer Assisted Instruction for Students of Industrial Engineering Department in Indonesia." Open Journal of Applied Sciences 06, no. 06 (2016): 327–35. http://dx.doi.org/10.4236/ojapps.2016.66033.
Повний текст джерелаOnah, Eunice N., Christian S. Ugwuanyi, Chinedu I. O. Okeke, Boniface G. Nworgu, Uche V. N. Agwagah, Chika C. Ugwuanyi, Pauline I. Obe, Mercy N. Nwoye, and Agnes O. Okeke. "Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education." International Journal of Engineering Research and Technology 13, no. 7 (July 31, 2020): 1786. http://dx.doi.org/10.37624/ijert/13.7.2020.1786-1794.
Повний текст джерелаDennison, Kathryn F., Dominic Galante, Darwin Dennison, and Thomas Golaszewski. "A One Year Post-Program Assessment of a Computer-Assisted Instruction (CAI) Weight Management Program for Industrial Employees: Lessons Learned." Journal of Health Education 27, no. 1 (February 1996): 38–42. http://dx.doi.org/10.1080/10556699.1996.10603162.
Повний текст джерелаWulansari, Rizky Ema, and Rahmat Azis Nabawi. "Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education." JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 4, no. 4 (December 29, 2021): 111–17. http://dx.doi.org/10.24036/jptk.v4i2.21123.
Повний текст джерелаSusanto, Susanto, Muhammad Adlan Nawawi, and Abdul Rohim. "STANDAR PELAYANAN MINIMAL PENDIDIKAN PERSPEKTIF REVOLUSI INDUSTRI 4.0 DI SD BAYAN ISLAMIC SCHOOL." Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam 2, no. 3 (September 29, 2020): 1–19. http://dx.doi.org/10.36671/andragogi.v2i3.114.
Повний текст джерелаMikal, Ahmad, and Fathkul Mubin. "PENDIDIKAN KARAKTER MELALUI BUDAYA PESANTREN (STUDI KASUS DI PONDOK PESANTREN AL MUCHTAR BERKASI UTARA." Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam 2, no. 3 (September 29, 2020): 133–46. http://dx.doi.org/10.36671/andragogi.v2i3.118.
Повний текст джерелаWahid Maulana, Moh Rochman, and Supari Muslim. "ASSESSMENT OF MEDIA LEARNING BASED ON LEARNING VIRTUAL REALITY IN INDUSTRIAL WORK PRACTICES IN SMK." Humanities & Social Sciences Reviews 7, no. 3 (May 15, 2019): 446–53. http://dx.doi.org/10.18510/hssr.2019.7365.
Повний текст джерелаWiwin, Darwin, Utami Widiati Utami, and Tarisman Taris. "Digital Media and Its Implication in Promoting Students’ Autonomous Learning." JET (Journal of English Teaching) 8, no. 1 (February 20, 2022): 97–106. http://dx.doi.org/10.33541/jet.v8i1.3284.
Повний текст джерелаPechenkin, Alexander, and Roman Demidov. "Application of deep neural networks for security analysis of digital infrastructure components." SHS Web of Conferences 44 (2018): 00068. http://dx.doi.org/10.1051/shsconf/20184400068.
Повний текст джерелаДисертації з теми "Industrial Computer-assisted instruction"
Estrem, William Arnold McCarthy John R. "Cost-effectiveness of computer-assisted interactive video laboratory experiences in undergraduate industrial technology programs." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525560.
Повний текст джерелаTitle from title page screen, viewed June 23, 2005. Dissertation Committee: John McCarthy (chair), Harry Campbell, Ronald Halinski, Everett Israel, J.H. McGrath. Includes bibliographical references (leaves 128-134) and abstract. Also available in print.
Wilson, Scott B. "Computer assisted instruction : a comparison of hands-on and computer-simulated laboratory experiences for post-secondary students /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025665.
Повний текст джерелаShanmugam, Ramanan P. "A multimedia-based learning environment for textile engineering education." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/17892.
Повний текст джерелаLynn, David F. "Automotive Design Education: Integrating Computer Based Tools with Traditional Techniques." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-04102006-020924/.
Повний текст джерелаFoster, Patrick. "The development of a feasible expert system model of bridge truss design for use in fifth-grade technology education." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/845928.
Повний текст джерелаDepartment of Industry & Technology
Swigert, Silvia. "Computer learning motivation and indicators of computer skill in employee populations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/984.
Повний текст джерелаBrowning, Nolan D. "Comparison of three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54770.
Повний текст джерелаEd. D.
Ekermans, Gina. "An investigation into the usability of synchronous information technology for a virtual e-learning and information sharing environment at a university in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53275.
Повний текст джерелаENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments in technology that have tremendous implications for the educational systems. Institutions of tertiary education are increasingly facing the pressures of globalisation. Associated with this is the knowledge society that demands experience with technology, different skills and a different learning experience (US, 2001). Furthermore, new information and communication technologies have demonstrated the potential to transform the way that knowledge is packaged, delivered, accessed and acquired, thereby altering higher educations' core production and delivery processes. Institutions of tertiary education that want to remain competitive, both locally and internationally, should, therefore, act proactively to facilitate the successful and innovative integration of relevant technologies into currently established practice and procedures. The University of Stellenbosch (US) recognises the importance of staying abreast with these global and local changes. The Virtual Information Space (VIS) project for optimal information sharing is a research initiative that developed as a direct response to the need for an inquiry into the functionality of alternative synchronous and asynchronous computer-mediated communication media (CMC), to be provided as part of the technological infrastructure of the US for enhanced information sharing and communication. The VIS project provides the framework within which this study was conducted. The aim of this study was to conduct an exploratory study through the use of empirical research and prototyping, by quantification of the usability of synchronous CMC media, for application in the South-African on and off-campus tertiary education environment (focused at post graduate level), in order to enhance information sharing between inter alia, information service suppliers, lecturers, students and researchers at the US. It was anticipated, however, that the degree to which the synchronous CMC media add value to the learning and information sharing processes within the VIS, will be influenced by the usability of the software applications within which the media are embedded, the perceived need of the role-players for the media, as well as the feasibility and viability of the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability experiments in a setting which simulated a usability laboratory, in order to acquire the necessary subjective and objective data, related to the identified goals and objectives that encapsulate the aim of this study. In order to demonstrate the value of the VIS environment, a theoretical perspective is provided by means of a literature review of the fundamental concepts of communities of practice and flexible learning. It is proposed that the use of the synchronous CMC media (embedded within the software applications) will assist in the creation of a VIS that supports the more advanced educational paradigm of constructivism by linking users into collaborative conversational networks, thus forming learning communities (better known as communities of practice) in cyberspace. The purpose of these communities is to create a means through which ideas and materials can be shared and exchanged, aiding individuals in building their own conceptual networks of interrelated ideas, strategies and theories and therefore construct and share knowledge. Information was obtained concerning participants' characteristics, preferences, needs and evaluation of the usability of the two software applications, NetMeeting and Yahoo Messenger, when utilised within the technological infrastructure of the US for the purpose of increased information sharing and communication. Performance measurement data (related to selected usability criteria) was obtained during the experimental phase, as well as information about the feasibility and viability of the systems when utilised within the technological parameters of the US. The analysis of the information consisted of descriptive statistics as the research aimed to illustrate the attitudes concerning usability, the perceived needs for the software applications, as well as the feasibility and viability of the systems. The results revealed that both NetMeeting and Yahoo Messenger were perceived by the participants as usable, achieving a positive rating on almost all of the dimensions of usability it was tested on. In the case on NetMeeting, technological limitations imposed on the system (such as bandwidth and network traffic) severely limited the effectiveness of the system as a whole and require further investigation to ensure successful implementation. Technological limitations in the case of Yahoo Messenger mainly centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation of NetMeeting and Yahoo Messenger within the technological parameters faced by the US.
AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander. Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings. Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring. Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale en nasionale mededingendheid te verseker. Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde kommunikasie media, wat as deel van die tegnologiese infrastruktuur van die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie uitgevoer is. Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers, dosente, studente en navorsers te verbeter. Daar word egter verwag dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie elemente was dus empiries ondersoek deur die uitvoering van verskeie bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit. 'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie. So word elektroniese gemeenskappe dus geskep waarbinne individue idees en materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word. Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure, behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne die huidige tegnologiese parameters van die US. Die analise van die data het beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette, sowel as sekere tegniese aspekte rakende die stelsels, uit te lig. Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die tegnologiese parameters van die US.
Conradie, Anje. "The evaluation of computer based training as a method of teaching map reading in a military context." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53114.
Повний текст джерелаENGLISH ABSTRACT: Map reading forms an integral part of every soldier's training. Although all troops are exposed to map reading during basic training, they thereafter do not frequently work with maps on a daily basis, but are still required to apply this knowledge during field exercises or combat situations. Various forms of training are available. Computer Based Training (CBT) is a technique that may contribute to the improved acquisition and retention of knowledge when the subject matter requires of students to visualise concepts, as CBT engages multiple senses. CBT incorporates principles from the Component Display Theory and Constructivism, which suggest that CBT might result in superior map reading competencies when used as an alternative to conventional, classroom based, map reading instruction. .The objective of this study was firstly to determine whether CBT, compared to conventional classroom instruction, enhances the acquisition of knowledge when teaching users how to read a two-dimensional (2D) map. In addition, the study had as its objective to determine whether CBT leads to improved retention of 2D map reading knowledge over a one month period when compared to conventional instruction. Finally the study aimed to determine the factors that influence learning when using CBT as the training medium. A basic randomised, between subjects research design, was used to test the hypotheses that eBT would result in the improved acquisition and retention of 2D map reading competencies. The control group consisted of 30 students and the experimental CBT group of 29 students. All subjects were personnel from the School of Armour of the South African National Defence Force. With regards to map training, the majority of the students had exposure to Geography up to grade 12 or further training. A new training programmewas designed. The programmewas developed in two equivalent formats, one appropriate for conventional classroom instruction (control group), and a eBT format for the experimental group. Each student received two manuals. One was a self-study manual that had to be completed before commencing with the course, and the other was received on the first day of the course. Both the trainers also received a manual that contained all the correct answers to the map reading problems forming part of the programme. The eBT programme was designed on paper with the help of a template for the storyboard. A lesson was designed for each day of the course, but students could review any lesson previously studied. Before the students started with lesson 1, they had to complete a test on the computer to determine the extent to which they have acquired the information in the self-study manual. After passing the test the students could select lesson 1. A mind-map was designed for each lesson to help students orientate themselves. For both groups the information studied was placed in the context of "Operation Night Owl", an interactive practical mission. The eBT group had the computer as a guide, providing textured maps and possible answers. Three tests were used to evaluate the students and to gather data regarding their performance. The students were not informed about these tests as the researcher wanted to measure natural acquisition and retention, and not the amount of time that they had studied. Analysis of variance (ANOVA) indicated that the two groups did not differ statistically significantly (p>,05) in their initial degree of map reading knowledge. The average test percentage increased from the pre-test to the first post-test (knowledge acquisition), indicating that the class group increased by 15,2 % and the eBT group by 19 %. Hypothesis 1 states that eBT in comparison to traditional instruction enhances the acquisition of map reading knowledge when teaching users how to read a 2D map. The difference between the class and eBT means for post-test 1 (knowledge acquisition) was, however, statistically insignificant (p>,05). A comparison of the means of the post-test 2 (retention) results of the class and eBT groups clearly indicates that the performance levels retained one month after training, also do not differ statistically significantly (p>,05). The study therefore also fails to corroborate the hypothesis that eBT would result in the greater retention of map reading knowledge when compared to conventional classroom instruction. Based on the results found when eBT results were compared with the traditional classroom technique, it may be advisable to combine classroom teaching with eBT. During the completion of the mission segment of the course, students tended to form natural groups to complete the questions. As working together may result in better understanding of new information (peers learn from each other), it is therefore recommended that the eBT map-reading course be combined with more discussion groups. In conclusion, the results do not suggest that eBT is a superior training technique for the teaching of map reading competencies. Numerous literature sources however do indicate that eBT can contribute significantly to the learning experience, making it still plausible that eBT could indeed, upon further refinement of the programme, contribute to teaching of map reading competencies.
AFRIKAANSE OPSOMMING: Kaartlees vorm 'n integrale deel van elke soldaat se opleiding. Alhoewel elke soldaat blootgestel word aan kaartlees tydens basiese opleiding, word daar nie op 'n daaglikse basis daarmee gewerk nie. Dit blyegter nodig om kaartlees tydens veld-oefeninge en aanvalsituasies toe te pas. Verskillende vorme van opleiding is beskikbaar t.o.v. die aanleer van kaartleestegnieke. Rekenaargebaseerde Dnderrig (RGD) is 'n tegniek wat veelvoudige gewaarwordinge insluit, en dus 'n bydrae tot beter leer en retensie van kennis kan lewer, wanneer dit van die student verwag word om konsepte te visualiseer. RGD sluit eienskappe van Komponent-tentoonstellingsteorie en Konstruktiwiteitsteorie in wat tot verbeterde kaartlees bevoegdheid mag lei indien dit as 'n alternatief tot die konvensionele klaskamer-gebaseerde kaartlees gebruik word. Die doel van die studie was eerstens om vas te stelof RGD, in vergelyking met die konvensionele klaskamermetode, 'n groter bydra lewer in die leer en retensie van kennis wanneer studente geleer word om 'n 2-dimensionele (2D)-kaart te lees. Tweedens stel die studie dit ten doelom vas te stelof RGD, in vergelyking met die konvensionele metode, tot verbeterde retensie van 2D-kaartlees kennis oor 'n een-maand tydperk lei. Laastens beoog hierdie studie om vas te stel watter faktore leer beïnvloed wanneer RGD as 'n opleidingsmedium gebruik word. 'n Basiese, ewekansige, tussen-groep navorsingsontwerp is gebruik om die hipotese dat RGD sal lei tot die verbeterde leer en retensie van 2D-kaartleesbevoegdhede, te toets. Die kontrolegroep het bestaan uit 30 studente en die eksperimentele RGD-groep uit 29 studente. Die steekproef was troepe van die Pantserskool van die Suid Afrikaanse Weermag. Die meerderheid van die steekproef het blootstelling aan Aardrykskunde tot graad 12 of verder gehad. 'n Nuwe opleidingsprogram is ontwerp. Die handleidings is ontwerp in 'n formaat geskik vir konvensionele klaskamer instruksie (kontrole groep) so wel as 'n formaat geskik vir RGO (eksperimentele groep). Elke student het twee handleidings ontvang. Die een was 'n self-studiehandleiding wat voor die aanvang van die kursus voltooi moes word, en die ander een is op die eerste dag van die kursus ontvang. Albei die instrukteurs het ook 'n handleiding ontvang wat die korrekte antwoorde rakende die kaartleesprobleme bespreek in die program bevat het. Die RGO program is op papier ontwerp met die hulp van 'n skermplaat. 'n Les is uitgewerk vir elke dag van die kursus, maar studente kon enige van die vorige behandelde lesse hersien. Voordat die studente met les 1 kon begin moes elkeen eers 'n toets op die rekenaar voltooi om te bepaal hoeveel inligting in die self-studie handleiding bemeester is. Sodra die toets geslaag is kon die student les 1 selekteer 'n Skematiese voorstelling is vir elke les ontwerp om die studente te help om hulleself te oriënteer. Die inligting wat deur beide groepe bestudeer is, is in die konteks van "Operasie Naguil", 'n interaktiewe praktiese opdrag, geplaas. Die RGO groep het 'n rekenaar as 'n riglyn gehad wat getekstureerde kaarte en moontlike antwoorde verskaf het. Drie toetse is gebruik om die studente mee te evalueer en data aangaande hulle vordering te verky. Die studente is nie ingelig oor die toetse nie aangesien die navorser hulle natuurlike leer en retensie van kennis wou toets en nie kennis verkry a.g.v. tyd spandeer aan studie nie. Die variansie-ontleding (ANOVA) het aangedui dat die twee groepe se kaartleeskennis aanvanklik nie statisties beduidend (p>,05) verskil het nie. Die gemiddelde toetspersentasie vanaf die vooraf-toets tot die eerste na-toets (leer) het getoon dat die klasgroep met 15,2% en die RGO groep met 19 % verbeter het. Die eerste hipotese het getoets of RGD tot In vebetering in leer en retensie sal lei teenoor traditionele klasrnetodes. Die verskil tussen die klas en RGD gemiddeld vir na-toets 1 (leer) was statisties onbeduidend (p>,05). 'n Vergelyking van die gemiddelds van die tweede na-toets (retensie) het ook nie 'n statisties beduidende verskil getoon nie (p>,05). Die studie slaag dus nie daarin om te bewys dat RGO tot beter retensie van kaartleeskennis in teenstelling met konvensionele klasonderrig lei nie. Die resultate suggereer dat dit raadsaam mag wees om klasonderrig te kombineer met RGO. Tydens die voltooiing van die missies het die studente 'n neiging getoon om vanself groepe te vorm om die vrae te voltooi. As nuwe inligting beter verstaan word deur in groepe saam te werk (groeplede leer by mekaar), kan dit dus aanbeveel word dat die RGD kaartleeskursus gekombineer word met meer besprekingsgroepe. Ten slotte word daar nie bevind dat RGO In beter opleidingstegniek vir die onderrig van kaartleestegniek is nie. Verskeie bronne dui wel daarop dat RGO 'n betekenisvolle bydrae tot die leerondervinding kan lewer. Dus, met verdere verbetering van die program, sou RGD wel moontlik kon bydra tot die onderrig van kaartlees-bevoegdhede.
Weppenaar, De Ville. "Intelligent maintenance management in a reconfigurable manufacturing environment using multi-agent systems." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/136.
Повний текст джерелаTraditional corrective maintenance is both costly and ineffective. In some situations it is more cost effective to replace a device than to maintain it; however it is far more likely that the cost of the device far outweighs the cost of performing routine maintenance. These device related costs coupled with the profit loss due to reduced production levels, makes this reactive maintenance approach unacceptably inefficient in many situations. Blind predictive maintenance without considering the actual physical state of the hardware is an improvement, but is still far from ideal. Simply maintaining devices on a schedule without taking into account the operational hours and workload can be a costly mistake. The inefficiencies associated with these approaches have contributed to the development of proactive maintenance strategies. These approaches take the device health state into account. For this reason, proactive maintenance strategies are inherently more efficient compared to the aforementioned traditional approaches. Predicting the health degradation of devices allows for easier anticipation of the required maintenance resources and costs. Maintenance can also be scheduled to accommodate production needs. This work represents the design and simulation of an intelligent maintenance management system that incorporates device health prognosis with maintenance schedule generation. The simulation scenario provided prognostic data to be used to schedule devices for maintenance. A production rule engine was provided with a feasible starting schedule. This schedule was then improved and the process was determined by adhering to a set of criteria. Benchmarks were conducted to show the benefit of optimising the starting schedule and the results were presented as proof. Improving on existing maintenance approaches will result in several benefits for an organisation. Eliminating the need to address unexpected failures or perform maintenance prematurely will ensure that the relevant resources are available when they are required. This will in turn reduce the expenditure related to wasted maintenance resources without compromising the health of devices or systems in the organisation.
Книги з теми "Industrial Computer-assisted instruction"
IEEE International Conference on E-Learning in Industrial Electronics (1st 2006 Ḥammāmāt, Tunisia). 2006 1st IEEE International Conference on E-Learning in Industrial Electronics: Hammamet, Tunisia : 18-20 December 2006. Piscataway, NJ: IEEE, 2006.
Знайти повний текст джерелаQuébec) IEEE International Conference on E-Learning in Industrial Electronics (6th 2012 Montréal. 2012 6th IEEE International Conference on E-Learning in Industrial Electronics (ICELIE 2012): Montreal, Quebec, Canada, 25-28 October 2012. Piscataway, NJ: IEEE, 2012.
Знайти повний текст джерелаAleckson, Jon D. MindMeld: Micro-collaboration between eLearning designers and instructor experts. Madison, Wis: Atwood Pub., 2011.
Знайти повний текст джерелаManager's guide to mobile learning. New York: Mcgraw-Hill, 2013.
Знайти повний текст джерелаAmerican Society for Training and Development, ed. Design engaging software training. Alexandria, VA: ASTD Press, 2013.
Знайти повний текст джерелаLee, William W. Multimedia-based Instructional Design. New York: John Wiley & Sons, Ltd., 2004.
Знайти повний текст джерела1951-, Owens Diana L., ed. Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions. 2nd ed. San Francisco: Jossey-Bass, 2004.
Знайти повний текст джерелаMoore, Gary S. Living with the earth: Concepts in environmental health science. 2nd ed. Boca Raton: Lewis Publishers, 2002.
Знайти повний текст джерела1951-, Owens Diana L., ed. Multimedia-based instructional design: Computer-based training, Web-based training, distance broadcast training. San Francisco: Jossey-Bass/Pfeiffer, 2000.
Знайти повний текст джерелаAssche, Frans Van. Re-engineering the Uptake of ICT in Schools. Cham: Springer Nature, 2015.
Знайти повний текст джерелаТези доповідей конференцій з теми "Industrial Computer-assisted instruction"
Wang Hongyan, Xu Ping, Bai Xiaomei, and Gao Fuxiang. "Design and implementation of network based computer assisted instruction system." In 2010 2nd International Conference on Industrial and Information Systems (IIS 2010). IEEE, 2010. http://dx.doi.org/10.1109/indusis.2010.5565757.
Повний текст джерелаLei, Yingqiu. "Research on the Theory Application of Later Method Based on Computer Assisted Instruction." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.14.
Повний текст джерелаSudthongkhong, Chudanat. "The study of the effectiveness of teaching contents through the computer assisted instruction in traditional Thai massage for health: Content design and media." In 2018 5th International Conference on Business and Industrial Research (ICBIR). IEEE, 2018. http://dx.doi.org/10.1109/icbir.2018.8391278.
Повний текст джерелаChaleamwong, Korrapat, Bussarakam Tongpet, and Chaiya Tanaphatsiri. "The Development of Multimedia Computer Assisted Instruction (MMCAI) Using The Active Learning Model on Basic Computer Programming Subject for Industrial Teaching Mathematics of Computer Programing 1 Course, Bachelor of Science in Technical Education." In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.032.
Повний текст джерелаKheocwsakul, Nutjired, Bussarakam Tongpet, Woralak kaewead, Pantawan Sangjan, Palida Kueaku, and Piyanat Chairot. "The Development of Multimedia Computer Assisted Instruction Using Games-base Learning Activities and Promoting critical Thinking skill On principles of telephone systems, Telephone Engineering Course of Bachelor of Education in Industrial Technology Program." In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.007.
Повний текст джерелаprasongchan, Piya, Bussarakam Tongpet, Wasana Boonsong, Sararat Nusen, Kittiwat Pakdeechanaun, and Duangkamon Itsarata. "The Development and Effectiveness of Computer Assisted Instruction for Multimedia Game to Promote Recognizing using QR-Code Technology on Resistive Load for Basic Skills in Electrical and Electronics for Bachelor of Industrial Education Program in Electrical Engineering." In The 13th National Conference on Technical Education andThe 8th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2021. http://dx.doi.org/10.14416/c.fte.2021.07.032.
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