摘要:

There are two models of dissemination of learning within higher education, the classical and the distance learning models. More than the distance, group versus individuality discriminates between them, and groupware can mediate and unify the two models. As higher education faces new challenges, integration of technology within the organization is on the horizon of professional development of the academic community for the years to come. The groupware model has the power to mediate the technical resources available and the essence of teaching and learning, the human communication within a community of people sharing understanding and meaning. Moreover, it has the capability to restructure the working process within the educational institutions. Research and development has to be done, but the emphasis should not bear on technology itself, but on the integration of technology within the working process of the organization.

ISSN:0304-3797    

DOI:10.1080/03043799708923433

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

Skills in group communication, development of problem definition and coordination of activities are essential in modern day multi-disciplinary engineering. The development of these skills requires more than just being told they exist and how the students should acquire them. Students must be exposed to these situations and taught how to handle them. This paper presents a study of a teaching technique that would encourage the development of communication skills between students: ‘jigsaw learning’. The approach consists of dividing students solving a particular problem into a number of groups. A student is first placed into an overall model development group to specify the problem to be solved. Second, he/she works in the component group to create a particular model component. Finally, once the component is developed the student moves back to the original model development group and incorporates the specific component into the overall model. In order to do this successfully, students must communicate the general description of the model to the component group, who share similar expertise. They must then communicate the findings of this expert group back to a more disparate model development group. Each student moves through the steps of: specifying the problem; specifying and considering connections between the components; developing the components; bringing them together; and presenting the results. To assess the success of the approach, a series of studies were carried out by the Higher Education Research Unit. Two questionnaires were distributed. They indicated the approach was successful but refinement was necessary.

ISSN:0304-3797    

DOI:10.1080/03043799708923434

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

The development of the integrated Bachelor of Engineering course at the University of Ballarat represents a strategic approach to curriculum design. This approach has been adopted for the development of a completely new course to address the desired attributes of the twenty-first century engineering graduates and to ensure that the content of the course encourages deep rather than surface approaches to learning. The objectives of the new course involve the development of graduates who are independent learners (lifelong learners) and are able to operate autonomously and in teams in tomorrow's world, coping with challenges and opportunities vastly different from those currently practising engineers have faced in their professional lives. The conceptual framework of this course is based on the integration of engineering disciplines with engineering design and systems as integrating themes.

ISSN:0304-3797    

DOI:10.1080/03043799708923435

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

This article deals with spatial reasoning activities required for operating a robot-manipulator. A strategy for learning robot movements, focused on imparting spatial skills, has been developed and implemented in a pilot study on several groups of learners including undergraduate students and teacher trainees at the Technion as well as high-school pupils.

ISSN:0304-3797    

DOI:10.1080/03043799708923436

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

This paper deals with the experience gained by the authors when teaching the basics of computerized integrated manufacturing (CIM) in laboratory classes of the Faculty of Engineering, Ben-Gurion University of the Negev, Israel. The essential aspects of this instruction are presented in terms of the production process of a puzzle as an example of CIM. This process includes the main stages of production in general. The accent is placed on the puzzle's assembly stage as the more time-consuming, less-automated stage in industry (about 50%), which is of greatest interest to the students in terms of the technical pitfalls and brain power required for overcoming them. This paper describes both the design of hardware devices and the software used for programming the equipment.

ISSN:0304-3797    

DOI:10.1080/03043799708923437

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

ARIADNE is a concept of computer-based and telematics-supported educational schemes. It relies primarily on a number of interconnected knowledge pools and suitable strategies for using them, in academic education—either classical or at a distance—and for certain types of corporate continuing training. In ARIADNE, the term ‘knowledge pool’ refers to a large, indexed, storage of pedagogical elements and the set of tools, methodologies and infrastructures necessary for maintaining and exploiting it, to build and distribute structured curricula. This concept is meant to address the weaknesses of many ‘open’ training schemes advocating the usefulness of unlimited and free access to the World Wide Web (WWW). In our view, this immense—but scarcely structured— document repository can all too easily become a maze and offers, in itself, little incentive to serious learning. On the other hand, ARIADNE will use a WWW based net-interface, suitable for—and inter-operable with—most platforms commonly in use by would-be learners. ARIADNE addresses two categories of users: those who contribute to the knowledge pool system and develop training curricula (professors and pedagogical engineers) and those who may enlist in and follow these curricula (students and trainees). The system's design accounts for the need for collaboration and communication between (a) trainers, to create, customize, share and reuse pedagogical documents; (b) trainers and learners, for coaching/tutoring activities and supervision of learning; and (c) students/trainees, in peer-supported learning or group work. Long-term survival of any such technology-supported education system depends primarily on motivated participants: teachers and trainers, students and trainees, academic institutions and corporations should all find some practical advantage in its use. In this paper (Part 1), we present an overview of the ARIADNE concept, describing its pragmatic educational approach and its specific approach to authoring of pedagogical material and construction of usable curricula. In a forthcoming paper (Part 2), we will address its technological approach and present a brief review of the tools needed to implement the concept as a viable computer-based and telematics-supported distance—but also open or even classical— educational system.

ISSN:0304-3797    

DOI:10.1080/03043799708923438

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

The need for a more sustainable development is commonly acknowledged, but there are considerable problems for meaningful operationalization. This is still true today, even though relevant legislation is increasing, more suitable technologies are available and more financial resources can be called upon. Thus, the real stumbling blocks seem to be a lack of knowledge in various aspects: knowledge of new demands regarding one's own professional activities: comprehensive understanding of complex (eco)systems; and networking knowledge of how to secure inter-institutional and interdisciplinary communication and cooperation. To transfer the lacking knowledge—in most cases during an individual's working life and not before—requires both new contents and dimensions of flexibility and effectiveness not common to traditional teaching structures. Therefore, suitable learning infrastructures and methodologies have to be developed. Also, traditional knowledge selection and acquisition behaviour and established roles in knowledge transfer have to be questioned. As an example for tackling the problem in an innovative and efficient way, this article describes an environmental management course in the Brazilian state of Bahia. Participants have to hold an academic degree and have to be economically active to take part in the course. Learning on the course and working are interlinked so that one benefits the other. The keys for achieving this goal are the modular structure of the course, and a modified role of the participants, their employers, the tutors and professors. Many participants have an engineering and technical background, but they also have natural and social scientists, administrators, journalists and teachers as classmates.

ISSN:0304-3797    

DOI:10.1080/03043799708923439

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

For companies, products are primarily bearers of profit; But the public increasingly see products as bearers of environmental burdens. Environmentally sound products are a sign of a company's internal improvement of environmental performance which can be shown to market partners. Design of (environmentally sound) products is a task for engineers. To fulfil this task, an appropriate tool is needed. The most frequendy discussed methodological tool for assessing and improving environmental soundness of products and production processes is life cycle assessment (LCA). In this article, LCA is described and classified; requirements which have to be met by LCA being applied in the above-mentioned context are derived and a specific technical framework is introduced which meets the requirements.

ISSN:0304-3797    

DOI:10.1080/03043799708923440

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

摘要:

Environmental issues are usually included in process design and operation. Once mass and energy balances have been completed, the life cycle inventory (LCI) can be carried out with an environmental load balance. This paper discusses a methodology for developing this balance, which can be taught at the same level of chemical engineering fundamentals at which basic mass and energy balances are dealt with. The LCIs of electricity and steam produced by a co-generation unit and conventional plants are compared to illustrate the method.

ISSN:0304-3797    

DOI:10.1080/03043799708923441

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor

ISSN:0304-3797    

DOI:10.1080/03043799708928281

出版商:Taylor & Francis Group    

年代:1997

数据来源: Taylor