scholarly journals Interactive and Adaptable Cloud-based Virtual Equipment and Laboratories for 21st Century Science and Engineering Education

10.29007/7wf8 ◽  
2020 ◽  
Author(s):  
Yakov Cherner ◽  
Michael Cima ◽  
Paul Barone ◽  
Bruce Van Dyke ◽  
Arnold Lotring
Keyword(s):  
Student Performance ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Materials Science ◽  
Content Management ◽  
Massachusetts Institute Of Technology ◽  
X Ray ◽  
The Usa ◽  
E Learning ◽  
Institute Of Technology

This paper presents and discusses the use of simulation-based customizable online learning activities, virtual laboratories, and comprehensive e-Learning environments for teaching subjects such as materials science, chemistry, and biomanufacturing. The virtual equipment and lab assignments have been used for: (i) authentic online experimentation, (ii) homework and control assignments with traditional and blended courses, (iii) preparing students for hands-on work in real labs, (iv) lecture demonstrations, and (v) performance-based assessment of students’ ability to apply gained theoretical knowledge for operating actual equipment and solving practical problems. Using the associated learning and content management system (LCMS) and authoring tools, instructors kept track of student performance and designed new virtual experiments and more personalized learning assignments for students. Virtual X-Ray Laboratory and Web-based Environment for Single-Use Upstream Bioprocessing have been used to illustrate the implementation of the concept of Interactive and Adjustable Cloud-based e-Learning Tools. The virtual labs and e-learning environments have been used at two-year and four-year colleges and universities in the USA, UK, Tanzania and some other countries. The virtual X-Ray lab has also been integrated with the MITx course delivered via the MOOC (massive open online course) edX platform for Massachusetts Institute of Technology undergraduate students.

The Use of Web-based Virtual X-Ray Diffraction Laboratory for Teaching Materials Science and Engineering

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1687-1692 ◽  
Author(s):  
Yakov E. Cherner ◽  
Maija M. Kuklja ◽  
Michael J. Cima ◽  
Alexander I. Rusakov ◽  
Alexander S. Sigov ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Materials Science ◽  
Content Management ◽  
Massachusetts Institute Of Technology ◽  
Science And Engineering ◽  
X Ray ◽  
Actual Equipment ◽  
Performance Based Assessment ◽  
Materials Science And Engineering ◽  
Institute Of Technology

ABSTRACTA virtual X-Ray Laboratory for Materials Science and Engineering has been developed and used as a flexible and powerful tool to help undergraduate and graduate students become familiar with the design and operation of the X-ray equipment in visual and interactive ways in order to learn fundamental principles underlying X-ray analytical methods. The virtual equipment and lab assignments have been used for: (i) authentic online experimentation, (ii) homework and control assignments with traditional and blended courses, (iii) preparing students for hands-on work in physical X-ray labs, (iv) lecture demonstrations, and (v) performance-based assessment of students’ ability to apply gained theoretical knowledge for operating actual equipment and solving practical problems. Students have also used the virtual diffractometer linked and synchronized with an actual powder diffractometer for blended experimentation. Using the associated learning and content management system (LCMS) and authoring tools, instructors kept track of students’ performance and designed new virtual experiments and more personalized learning assignments for students. The lab has also been integrated with the MITx course available on the massive open online course edX platform for Massachusetts Institute of Technology for undergraduate students.

Teaching Creative Engineering: Education in Japan and the USA

2008 ◽  
Author(s):  
Teruaki Ito ◽  
Alexander H. Slocum
Keyword(s):  
Learning Environments ◽  
Computer Aided Design ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Approaches To Teaching ◽  
Design And Manufacturing ◽  
The Usa ◽  
Institute Of Technology ◽  
Aided Design ◽  
The University

This paper describes two approaches to teaching engaging creative engineering design classes. Both of these classes have evolved over many years using feedback from annual class reviews. One is the computer-aided design class, CAD-EX, at the University of Tokushima (UT) in Japan, and the other is the introductory design and manufacturing class, 2.007, at the Massachusetts Institute of Technology (MIT) in the USA. Comparing these two classes conducted in two difference countries, this paper discusses how we created learning environments that engage students in a variety of design-related activities.

scholarly journals The influence of interactive and static infographics on the academic achievement of reflective and impulsive students

2021 ◽  
pp. 147-162
Author(s):  
Dina Ismaeel ◽  
Ensaf Al Mulhim
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Learning Resources ◽  
Information Presentation ◽  
E Learning ◽  
Presentation Methods

This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Implications for practice or policy: The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.

Importance of Perpetual Government-University-Industry (GUI) Collaboration Today

2014 ◽  
pp. 403-410
Author(s):  
Bryan Christiansen
Keyword(s):  
Life Cycles ◽  
Massachusetts Institute Of Technology ◽  
Discussion Section ◽  
Technological Advances ◽  
Advanced Economies ◽  
The Status ◽  
The Usa ◽  
Institute Of Technology ◽  
Changing Demographics ◽  
University Industry

The globalization of the 21st century has changed economic and other realities far beyond the expectations of most individuals. The competitive landscape continues to be reinvented due to such factors as accelerating globalization, changing demographics, rapid technological advances, shorter business/product life cycles, innovation, and productivity. This chapter focuses on why there is a need for perpetual Government-University-Industry (GUI) collaboration, especially in advanced economies, and some options on how to achieve it effectively. The chapter commences with an introduction to the realities of contemporary globalism that have raised the need for this collaboration, and the body then outlines the status of GUI collaboration in the world’s four largest economies: China, India, Japan, and the USA. There is a model example of ideal GUI collaboration in the discussion section for reference. The conclusion synthesizes the earlier discussions and provides suggestions for consideration regarding optimum GUI collaboration, most notably a list of seven “Best Practices” provided by Massachusetts Institute of Technology in the USA.

Importance of Perpetual Government-University-Industry (GUI) Collaboration Today

2014 ◽  
pp. 1392-1399 ◽  
Author(s):  
Bryan Christiansen
Keyword(s):  
Life Cycles ◽  
Massachusetts Institute Of Technology ◽  
Discussion Section ◽  
Technological Advances ◽  
Advanced Economies ◽  
The Status ◽  
The Usa ◽  
Institute Of Technology ◽  
Changing Demographics ◽  
University Industry

The globalization of the 21st century has changed economic and other realities far beyond the expectations of most individuals. The competitive landscape continues to be reinvented due to such factors as accelerating globalization, changing demographics, rapid technological advances, shorter business/product life cycles, innovation, and productivity. This chapter focuses on why there is a need for perpetual Government-University-Industry (GUI) collaboration, especially in advanced economies, and some options on how to achieve it effectively. The chapter commences with an introduction to the realities of contemporary globalism that have raised the need for this collaboration, and the body then outlines the status of GUI collaboration in the world’s four largest economies: China, India, Japan, and the USA. There is a model example of ideal GUI collaboration in the discussion section for reference. The conclusion synthesizes the earlier discussions and provides suggestions for consideration regarding optimum GUI collaboration, most notably a list of seven “Best Practices” provided by Massachusetts Institute of Technology in the USA.

The Changing Paradigm for Business Success in Advanced Materials and Components Manufacturing

MRS Bulletin ◽  
1992 ◽  
Vol 17 (4) ◽  
pp. 35-37 ◽  
Author(s):  
B. Barnett ◽  
H.K. Bowen ◽  
K. Clark
Keyword(s):  
Materials Science ◽  
Electronic Materials ◽  
Dielectric Materials ◽  
Time Frame ◽  
Molecular Engineering ◽  
Advanced Materials ◽  
Business Success ◽  
Massachusetts Institute Of Technology ◽  
Science And Engineering ◽  
Institute Of Technology

The use of manmade materials progressed rather slowly until the science and technology of metals, refractories, and glass burst forth in the mid-1800s and continued its infancy through the first decades of the 20th century. In fact, much of the scientific wherewithal in industrial nations focused on the development of manmade materials from the standpoint of properties and fabrication processes. From the discipline of metal physics, which emerged in the 1930s, and from the scientific activities in ceramics, polymers, and electronic materials that blossomed in the 1940s and 1950s, a science and engineering base was established, enabling advanced materials and components to be fabricated, often for specific end-user applications. The molecular engineering of crystals, for example, has its roots in von Hippel's studies of dielectric materials at the Massachusetts Institute of Technology, which began in the 1930s. In this time frame, society, which had primarily used such materials as wood, gypsum, clay, copper, zinc, lead, and iron, turned to a broader set of materials to meet new uses. These new applications required an understanding not only of the composition of matter, but of novel and difficult processes as well. Research specialties broadened.From the late 1950s to the present, the knowledge base for materials and components has exploded. In this period, the scientific and technological field of endeavor—materials science and engineering (MS&E) — evolved from a collection of discrete, disparate arts and crafts with varied amounts of science and practitioners who generally did not stray from their own specialties to a more diffuse field where researchers take a broader approach to materials research and practice.

scholarly journals Prospects for Coordinated Observations with XTE

1995 ◽  
Vol 12 (2) ◽  
pp. 219-226 ◽  
Author(s):  
A. B. Giles ◽  
K. Jahoda ◽  
J. H. Swank ◽  
W. Zhang
Keyword(s):  
High Energy ◽  
High Time Resolution ◽  
Massachusetts Institute Of Technology ◽  
Large Area ◽  
X Ray ◽  
Transient Sources ◽  
Sky Monitor ◽  
Institute Of Technology ◽  
Proportional Counter Array ◽  
The University

AbstractThe X-ray Timing Explorer (XTE) is a NASA satellite designed to perform high-time-resolution studies of known X-ray sources. The two main experiments are a large-area proportional counter array (PCA) from the Goddard Space Flight Center (GSFC) and a high-energy X-ray timing experiment (HEXTE) from the University of California at San Diego (UCSD). The PCA data is processed by an electronic data system (EDS) built by the Massachusetts Institute of Technology (MIT) that performs many parallel processing analysis functions for on-board evaluation and data compression. MIT also provide an all-sky monitor (ASM) experiment so that XTE can be slewed rapidly to new transient sources. The spacecraft provides a mean science telemetry rate for the PCA of ~20 kilobits per second (kbps), with bursts to 256 kbps for durations of 30 minutes. Photons are tagged to 1 μs and absolute timing should be better than 100 μs. XTE is due for launch in late August 1995 and the first NASA Research Announcement (NRA) is due out in January 1995. This paper summarises XTE’s performance and then discusses the interactive and flexible operations of the satellite and some of the science it can do. These features should make XTE a productive spacecraft for coordinated observation programs.

scholarly journals The Accurate Measurement of Students’ Learning in E-Learning Environments

2021 ◽  
Vol 11 (21) ◽  
pp. 9946
Author(s):  
Sunbok Lee ◽  
Youn-Jeng Choi ◽  
Hyun-Song Kim
Keyword(s):  
Learning Environments ◽  
Item Response ◽  
Test Scores ◽  
Learning Gains ◽  
Parameter Calibration ◽  
Fixed Parameter ◽  
E Learning ◽  
Institute Of Technology ◽  
Set Up

The ultimate goal of E-learning environments is to improve students’ learning. To achieve that goal, it is crucial to accurately measure students’ learning. In the field of educational measurement, it is well known that the key issue in the measurement of learning is to place test scores on a common metric. Despite the crucial role of a common metric in the measurement of learning, however, less attention has been paid to this important issue in E-learning studies. In this study, we propose to use fixed-parameter calibration (FPC) in an item response theory (IRT) framework to set up a common metric in E-learning environments. To demonstrate FPC, we used the data from the MOOC “Introduction to Psychology as a Science” offered through Coursera collaboratively by Georgia Institute of Technology (GIT) and Carnegie Mellon University (CMU) in 2013. Our analysis showed that the students’ learning gains were substantially different with and without FPC.

Identifying the Strengths and Concerns of OpenCourseware Design

2014 ◽  
Vol 4 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Chia-Yu Chang ◽  
Huang-Yao Hong
Keyword(s):  
Higher Education ◽  
Exploratory Study ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Learning And Teaching ◽  
Design And Implementation ◽  
E Learning ◽  
Institute Of Technology

This qualitative, exploratory study investigated the design strengths and concerns of OpenCourseware (OCW) for higher education based on user experience, using the translated Chinese website of the Massachusetts Institute of Technology OCW as a venue for exploration (http://www.myoops.org/twocw/mit/index.htm). Forty-two college students, professors, and e-learning experts in Taiwan were recruited to assess the usefulness of the OCW for learning and teaching on this website. Semi-structured, hour-long interviews were conducted. Fourteen factors – including nine strengths and five concerns – that influence the degree of effectiveness of the design and implementation of OCW were identified and discussed with reference to three major design aspects (technological, curricular, and pedagogical). The implications for better design and use of OCW as an open educational resource (OER) were discussed.

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