scholarly journals Use of LEGO Mindstorms NXT to Improve Learning in Agricultural Engineering Education

2009 ◽  
Vol 18 (4) ◽  
pp. 177-186 ◽  
Author(s):  
Yutaka Sasaki
Keyword(s):  
Engineering Education ◽  
Agricultural Engineering ◽  
Lego Mindstorms

Domestic agricultural engineering education in the 1970 s-2000 s

2020 ◽  
pp. 225-238 ◽  
Author(s):  
Yuliya S. Tsench
Keyword(s):  
Engineering Education ◽  
Professional Education ◽  
Agricultural Production ◽  
Rapid Development ◽  
Research Purpose ◽  
Coherent System ◽  
Technical Equipment ◽  
Agricultural Enterprises ◽  
Agricultural Engineering ◽  
The Creation

By the mid-1960s, the growth rate of agricultural production in the USSR had declined. The possibilities of involving new lands in economic turnover were exhausted. It was necessary to find new approaches to solving problems in agriculture, including the training of highly qualified specialists. (The research purpose) The research purpose is in considering the development of domestic agricultural engineering education during the 1970 -2000 s. (Materials and methods) The article shows that the materials of the Plenums of the Central Committee of the CPSU in 1965-1985 marked the beginning of a new stage of agrarian reforms. It was found that providing the agricultural sector with qualified specialists becomes a crucial condition for increasing agricultural production. (Results and discussion) The article notes the leading role of the creation of educational and experimental farms and the introduction of production practices in improving the professional training of specialists for agriculture. They emphasized the creation of a new discipline - mechanized agricultural technology. It has been identified the need to train more mechanical and electrical engineers for agricultural enterprises. It was found that agriculture needs specialists of a wide profile, technological engineers who are able to work independently in the field of engineering and technical policy of agricultural enterprises of various profiles and different forms of ownership. (Conclusions) The Soviet Union created a coherent system of Agroengineering institutes that successfully solved the problem of training engineers for the rapidly developing mechanized and electrified agriculture. The zonal location of the institutes provided training for specialists adapted to the production and technological problems of a particular region. The current development of the country differs significantly from the experience of one in the past. However, personnel issues, including the issues of personnel support for agricultural production in the system of higher professional education, remain relevant due to the rapid development and complexity of technical equipment for modern agricultural production, the introduction of digital information technologies, automation and robotics.

Blended Learning Through Integrating Lego Mindstorms NXT Robots in Engineering Education

2015 ◽  
Author(s):  
Sebastian Stiehm ◽  
Larissa Köttgen ◽  
Sebastian Thelen ◽  
Mario Weisskopf ◽  
Florian Welter ◽  
...  
Keyword(s):  
Blended Learning ◽  
Engineering Education ◽  
Computer Science ◽  
Flipped Classroom ◽  
Mechanical Engineering ◽  
Learning Approaches ◽  
Two Stage ◽  
Theoretical Concepts ◽  
Second Stage ◽  
Lego Mindstorms

The current program for Mechanical Engineering at the RWTH Aachen University in Germany has more than 1500 students enrolled. Lego Mindstorms’ NXT Robots are fully integrated in the current Engineering Education stream to help students practically apply theoretical concepts. The courses Communication and Organizational Development (KOE) and Computer Science in Mechanical Engineering 1 (INFO1), provided by the interdisciplinary institute cluster IMA/ZLW, follow a newly-designed “blended learning” approach. This institute cluster is composed of the Institute of Information Management in Mechanical Engineering (IMA) and the Center for Learning and Knowledge Management (ZLW). These institutes are currently within the Faculty of Mechanical Engineering at RWTH Aachen University. Two years ago, the course KOE was redesigned and redirected towards a “Flipped Classroom” concept by initiating online lectures and a discussion class. Thus, the tutorial class ROBOFLEX as part of the KOE curriculum is introduced. ROBOFLEX is a two-stage business simulation that enables students to experience realistic virtual communication within computer science and engineering disciplines. Students are divided into groups of about thirty people, and become entrepreneurs and founders of start-ups that specialize in the production of innovative robots for the automotive industry. They create these robots using Lego Mindstorms’ NXT. Since its conception, the course INFO1 has been accompanied by a lab component, where students apply the concepts taught in class in a team-focused software design project. In 2011, the lab concept was changed into a two-stage robotics programming project based on Lego Mindstorms’ NXT Robots and the Java programming language. In the first stage, students practice the fundamental programming concepts that are presented in the lecture by completing a series of exercises in a self-paced manner. The second stage focuses on applied problem-solving. In this stage, pairs of students apply the previously-learned programming concepts to program a “pick-and-place” robot that is equipped with various sensors. The integration of Lego Mindstorms’ NXT Robots into these courses also join the concepts of the two described courses. While KOE delivers organizational and communicational skills, INFO1 provides technical and domain-specific skills. Here, the robots represent the connecting element. The problem-based second stage of INFO1 benefits from the skills that are taught in KOE. Because INFO1 is scheduled in the term following the KOE, it offers a direct opportunity for students to transfer the KOE skill set from the lecture where it was taught into a new context that is primarily concerned with a different subject. Both classes have been evaluated and developed independently in the past. Since last year’s introduction of ROBOFLEX in KOE, synergies between both lectures are becoming a main component of their further developments. In this paper the recent developments in both courses will be compared and discussed. Specific measurable effects concerning learning capability, motivation and learning endurance are being portrayed by using blended learning approaches.

scholarly journals NEW TRENDS IN BIO-SYSTEMS ENGINEERING EDUCATION

1970 ◽  
Vol 62 ◽  
Author(s):  
Victor Ros ◽  
D. Mândru ◽  
Olimpia Roş ◽  
M. Ghereş
Keyword(s):  
Engineering Education ◽  
Hybrid System ◽  
Systems Engineering ◽  
Biological Systems ◽  
Food Products ◽  
Agricultural Engineering ◽  
Study Programs

The paper presents and discuss the objectives of engineering education in the fields of Biosystems Engineering (e.g. Agricultural Engineering). A hybrid system of Engineering and Biosystems is developed. Based on this hybrid system the interrelations between the components of engineering and biological systems are developed. Curricula for Agro-food Products Processing Engineering master study programs were developed.

scholarly journals ACTUALIZATION OF THE CDIO STANDARDS IN THE AGRICULTURAL ENGINEERING EDUCATION

2019 ◽  
Vol 8 (33) ◽  
pp. 14-20
Author(s):  
Kulaev E. V. ◽  
◽  
Danilov M. V. ◽  
Gritsay D. I. ◽  
Serikov S. S. ◽  
...  
Keyword(s):  
Engineering Education ◽  
Agricultural Engineering

DEVELOPMENT STAGES OF DOMESTIC AGROENGINEERING EDUCATION IN RUSSIAN STATE AGRARIAN UNIVERSITY - MOSCOW TIMIRYAZEV AGRICULTURAL ACADEMY

2021 ◽  
pp. 149-169
Author(s):  
N.L. ZAITSEVA ◽  
◽  
N.V. ALDOSHIN ◽  
N.YU. RYABOVA
Keyword(s):  
Engineering Education ◽  
Power Engineering ◽  
Agricultural Machinery ◽  
Engineering School ◽  
Development Stages ◽  
Agricultural Mechanics ◽  
Agricultural Engineering ◽  
Russian State ◽  
History Of

The article is devoted to an important period in the history of agricultural engineering education at Russian State Agrarian University – Moscow Timiryazev Agricultural Academy – the 120-year history of the Agricultural Machinery Department of the Institute of Mechanical and Power Engineering named after V.P. Goryachkin. The authors distinguish six stages of the Department’s development – from its origin in the depths of the Petrovsky Agricultural and Forestry Academy, the Department’s establishment at the Moscow Agricultural Institute in 1901, and its development in the 20th-21st centuries. Particular attention focuses on the contribution of the founder and longterm head of the Department, academician V.P. Goryachkin – his developing agricultural mechanics and establishing an agricultural engineering school in our country.

SCADA platform combined with a scale model of trickle irrigation system for agricultural engineering education

2011 ◽  
Vol 22 (3) ◽  
pp. 463-473 ◽  
Author(s):  
Jose M. Molina ◽  
Antonio Ruiz-Canales ◽  
Manuel Jiménez ◽  
Fulgencio Soto ◽  
Daniel G. Fernández-Pacheco
Keyword(s):  
Engineering Education ◽  
Irrigation System ◽  
Scale Model ◽  
Trickle Irrigation ◽  
Agricultural Engineering

Probing Agricultural Engineering Education in Pakistan a Changing World

2015 ◽  
Vol 2 (1) ◽  
pp. 21-28
Author(s):  
Abdulrahma Tahir ◽  
◽  
Aezeden Mohamed ◽  
Keyword(s):  
Engineering Education ◽  
Agricultural Engineering ◽  
Changing World
Sign in / Sign up

Export Citation Format

Share Document