scholarly journals Topology-Optimization-Based Learning: A Powerful Teaching and Learning Framework under the Prism of the CDIO Approach

2021 ◽  
Vol 11 (7) ◽  
pp. 348
Author(s):  
Evangelos Tyflopoulos ◽  
Cecilia Haskins ◽  
Martin Steinert
Keyword(s):  
Topology Optimization ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Cost Savings ◽  
Optimization Method ◽  
The Finite Element Method ◽  
Educational Benefits ◽  
Learning Framework ◽  
Educational Framework ◽  
Academic Year

Topology optimization (TO) has been a useful engineering tool over the last decades. The benefits of this optimization method are several, such as the material and cost savings, the design inspiration, and the robustness of the final products. In addition, there are educational benefits. TO is a combination of mathematics, design, statics, and the finite element method (FEM); thus, it can provide an integrative multi-disciplinary knowledge foundation to undergraduate students in engineering. This paper is focused on the educational contributions from TO and identifies effective teaching methods, tools, and exercises that can be used for teaching. The result of this research is the development of an educational framework about TO based on the CDIO (Conceive, Design, Implement, and Operate) Syllabus for CAD engineering studies at universities. TO could be easily adapted for CAD designers in every academic year as an individual course or a module of related engineering courses. Lecturers interested in the introduction of TO to their courses, as well as engineers and students interested in TO in general, could use the findings of this paper.

Enhancing Student Understanding of Packet-Forwarding Theories and Concepts with Low-Cost Laboratory Activities

2011 ◽  
pp. 101-118
Author(s):  
Anthony P. Kadi
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Low Cost ◽  
Learning Theories ◽  
Packet Forwarding ◽  
Critical Component ◽  
Abstract Concepts ◽  
Simple Task ◽  
Learning Framework ◽  
Clear Idea

Teaching packet-forwarding theories and concepts in a practical way to undergraduate students requires both a teaching and learning framework and a laboratory infrastructure. Creating a teaching and learning framework in which students can develop a deeper knowledge and understanding of abstract concepts is not a simple task. In addition to teaching materials, the teacher requires a clear idea about learning theories and issues: (1) what is learning; (2) what is knowledge; and (3) how do students go about learning. This chapter describes a low-cost laboratory infrastructure for teaching and learning packet-forwarding theories and concepts. The framework is learner-centred and is focused on learning experiences in both classroom and laboratory. The laboratory-based activities form a critical component of the overall framework.

scholarly journals Teaching and Learning Without a Textbook

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Hong Lin
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Course Design ◽  
Self Regulation ◽  
Cost Savings ◽  
Open Educational Resources ◽  
Instructional Materials ◽  
Introductory Course ◽  
Internet Connections ◽  
Study Participants

Given the upsurge of textbook costs, college students increasingly expect universities and instructors to offer alternatives to traditional textbooks. One textbook alternative is using open educational resources (OER). While OER unquestionably save students money, the question remains whether the adoption of OER (instructional materials) is aligned with open pedagogy (methods). This study investigated 46 undergraduate students’ perceptions of using only OER in an introductory course in a large American public university. As reported by study participants, advantages of using OER include textbook cost savings, access to dynamic and plentiful OER materials, that OER enabling mobile learning, and that OER foster the development of self-directed skills and copyright guidelines. Challenges reported include lacking a tactile sense with OER, slow Internet connections, unclear instruction and guidance, and insufficient self-regulation skills. Course design and implementation considerations were discussed.

scholarly journals ‘Covid-19 and Me’. A Serendipitous Teaching and Learning Opportunity in a 1st Year Undergraduate Medical Anthropology Course

Journal ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 38-45
Author(s):  
Andrew Russell ◽  
Lucy Johnson ◽  
Emily Tupper ◽  
Alice-Amber Keegan ◽  
Halima Akhter ◽  
...  
Keyword(s):  
Medical Anthropology ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Affective Learning ◽  
Post Exercise ◽  
Learning Opportunity ◽  
Face To Face ◽  
The World ◽  
Academic Year ◽  
Written Reflection

‘Covid-19 and Me’ was an affective learning blog post exercise assigned to 1st year undergraduate students taking a medical anthropology module at the start of academic year 2020-21.  We describe the way in which a collective analysis of the accounts was undertaken and how these were presented and discussed in a set of online and face-to-face seminars. We discuss whether Covid-19 was indeed a ‘portal’ in Arundhati Roy’s use of the term, arguing that it was the written reflection and collective anthropological analysis of their accounts, rather than the virus itself, that enabled students to ‘imagine the world anew’.

Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation Through a Professional Development Series

2019 ◽  
Vol 17 (4) ◽  
pp. 318-336
Author(s):  
Roxanna M. Senyshyn ◽  
Paula Smith
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Development Program ◽  
Global Awareness ◽  
Faculty Professional Development ◽  
Diverse Classroom ◽  
Learning Framework

This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a structured dialogue outside the classroom and the contributions of experts to faculty discussions to locate and contextualize best practices. The initiative’s potential to affect faculty perspectives is explored through a transformative learning framework. Short-term and long-term assessments show that participants were motivated to improve and implement new instructional practices.

scholarly journals Mathematics Training in Engineering Degrees: An Intervention from Teaching Staff to Students

Mathematics ◽  
2021 ◽  
Vol 9 (13) ◽  
pp. 1475
Author(s):  
María Teresa López-Díaz ◽  
Marta Peña
Keyword(s):  
Linear Algebra ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Staff ◽  
Basic Sciences ◽  
Mathematical Concepts ◽  
Teaching Of Mathematics ◽  
Academic Year ◽  
Low Motivation

There has always been a great concern about the teaching of mathematics in engineering degrees. This concern has increased because students have less interest in these studies, which is mainly due to the low motivation of the students towards mathematics, and which is derived in most cases from the lack of awareness of undergraduate students about the importance of mathematics for their career. The main objective of the present work is to achieve a greater motivation for engineering students via an intervention from the teaching staff to undergraduate students. This intervention consists of teaching and learning mathematical concepts through real applications in engineering disciplines. To this end, starting in the 2017/2018 academic year, sessions addressed to the teaching staff from Universitat Politècnica de Catalunya in Spain were held. Then, based on the material extracted from these sessions, from 2019/2020 academic year the sessions “Applications of Mathematics in Engineering I: Linear Algebra” for undergraduate students were offered. With the aim of assessing these sessions, anonymous surveys have been conducted. The results of this intervention show an increase in students’ engagement in linear algebra. These results encourage us to extend this experience to other mathematical subjects and basic sciences taught in engineering degrees.

Topology Optimization Taking Into Account Geometrical Constraint of No-Closed Hole for Additive Manufacturing Based on Fictitious Physical Model Concept

2021 ◽  
Author(s):  
Takayuki Yamada ◽  
Yuki Noguchi
Keyword(s):  
Topology Optimization ◽  
Additive Manufacturing ◽  
Physical Model ◽  
Optimization Method ◽  
Geometrical Constraint ◽  
The Finite Element Method ◽  
Model Concept ◽  
Optimization Framework ◽  
Proposed Model ◽  
Topology Optimization Method

Abstract This paper proposes a topology optimization method that considers the geometrical constraint of a non-closed hole for additive manufacturing based on the fictitious physical model concept. First, the basic topology optimization concept and level set-based method are introduced. Second, the concept of a fictitious physical model for geometrical constraint in the topology optimization framework is discussed. Then, the model for the geometrical constraint of a non-closed hole for additive manufacturing is proposed. Numerical examples are provided to validate the proposed model. In addition, topology optimization considering this geometrical constraint is formulated, and topology optimization algorithms are constructed using the finite element method. Finally, optimization examples are provided to validate the proposed topology optimization method.

Layout Topology Optimization for Inner Stiffeners of Excavator's Boom

2014 ◽  
Vol 915-916 ◽  
pp. 240-243
Author(s):  
Sheng Bin Wu ◽  
Xiao Bao Liu
Keyword(s):  
Finite Element Method ◽  
Finite Element ◽  
Topology Optimization ◽  
Stress Concentration ◽  
Stress Distribution ◽  
High Stress ◽  
Optimization Method ◽  
The Finite Element Method ◽  
Evolutionary Structural Optimization ◽  
Box Structure

Aimed at the layout of inner stiffeners in excavator's boom, this paper puts forward an optimization method for the layout of box structure 's inner stiffeners and layout topology optimizes based on Evolutionary Structural Optimization (ESO). Analyzed the boom with the finite element method under the bucket digging condition, the results show that the inner stiffeners obtained by this method can improve the stress concentration phenomenon and the high stress distribution areas. The practices demonstrated the proposed method is effective and feasible.

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

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