Using Co-Lab to build System Dynamics models: Students’ actions and on-line tutorial advice

Modeling offers a promising form of constructivist learning for students. By making and executing models of dynamic systems in a computer environment, students are stimulated to learn about the specific domain that is modeled as well as about the process of modeling in general. However, learning by modeling also leads to characteristic student mistakes, based on a combination of faulty domain knowledge and insufficient modeling skills. In this article, we describe a method of generating advice to students during their modeling process. The on-line advice system was informed by our observations of a teacher who gave advice via a textual communication tool to students building models with a System Dynamics model editor. The first version of the on-line advice system was evaluated in two ways: first, three teachers evaluated the advice the system generated for students’ final solutions; second, we analyzed the advice the system provided as it was used by a sample of students who were building a physics model. These evaluations showed that the overall approach, including matching a student solution to a family of reference solutions together with the other mechanisms of the advice system, is valid. However, they also highlighted the difficulty of building ‘intelligent’ support to help students to improve their models and gain modeling expertise. The article concludes with a discussion of our current efforts to improve the advice system based on the lessons learnt, which suggest extension of the range of solution representations and of the operations of the advice method.     

Facilitating application of language skills in authentic environments with a mobile learning system

We uncovered two critical issues in earlier studies: (a) some studies have shown that mobile learning technology is not beneficial for all students due to complexity of learning environments and student prior knowledge, skills, and experience and (b) familiarity of students with the authentic environments in which they learn using mobile technology did not receive much attention in earlier studies. To address these issues, we designed three learning tasks for a class of 26 junior high school students. The students applied language skills by completing the tasks in authentic environments individually in a first task, loosely collaborating with peers in a second task, and tightly collaborating with peers in a third task. A mobile learning system was also designed in this study to support students to accomplish the tasks. The aim of this study was to explore students' learning experiences using the learning system, their perceptions towards the system, and to assess how differently the students perform on the three tasks. According to our design, in the first task, the students took pictures of objects and described them orally or in writing using the mobile learning system. In the second task, after the students completed assignments, each student received comments from a partner through the system. In comments, the partner indicated flaws in student assignments and suggested how to fix them. In the third task, the students completed assignments, shared them using the system, and then exchanged comments with their partners face to face regarding issues related to their completed assignments and suggested how to improve them. Such learning behaviours in the three tasks enabled the students to practise writing and speaking skills. Our results demonstrate that most of the students highly valued our learning system and intend to use it in the future. Furthermore, the results show that the students performed best when they collaborated; namely, student performance was enhanced the most after the third task that required tight collaboration. Based on our results, we learned that students' familiarity with authentic environments is very important and beneficial for their learning. In addition, we learned that even in complex environment, less skilled and experienced students with low prior knowledge can perform well when they tightly collaborate with more skilled and experienced students with high prior knowledge, and our learning system can facilitate such collaboration.     

Comparing computer-supported dynamic modeling and ‘paper & pencil’ concept mapping technique in students’ collaborative activity

This study aims at highlighting the collaborative activity of two high school students (age 14) in the cases of modeling the complex biological process of plant growth with two different tools: the ‘paper & pencil’ concept mapping technique and the computer-supported educational environment ‘ModelsCreator’. Students’ shared activity in both cases is carried out in the presence of a facilitator providing technical as well as cognitive support when necessary. The objective of the study is to highlight the ways in which the collaborating students are engaged in the plant growth modeling activity in the two cases and also identify the activity’s similar and different aspects in each one. Our analysis is carried out on two complementary axes, the first of which concerns the process of collaboratively creating a plant growth model with each different tool, while the second has to do with the students’ conceptualizations of the biological aspect of the modeling task in each case. A two-level analytic tool for the modeling process has been derived within the theoretical framework of ‘activity theory’ on the basis of the OCAF scheme for basic modeling operations and the scheme of Stratford et al. [Stratford, S. J., Krajcik, J., & Soloway, E. (1998). Secondary students’ dynamic modeling processes: analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7(3), 215–234.] for higher-order modeling actions. According to our results, four major modeling actions (analysis, synthesis, testing-interpreting, technical and cognitive support) performed through a plethora of modeling operations define the steps of the modeling process in both cases, while specific qualitative differences can be actually identified. Finally, the students’ conceptualizations of the biological aspect of the modeling task in the two-case activity is analyzed in regard with their capability of shifting reasoning between macro- and micro-levels, while educational implications are also discussed.     

Comparing traditional conceptual modeling with ontology-driven conceptual modeling: An empirical study

This paper conducts an empirical study that explores the differences between adopting a traditional conceptual modeling (TCM) technique and an ontology-driven conceptual modeling (ODCM) technique with the objective to understand and identify in which modeling situations an ODCM technique can prove beneficial compared to a TCM technique. More specifically, we asked ourselves if there exist any meaningful differences in the resulting conceptual model and the effort spent to create such model between novice modelers trained in an ontology-driven conceptual modeling technique and novice modelers trained in a traditional conceptual modeling technique. To answer this question, we discuss previous empirical research efforts and distill these efforts into two hypotheses. Next, these hypotheses are tested in a rigorously developed experiment, where a total of 100 students from two different Universities participated. The findings of our empirical study confirm that there do exist meaningful differences between adopting the two techniques. We observed that novice modelers applying the ODCM technique arrived at higher quality models compared to novice modelers applying the TCM technique. More specifically, the results of the empirical study demonstrated that it is advantageous to apply an ODCM technique over an TCM when having to model the more challenging and advanced facets of a certain domain or scenario. Moreover, we also did not find any significant difference in effort between applying these two techniques. Finally, we specified our results in three findings that aim to clarify the obtained results.     

Utilizing sensor data to model students’ creativity in a digital environment

While creativity is essential for developing students’ broad expertise in Science, Technology, Engineering, and Math (STEM) fields, many students struggle with various aspects of being creative. Digital technologies have the unique opportunity to support the creative process by (1) recognizing elements of students’ creativity, such as when creativity is lacking (modeling step), and (2) providing tailored scaffolding based on that information (intervention step). However, to date little work exists on either of these aspects. Here, we focus on the modeling step. Specifically, we explore the utility of various sensing devices, including an eye tracker, a skin conductance bracelet, and an EEG sensor, for modeling creativity during an educational activity, namely geometry proof generation. We found reliable differences in sensor features characterizing low vs. high creativity students. We then applied machine learning to build classifiers that achieved good accuracy in distinguishing these two student groups, providing evidence that sensor features are valuable for modeling creativity.     

Modeling complex marine ecosystems: an investigation of two teaching approaches with fifth graders

Abstract  This study investigated acquisition and transfer of the modeling ability of fifth graders in various domains. Teaching interventions concentrated on the topic of marine ecosystems either through a modeling-based approach or a worksheet-based approach. A quasi-experimental (pre–post comparison study) design was used. The control group ( n  = 17) received a traditional worksheet-based instruction about ecosystems, whereas the experimental group ( n  = 16) received an instruction which was based on Stagecast Creator, an object-oriented programming tool, and a set of modeling-based curriculum materials. Paper-and-pencil tests were used both before and after the study to evaluate students' development of specific modeling skills. The data analysis followed both qualitative and quantitative methods. The findings of the present study indicate that (i) the development of modeling ability was effectively enhanced through the modeling-based approach, since, after instruction, students were able to transfer those aspects to unfamiliar contexts; in contrast, the more traditional worksheet-based approach did not promote the development of the same aspects of the modeling skill; and (ii) Stagecast Creator enabled students to construct, test, revise and validate dynamic computer-based models of a marine ecosystem through building, testing and debugging complex rules, routines and programs for simulating multiple behaviours and processes of marine species.     

A view framework for modeling and change validation of artifact-centric inter-organizational business processes

Over the past several years, more efficient approaches have been on increasing demands for designing, modeling, and implementing inter-organizational business processes. In the process collaboration across organizational boundaries, organizations still stay autonomic, which means each organization can freely modify its internal operations to meet its private goals while satisfying the mutual objectives with its partners. Recently, artifact-centric process modeling has been evidenced with higher flexibility in process modeling and execution than traditional activity-centric modeling methods. Although some efforts have been put to exploring how artifact-centric modeling facilitates the collaboration between organizations, the achievement is still far from satisfaction level, particularly in aspects of process modeling and validating. To fill in the gaps, we propose a view framework for modeling and validating the changes of inter-organizational business processes. The framework consists of an artifact-centric process meta-model, public view constructing mechanism, and private view and change validating mechanisms, which are specially designed to facilitate the participating organizations to customize their internal operations while ensuring the correctness of the collaborating processes. We also implement a software tool named Artifact-M to help organizations to automatically construct a minimal and consistent public view from their processes.     

Leveraging a personalized system to improve self-directed learning in online educational environments

Many students who participate in online courses experience frustration and failure because they are not prepared for the demanding and isolated learning experience. A traditional learning theory known as self-directed learning (SDL) is a foundation that can help establish features of a personalized system that helps students improve their abilities to manage their overall learning activities and monitor their own performance. Additionally, the system enables collaboration, interaction, feedback, and the much-needed support from the instructor and students' peers. A Web 2.0 social-technology application, MediaWiki, was adopted as the platform from which incremental features were developed to utilize the fundamental concepts of SDL. Students were able to customize content by setting specific learning goals, reflecting on their learning experiences, self-monitoring activities and performances, and collaborating with others in the class. SDL skills exist to some degree in all learners, this study finds that students' SDL abilities can improve when a course adopts a personalized and collaborative learning system that enables the students to be more proactive in planning, organizing, and monitoring their course activities.     

Comparing computer-supported dynamic modeling and ‘paper & pencil’ concept mapping technique in students’ collaborative activity

This study aims at highlighting the collaborative activity of two high school students (age 14) in the cases of modeling the complex biological process of plant growth with two different tools: the ‘paper & pencil’ concept mapping technique and the computer-supported educational environment ‘ModelsCreator’. Students’ shared activity in both cases is carried out in the presence of a facilitator providing technical as well as cognitive support when necessary. The objective of the study is to highlight the ways in which the collaborating students are engaged in the plant growth modeling activity in the two cases and also identify the activity’s similar and different aspects in each one. Our analysis is carried out on two complementary axes, the first of which concerns the process of collaboratively creating a plant growth model with each different tool, while the second has to do with the students’ conceptualizations of the biological aspect of the modeling task in each case. A two-level analytic tool for the modeling process has been derived within the theoretical framework of ‘activity theory’ on the basis of the OCAF scheme for basic modeling operations and the scheme of Stratford et al. [Stratford, S. J., Krajcik, J., & Soloway, E. (1998). Secondary students’ dynamic modeling processes: analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7(3), 215–234.] for higher-order modeling actions. According to our results, four major modeling actions (analysis, synthesis, testing-interpreting, technical and cognitive support) performed through a plethora of modeling operations define the steps of the modeling process in both cases, while specific qualitative differences can be actually identified. Finally, the students’ conceptualizations of the biological aspect of the modeling task in the two-case activity is analyzed in regard with their capability of shifting reasoning between macro- and micro-levels, while educational implications are also discussed.     

The Effect of a Web-Based Tutorial on Problem Formulation Ability

Business programs are under greater pressure than ever to provide their students with the analytical skills they will need for effective problem solving. The increasing complexity of today's business environment and the expanding volume of data to support decision making require students to have better modeling skills. Tutorials can shape and enhance skill development in domains which are process intensive and contain problems where mastery and proficiency require practice. In this paper, we present a web-based tutorial, MS-Tutor, to coach students on all aspects of algebraic formulation of linear and integer programs. Such tutorials have the potential to become an integral component of web-based course offerings. However, it is important to design the content in such a way that it enhances the learning process. MS-Tutor was designed by considering the following dimensions: Structure, which refers to the organization of the content; Feedback, so students can learn from mistakes; and Dialog, which affects the interaction between the user and the tutor. The results indicate there is potential for performance improvement if the tutor is used.     

基于角色的面向对象建模

传统对象建模技术所支持的类抽象机制难以对对象互用性进行描述，本文介绍了一种着眼于刻画对象间动态协作关系的新的建模机制－角色建模（RoleModeling）。它以角色来刻画对象，以角色模型作为基本建模单位来描述系统行为。角色概念重视一个对象在系统内存在的理由、责任和位置，因此角色建模适用于系统的需求分析和概念模型的设计。角色模型通过分解和综合操作而具有强大的重用能力，并且适合复杂系统建模。     

The effect of pedagogical GAME model on students' PISA scientific competencies

The purpose of this study is to explore the effect of a pedagogical model of digital games on students' scientific competencies that are advocated by the Programme for International Student Assessment (PISA). As a single game-based learning strategy may not be enough to enhance such competencies, the online game in the current study incorporated the design of the proposed pedagogical gamification, assessment, modeling, and enquiry (GAME) model. The participants were 69 sixth grade students at one primary school in Taiwan. A quasi-experimental design was adopted. The experimental group students learned with the GAME model, whereas the comparison group students only learned with traditional learning way. The results showed that the learning gain in scientific competencies of the experimental group was better than those of the comparison group. This study revealed that the GAME model has potential to promote students' PISA scientific competencies. It is suggested that the integral GAME model may serve as one kind of strategies to enhance students' scientific competencies.     

浅谈实体建模：历史、现状与未来

实体建模技术是CAD软件的“功能心脏”,相关基础理论与算法是CAD发展历史上最关键的成果之一,成功回答了为使计算机能够辅助产品设计与制造,需在计算机中存什么几何信息以及怎么存的问题。本文对实体建模的主要历史发展脉络做了简要介绍,同时对各发展阶段的关键问题以及研究现状进行了讨论,最后选取了3个方向对实体建模的未来做出展望,重点关注从Computer-Aided Design到Computer-Automated Design的发展趋势。     

Using Evaluation to Shape ITS Design: Results and Experiences with SQL-Tutor

This paper presents the results of three evaluation studies performed during 1998 and 1999 on SQL-Tutor, an intelligent tutoring system for the SQL database language. We have evaluated the system in the context of genuine courses, and used the results to further refine the system. The main goal of our research has been the exploration and extension of Constraint-Based Modeling (CBM), a student modeling approach proposed by Ohlsson (1994). SQL-Tutor provided us with experiences of using CBM, and we used it to extend the approach in several important ways. The main goal of all three evaluation studies was to determine how well CBM supported student learning. We have obtained positive results. The students who learnt with SQL-Tutor in the first study performed significantly better than those who did not when assessed by a subsequent classroom examination. Furthermore, the analysis of students' learning shows that CBM has a sound psychological foundation.Besides the evaluation of CBM, we also evaluated the improvements in terms of student assessments of the usefulness of the system and evaluated various techniques used in SQL-Tutor. In the second study, we evaluated the effectiveness of feedback provided to the students. This study showed that high-level advice is most beneficial to students' learning. The focus of the third study was different. We extended CBM to support long-term modeling of student knowledge, and used this extension to develop an adaptive problem-selection strategy. The study revealed the benefits of this strategy in comparison with a simple heuristic strategy. We also reflect on our experiences in evaluating SQL-Tutor.     

Student diagnosis in practice; bridging a gap

This paper presents a novel framework for looking at the problem of diagnosing a student's knowledge in an Intelligent Tutoring System. It is indicated that the input and the conceptualisation of the student model are significant for the choice of modeling technique. The framework regards student diagnosis as the process of bridging the gap between the student's input to the tutoring system, and the system's conception and representation of correct knowledge. The process of bridging the gap can be subdivided into three phases, data acquisition, transformation and evaluation, which are studied further. A number of published student modeling techniques are studied with respect to how they bridge the gap.     

Protection of intellectual property based on a skeleton model in product design collaboration

As markets are globalized and competition among companies increases, corporations strive to remain competitive by focusing their abilities on key parts of a new product, while outsourcing remaining parts to other companies. In these circumstances, relationships with business partners with regard to product design are not rigid and vertical, but rather, flexible and horizontal; thus, partners today can be competitors in the future. Therefore, the intellectual property of a participating company should be protected from other collaborating companies during the product design process. However, this safeguard should not be an obstacle to product design collaboration itself. As a solution to this problem, we propose a method to share a skeleton model among collaborating companies. By using this model, participating companies can share essential data required for the detail design of those components of a product for which they are responsible, while ensuring security of their intellectual property. The feasibility of the proposed method has been demonstrated through experiments in a development scenario involving a tub component of a washing machine.     

An improved dynamic modeling of a multibody system with spherical joints

A dynamic modeling of multibody systems having spherical joints is reported in this work. In general, three intersecting orthogonal revolute joints are substituted for a spherical joint with vanishing lengths of intermediate links between the revolute joints. This procedure increases sizes of associated matrices in the equations of motion, thus increasing computational burden of an algorithm used for dynamic simulation and control. In the proposed methodology, Euler parameters, which are typically used for representation of a rigid-body orientation in three-dimensional Cartesian space, are employed to represent the orientation of a spherical joint that connects a link to its previous one providing three-degree-of-freedom motion capability. For the dynamic modeling, the concept of the Decoupled Natural Orthogonal Complement (DeNOC) matrices is utilized. It is shown in this work that the representation of spherical joints motion using Euler parameters avoids the unnecessary introduction of the intermediate links, thereby no increase in the sizes of the associated matrices with the dynamic equations of motion. To confirm the efficiency of the proposed representation, it is illustrated with the dynamic modeling of a spatial four-bar Revolute-Spherical–Spherical-Revolute (RSSR) mechanism, where the CPU time of the dynamic modeling based on proposed methodology is compared with that based on the revolute joints substitution. Finally, it is explained how a complex suspension and steering linkage can be modeled using the proposed concept of Euler parameters to represent a spherical joint.     

Industry 4.0 as a Cyber-Physical System study

Advances in computation and communication are taking shape in the form of the Internet of Things, Machine-to-Machine technology, Industry 4.0, and Cyber-Physical Systems (CPS). The impact on engineering such systems is a new technical systems paradigm based on ensembles of collaborating embedded software systems. To successfully facilitate this paradigm, multiple needs can be identified along three axes: (i) online configuring an ensemble of systems, (ii) achieving a concerted function of collaborating systems, and (iii) providing the enabling infrastructure. This work focuses on the collaborative function dimension and presents a set of concrete examples of CPS challenges. The examples are illustrated based on a pick and place machine that solves a distributed version of the Towers of Hanoi puzzle. The system includes a physical environment, a wireless network, concurrent computing resources, and computational functionality such as, service arbitration, various forms of control, and processing of streaming video. The pick and place machine is of medium-size complexity. It is representative of issues occurring in industrial systems that are coming online. The entire study is provided at a computational model level, with the intent to contribute to the model-based research agenda in terms of design methods and implementation technologies necessary to make the next generation systems a reality.     

MBSE模式下可靠性安全性测试性一体化建模与评估技术方法

随着智能保障、PHM等技术不断深入应用,可靠性、安全性、测试性(以下简称"三性")的重要性日益凸显,工程中迫切需要解决"三性"重复工作、专业孤岛以及"两张皮"现象;从系统工程出发,首先分析了"三性"主线工作内容,均紧紧围绕功能故障逻辑关系开展,统一建模,实现模型复用;其次,在功能模型基础上映射出故障逻辑关系,更接近故障传递的真实情况,解决"两张皮"现象;然后,全面分析"三性"建模要素和评估内容,对专用部分的信息进行处理,使得"三性"工作不再是孤岛;最后,以燃油系统为例展开了建模评估,基于功能故障逻辑模型,分别进行了可靠性、安全性、测试性建模与评估,实现了模型复用,减少重复工作;专业协同工作,提高了工作效率;紧密结合功能,有效解决"两张皮"现象.     

Collaboration factors,teamwork satisfaction,and student attitudes toward online collaborative learning

This study examined online courses with collaborative learning components from 197 graduate students across three consecutive academic years. A student attitude survey containing 20 items and a student teamwork satisfaction scale containing 10 items on a 5-point Likert-type scale with three open-ended questions regarding their online collaborating experiences were collected during the final week of each semester. Results revealed that the three extracted online collaboration factors (Team Dynamics, Team Acquaintance, and Instructor Support) from the student attitude survey had moderate to high degrees of correlation with teamwork satisfaction. Results also revealed that the three collaboration factors accounted for 53% of the variance in online teamwork satisfaction. In addition, results from both surveys and open-ended questions revealed students favored working collaboratively in an online environment.