Implementing CS1 with embedded instructional research design in laboratories

Closed laboratories are becoming an increasingly popular approach to teaching introductory computer science courses. Unlike open laboratories that tend to be an informal environment provided for students to practice their skills with attendance optional, closed laboratories are structured meeting times that support the lecture component of the course, and attendance is required. This paper reports on an integrated approach to designing, implementing, and assessing laboratories with an embedded instructional research design. The activities reported here are parts of a departmentwide effort not only to improve student learning in computer science and computer engineering (CE) but also to improve the agility of the Computer Science and Engineering Department in adapting the curriculum to changing technologies, incorporate research, and validate the instructional strategies used. This paper presents the design and implementation of the laboratories and the results and analysis of student performance. Also described in this paper is cooperative learning in the laboratories and its impact on student learning.     

A multidisciplinary cooperative problem-based learning approach toembedded systems design

A subject introducing embedded systems design to second-gear undergraduate students is described. The subject provides units introducing microprocessors and CAD tools for electronic circuit design and integrates these units into a single cohesive subject by means of a group project. The subject is developed as a multidisciplinary cooperative problem-based learning program with the base groups structured to comprise members from different degree programs offered by the School of Engineering at James Cook University, Australia. Initial results show that cooperative problem-based learning can be used to develop problem-solving, teamwork and lifelong learning skills as well as producing a level of technical knowledge beyond that of individual achievement     

Cooperative and progressive design experience for embedded systems

This paper describes a cooperative experiential learning activity to develop embedded systems design skills. Student teams design, build, and troubleshoot a microcontroller-based project composed of common embedded systems peripherals, including input/output and electromechanical devices, industry standard communication networks, and complex digital integrated circuits. The design experience is progressive, requiring each successive subsystem to be incorporated without disturbing previously completed subsystems. Furthermore, the design experience is based on a problem-based learning approach that motivates student learning and develops skills required by the student in a future professional capacity. These skills include designing to specification, use of third-party intellectual property, teamwork, communication, and lifelong learning skills. The design experience was offered to a cohort in conjunction with lectures using active learning techniques. Course evaluations were obtained from students and external reviewers, and the results show that the course was well received and achieved its educational objectives.     

Adaptive learning technologies for bioengineering education

Learning technologies employed both inside and outside the classroom are increasingly influencing the nature of teaching and learning. Web-based learning technologies are enabling powerful possibilities for learning activities outside the classroom, both in preparation for in-class activities and in following them up. Of particular importance among these possibilities is the opportunity to address learners as individuals, assessing their strengths and weaknesses and adapting learning activities in response. Over the past few years we have been developing and maturing learning technologies that target these aims in the context of the National Science Foundation's VaNTH (Vanderbilt University; Northwestern University; University of Texas at Austin; and Health, Science and Technology at Harvard/MIT) Engineering Research Center (ERC). In this article we describe these technologies and discuss their roles in bioengineering education. In pursuing adaptive learning technologies for VaNTH, our primary motivation has been to make the means for authoring such activities accessible to bioengineering educators while providing enough expressive power to enable ambitious applications and the ability to incrementally acquire the needed skills. To address this aim we have created an authoring technology called the courseware authoring and packaging environment (CAPE).     

TransNet: the transportation research Internet cooperative

TransNet is an experimental service that provides a model for the organization and electronic dissemination of transportation knowledge. TransNet is an Internet cooperative whose members are universities that have a demonstrated interest in transportation research and that have the necessary hardware, software and personnel to host a World Wide Web (WWW, or Web) site. TransNet provides the opportunity for hundreds of universities and other organizations to participate in the cooperative venture. Each host organization maintains a standard set of information services for one or more specific transportation-related research topics. This paper provides an overview of the TransNet project and describes the “nested matrix” approach adopted for topic organization. The nine basic services (literature, research, modeling, education, agency contacts, professional forum, multimedia, Internet links, and news) that will be provided by host universities for each transportation topic are described in detail. As TransNet evolves, and as more participants begin to host topic-specific service pages, a wealth of transportation research data and information will become readily accessible electronically to all interested parties     

Development of a robotic device for facilitating learning by children who have severe disabilities

This paper presents technical aspects of a robot manipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits assessment of their cognitive and language skills and abilities. The CRS robot manipulator was adapted for use by children who have disabilities. Our emphasis is on the technical control aspects of the development of an interface and communication environment between the child and the robot arm. The system is designed so that each child has user control and control procedures that are individually adapted. Control interfaces include large push buttons, keyboards, laser pointer, and head-controlled switches. Preliminary results have shown that young children who have severe disabilities can use the robotic arm system to complete functional play-related tasks. Developed software allows the child to accomplish a series of multistep tasks by activating one or more single switches. Through a single switch press the child can replay a series of preprogrammed movements that have a development sequence. Children using this system engaged in three-step sequential activities and were highly responsive to the robotic tasks. This was in marked contrast to other interventions using toys and computer games.     

基于机器学习的网络流量特征选择

互联网技术水平不断提高的同时,也带来了日益复杂的网络安全问题,传统地利用端口检测和深度包检测等流量识别技术已经难以应对当下日趋复杂的网络环境.伴随着机器学习理论的成熟,机器学习方法已经成功的应用于图像识别、声音辨别、医疗等各个领域,机器学习使用计算机模拟人类的活动,通过学习现有的知识,建立有效的学习模型,进一步对未知的数据进行预测或者分类.将机器学习方法应用在网络流量识别领域,首先对网络流量识别的研究现状和机器学习作了相关的介绍,其次基于3种机器学习分类算法,对比分析了不同特征选择算法对网络流量识别准确率的影响,提出了改进的特征选择算法,并经过实验验证了改进后特征选择算法的有效性.     

Internet-future communication within the industry

The Internet is nearly 30 years old, having been used extensively by academic and government sectors since its birth. More recently, dramatic increases in participation by the industrial sector have been in evidence. However, the cement industry, including cement manufacturers, equipment manufacturers, and related organizations, has not yet become an active participant. Why should the cement industry embrace the Internet? What are the potential benefits, both economic and otherwise? Electronic mail, providing efficient communications among its members, is only one. Others include the sharing of research and promotional information; educational programs (distance learning) on cement and concrete via the Internet; access to timely information, including regulatory and industry information; and electronic discussion groups in which technical problems and ideas can be addressed and discussed. Before participation becomes a reality, several things need to occur. Industry leaders must be convinced that there is sound economic reason to invest the time and money in their companies' participation. They also need to be educated on its use and to see how other related industries are using it. And they need to provide input on the specific types of information and services that are needed. This paper outlines the potential benefits of the Internet, demonstrates both existing and developing applications, and describes specific efforts toward a unified presence by the cement and concrete industries     

Information technology enhanced learning in distance andconventional education

The rapid growth of the Internet and the media-rich extensions of the World Wide Web allow new developments in the way instructors transfer knowledge to their students. There is no doubt that nothing will replace synchronous learning through face to face interaction but it is sometimes not feasible for students to attend conventional classes due to distance or time constraints. This paper presents a model for using information technology to enhance the learning experience for conventional on-campus students, as well as for those students whose circumstances require that they be asynchronous in time or space. The approach described emphasizes a solution which allows students to attend the class in real time via the Internet, or to access asynchronously digitally stored video material with hyperlinks to online training resources at any time. The proposed solution permits interaction in real-time and asynchronously among students and between students and instructor, which is a key for effective learning. In addition, the instructor maintains a significant level of spontaneity in using multimedia material prepared in advance or using conventional chalkboard or hand written materials via traditional overhead projection. The paper describes the technical issues involved and the chosen solutions to provide enhanced live and archived classes. This paper provides some comments on the evaluation of the learning experience using this method of delivery for on-campus and distance education students. Finally the authors share their vision on future trends to improve the proposed learning environment and the need for an optimal balance between expositive teaching and active learning for both synchronous and asynchronous activities     

E-Portfolios for Developing Transferable Skills in a Freshman Engineering Course

Reflective thinking and learning skills are essential for engineers in the knowledge economy. This paper describes an approach to develop these and other transferable skills through individual and collaborative reflective learning using open-source software. The learning activities and an open-source e-portfolio system called Dotfolio were tested by freshman engineering students. Findings from a survey-based study, which investigated students' beliefs about reflective learning and their expectations and experiences related to the task and open-source tool, are reported. From the beginning of the semester the students understood the significance of reflective learning and chose to work with the tool. However, they were less positive about the collaboration with peers during this activity. At the end of the semester, students were significantly more positive about the tool, but even more negative about the collaboration. The main problems encountered by the tutors and learners were plagiarism and a tension between the privacy of students' reflections and knowledge sharing. The open-source modular architecture allowed for the use of student and tutor feedback for the addition of new features that addressed their concerns.     

A tutoring strategy supporting system for distance learning oncomputer networks

With the fast development of computer networks, people can access information and communicate with others without being constrained by space and time. Through network communications, people can discuss things with others to solve their problems. Therefore, how to implement distance cooperative computer-assisted learning (CAL) systems on computer networks becomes an interesting and challenging issue. In this paper, the authors present their work of applying a fuzzy expert system to support the tutoring strategies of a distance cooperative CAL environment. They analyze the special needs for developing CALs in the distance cooperative environment, and define a set of parameters, which is concerned with effectiveness of learning through networks. They also model the behaviors of the students on networks through their online operations. A theoretical framework and some methodologies are proposed based upon the concepts and the techniques of fuzzy expert systems to cope with the problems. A fuzzy expert system is then implemented to guide the students during the learning processes and to help the CAL system to present feasible subject materials to the students. By evaluating their approach with a small group of college freshmen, they conclude that this research is worth further studying     

Identification of factors that lead to perceived learning improvements for female students

Past research has shown that females have more negative attitudes toward engineering and technology than do males. These negative attitudes may explain the decreasing number of females choosing technical careers. Past studies have shown that a change in learning environments and the methods by which learning takes place might foster a change in this situation. A multimedia case study incorporating a real-world engineering and technical problem faced by a power plant was developed in order to provide a new learning environment for engineering and business students. This research investigates whether the use of this material by female and male students led to differences in perceived higher level cognitive skills and, if so, seeks to identify the factors that cause the difference. The results suggest that when designing new learning environments, it is important for the female students to be challenged and have opportunities both to learn by themselves and to learn from others. These results have implications for teaching programs, such as the provision of opportunities for group learning, especially for female students.     

Learning systems design with UML and patterns

Research in educational multimedia shows many benefits of learning with the use of multimedia environments. To take advantage of these benefits, the authors developed a multimedia assisted teaching environment (MATE), which is being tried in supporting their teaching of information technology (IT) subjects, MATE's main strength is its ability to facilitate reuse of multimedia components while developing teaching material. In this paper, MATE is described from the perspective of a student learning systems analysis and design via projects and case studies. The workings of the MATE tool are illustrated with an example that shows their approach to teaching design skills with reusable design patterns.     

Understanding motivations for Internet use in distance education

Uses and Gratifications (U & G) is a communications theory paradigm developed to understand media-use motivations. This research paradigm has recently been applied to understand motivations for Internet use. Internet U & G typically orient to distinct process-based, content-based, and socially based motivations for use of the network. This study applies U & G to examine the Internet usage motivations of technology students enrolled in an Internet-enabled distance education course and finds that digital content is highly sought after by students in Internet-supported distance education classes. Distance education students are also motivated to use Internet communication resources to offset the lack of social interaction found in normal classrooms. Students' Internet usage process motivations actually diverge into two distinct areas, related generally to searching versus browsing in the support of learning objectives.     

Knowledge-Based Multiagent Credit Assignment: A Study on Task Type and Critic Information

Multiagent credit assignment (MCA) is one of the major problems in the realization of multiagent reinforcement learning. Since the environment usually is not intelligent enough to qualify individual agents in a cooperative team, it is very important to develop some methods for assigning individual agents' credits when just a single team reinforcement is available. MCA cannot be solved in general cases, using a single technique. Therefore, our goal in this research is first to present a new view of the problem and second, to introduce a new idea of using agents' knowledge to partially solve MCA. In this research, an approach that is based on agents' learning histories and knowledge is proposed to solve the MCA problem. Knowledge evaluation-based credit assignment (KEBCA) along with certainty, a measure of agents' knowledge, is developed to judge agents' actions and to assign them proper credits. The proposed KEBCA method is general, however; we study it in some simulated extreme cases in order to gain a better insight into MCA problem and to evaluate our approach in such cases. More specifically, we study the effects of task type (and-type and or-type tasks) on solving MCA problem in two cases. In the first case, in addition to the team reinforcement, it is assumed that some extra information at the team level is available. In the second case, such extra information does not exist. In addition, performance of the system is examined in presence of some uncertainties in the environment, modeled as noise on agents' actions. The information content of team reinforcements and assumed extra information are theoretically calculated and discussed. The mathematical calculations confirm the related simulation results.     

Learning to learn-concepts in a first power engineering course

Three well-known and widely accepted concepts in educational psychology are revisited. These are "inventory of learning styles," "taxonomy of educational objectives," and "metacognition." Relationships among these concepts are highlighted. Often, a student can develop his (or her) own learning style by the process of metacognition. Ideas are borrowed from these concepts for use in a first-level power systems course. It is beyond a doubt that both cognitive and metacognitive skills are necessary for students to succeed in any course. While a semester-long power systems course leaves little time for critical thinking and passive reflection for students, certain activities may very well serve for some of these learning processes.     

An undergraduate microcontroller systems laboratory

This paper discusses a course in microcontroller system design which was revised to facilitate improved student learning outcomes. The course aimed to develop design and technical skills, as well as communication and team management skills. A problem based learning (PBL) approach was taken, and the focus of the course was on the laboratory where the students worked on a major design project. Hardware was developed for the laboratory using the Motorola 68HC11 microcontroller which enabled the students to undertake a range of design activities. The students formed groups and were assigned a realistic design project to undertake over a semester. Evaluation of this course was obtained from students, staff and an external reviewer, and the results show that the revised course achieved its educational objectives     

A Web-Based Remote Access Laboratory Using SCADA

The Internet provides an opportunity for students to access laboratories from outside the campus. This paper presents a Web-based remote access real-time laboratory using SCADA (supervisory control and data acquisition) control. The control of an induction motor is used as an example to demonstrate the effectiveness of this remote laboratory, using real instruments (a two-level inverter, measurement equipment, a magnetic powder brake and an ac/dc converter). A programmable logic controller (PLC) was programmed to control the operation of the system and a SCADA system was installed to monitor and control of the process. Some limitations were placed on the PLC program to protect the motor from overloading and going over maximum speed. The remote laboratory presented here offers an economical solution for multiple users in a laboratory environment. This system allows the students to access real instruments in a real laboratory via the Internet. Additionally, the suggested architecture helps improve students' skills on SCADA systems in use in industry. The Web interface was designed using Visual Studio with ASP.NET, which allows students to access the lab and information about the experiment.      

Keeping a Distance-Education Course Current Through eLearning and Contextual Assessment

Distance education is most economical when delivered to large groups of students over several years. The Open University course T396: Artificial Intelligence for Technology makes use of electronic delivery and a carefully designed assessment strategy to address the challenge of keeping the course up-to-date while remaining economically viable. Three aspects of currency are considered: academic content, organizational context, and breaking news. An electronic study guide permits new forms of interactivity and presentational styles, while allowing the course team the flexibility to maintain the academic content of the course. The organizational context of the course is maintained through integrated Web pages. An electronic conference provides news, such as course announcements, correction of errata, data files for assignments, and lists of frequently asked questions. It also enables students to participate in an extended learning community. Continuous assessment and the final project are designed to assess the students, to allow practice and experimentation, and to provide a vehicle for constructive feedback. The assessment strategy aims to maintain currency by introducing the latest contexts in which artificial intelligence is used. Detailed marking guides ensure consistent marking and demonstrable achievement of the intended learning outcomes. In a survey at the end of the course, a clear majority of students favored the use of the electronic study guide, particularly for teaching genetic algorithms, where the interactivity enabled difficult concepts to be demonstrated in a way that would not be possible on the printed page. The same survey also gave an overwhelming endorsement to the assessment strategy and the online electronic conference