Towards design guidelines for virtual reality training for the chemical industry

Operator training in the chemical industry is important because of the potentially hazardous nature of procedures and the way operators' mistakes can have serious consequences on process operation and safety. Currently, operator training is facing some challenges, such as high costs, safety limitations and time constraints. Also, there have been some indications of a lack of engagement of employees during mandatory training. Immersive technologies can provide solutions to these challenges. Specifically, virtual reality (VR) has the potential to improve the way chemical operators experience training sessions, increasing motivation, virtually exposing operators to unsafe situations, and reducing classroom training time. In this paper, we present research being conducted to develop a virtual reality training solution as part of the EU Horizon 2020 CHARMING Project, a project focusing on the education of current and future chemical industry stakeholders. This paper includes the design principles for a virtual reality training environment including the features that enhance the effectiveness of virtual reality training such as game-based learning elements, learning analytics, and assessment methods. This work can assist those interested in exploring the potential of virtual reality training environments in the chemical industry from a multidisciplinary perspective.     

Curricular and pedagogical challenges for enhanced graduate attributes in CAPE

The purpose of this paper is to raise important issues in the area of CAPE education in the face of contemporary changes in knowledge development, information and communication technology advances and the practice of professional engineering. The paper does not seek to prescribe specific solutions but considers curriculum design principles that can help address the challenges faced by educators, professional and industry partners in developing graduate attributes within the CAPE domain. It is provided as a catalyst for further discussion and action on this important educational challenge.We discuss a range of important drivers for enhancing CAPE learning and teaching within the context of shifts in engineering practice and important developments in information and communication technologies. Effective development of graduate attributes in the CAPE domain requires innovative, unified curricula and pedagogies that centre on a range of learning strategies, the clever use of technology, collaborative learning spaces and authentic learning experiences. CAPE activities must be contextualized within systems-based courses in the curriculum and those courses must have a cohesive structure and justifiable learning progression. Such strategies can engage learners in situations and tasks that address a range of learning goals such as domain awareness and knowledge through to the deeper aspects of analysis, synthesis and evaluation – all aided by computer based methods.A review is made of the current trends in professional engineering activities across the product and process life cycle. These activities provide an important set of drivers for enhanced CAPE learning and teaching in engineering education. These considerations are coupled with an examination of approaches to curriculum design that sketch out important learning pathways, knowledge integration and pedagogies that must be considered in order to address and enhance the graduate outcomes in the CAPE education domain.We must adopt similar principles used within the application of process systems engineering to design and implement the educational environment for CAPE.     

A practical development of engineering simulation-assisted educational AR environments

Engineering simulations have opened several gates for today’s chemical engineers. They are powerful tools to provide technical content as physics-based numerical solvers. Augmented reality (AR) and virtual reality (VR), on the other hand, are already underway to digitize environments in many fields. The combination of AR/VR environments and simulations in engineering education has been attracting widespread interest. Literature has demonstrated a massive amount of digital educational environments in several contexts as being complementary to conventional educational methods. Nevertheless, hosting technical content produced by engineering simulations with educational AR/VR is still challenging and requires expertise from multiple disciplines throughout the technical development. Present work provides a facile and agile methodology for low-cost hardware but content-wise rich AR software development. Inspired by the Covid-19 pandemic, a case study is developed to teach chemical-engineering concepts using a liquid-soap synthesis process. Accordingly, we assess and conclude the digital development process to guide inexperienced developers for the digitalization of teaching content. The present contribution serves as an example of the power of integrating AR/VR with traditional engineering simulations for educational purposes. The digital tool developed in this work is shared in the online version.     

The CHEM Jam - how to integrate a game creation event in curriculum-based engineering education

To tackle future sustainability and energy issues, novel learning approaches should be considered in chemical engineering education, particularly those encouraging learners’ problem-solving skills. This paper proposes an example for educators to integrate game-making activities into a chemical engineering curriculum. The specific activity proposed is a collaborative event, known as a game jam in Game Studies. Participants use a custom-made Game Editor for Learning to design levels for a jump n′ run/platform game. The editor facilitates the construction of games for non-game designers, has a tutorial, and is provided with inspirational gameplay videos of level examples and a template for facilitators to assess the resulting levels. This paper argues that prompting learners to create levels based on chemical concepts and structures, challenges and develops their problem-solving skills, and makes the activity valuable to be integrated in present engineering educational programs. The learning experience, named CHEM Jam, starts with an introductory phase during which participants receive essential guidance, while preserving the effectiveness, of learner-centred activities. The assessment methodology is aligned with the learning objectives of an undergraduate process design course. Finally, research and critique on the activity and how chemical engineering can benefit from game-making events and communities is discussed.     

Opening Advanced Laboratories to School Students: Our Model for Structuring Round‐Trip Activities from School to University and Back

Collaboration with universities may assist secondary schools faced with challenges of promoting state‐of‐the‐art chemistry and biosciences education. This paper outlines university‐based programs in Israel (Belmonte) and Italy (CusMiBio) that enhance learning experiences by allowing classes of pupils to interact with academics and perform hands‐on experiments in advanced scientific laboratories. These programs facilitate a symbiotic relationship between secondary schools and the university. This paper outlines a conceptual model for university‐based science interventions. We describe the programs at Belmonte and CusMiBio, and explain how each program implements group activities for hybrid science laboratories that aim to enhance learning. Teacher training is also described, along with activities essential for establishing a round‐trip experience‐ whereby learning activities continue to have an impact after completion of these special trips to the university laboratory.     

Research on and Development of Inquiry‐Type Chemistry Laboratories in Israel

Over a period of more than 60 years, the chemistry laboratory has been extensively and comprehensively researched and hundreds of research papers, reviews, and doctoral dissertations have been published, investigating the laboratory as a unique learning environment. However, there were challenges and pedagogical questions regarding its educational effectiveness and benefits for teaching and learning chemistry. At the beginning of the 21^st century there was a call to rethink (and research) the goals for learning chemistry in the laboratory. This is especially applicable in an era in which we are trying to enhance the goal of teaching “chemistry for all students” and/or for the benefit of what is fondly called “future citizens”. Working for more than 15 years with colleagues and students, we researched the potential of establishing an inquiry‐type chemistry laboratory for developing high‐order learning skills, namely, skills for the future or skills for life, including metacognitive and argumentative skills, and the ability of students to ask relevant questions resulting from an inquiry‐type chemistry laboratory.     

Swiss Industrial Biocatalysis Consortium (SIBC)

Taking up the common challenges in biocatalysis, a group of industrialists decided to react with a bottom-up solution, and created the Swiss Industrial Biocatalysis Consortium (SIBC). The Swiss Industrial Biocatalysis Consortium is a pre-competitive working group to better implement and utilize existing know-how and resources in biocatalysis, and to influence and shape the economic and educational political environment. Recent examples of activities are outlined.     

基于化工类项目的 PBGS在“环境评价学”教学中的应用

在实际项目分类的基础上，选择化工类环评进行项目团队学习（ PBGS），在此基础上给出了项目团队学习的内容和方案。通过采用PBGS教学方法，变被动教学为主动学习，提高学生的学习积极性，完善了环境评价学的课程教学。     

Two challenge-based laboratories for introducing undergraduate students to biomaterials

Due to the increasing prevalence of bone and cartilage disorders in today's society, there is a necessity to engineer biomaterials to treat these debilitating diseases. This will require educational institutions to provide specialized education in these areas. Yet, there have been relatively few published reports on biomaterials-related lab activities for undergraduate engineering students. This paper presents two interactive laboratories, one for freshmen and the other for seniors, that center on biomaterial design challenges and emphasize fundamentals of materials science. Learning was evaluated with pre- and post-tests designed to assess specific learning outcomes that are consistent with those set forth by the Assessment and Accreditation Board for Engineering and Technology (ABET). The average scores on the post-tests for both laboratory activities were significantly higher (p < 0.05) than the pre-tests, indicating achievement of the learning outcomes. For the senior-level laboratory, answers to an exam question related to the laboratory were compared to those from a previous course offering which used a literature review project, in an attempt to evaluate the impact of the hands-on laboratory. The cohort who did the laboratory activity scored significantly higher (p < 0.05) than the cohort who did the literature review, while no significant difference between the cohorts was found on a control question (p < 0.05).     

Light and redox switchable molecular components for molecular electronics

The field of molecular and organic electronics has seen rapid progress in recent years, developing from concept and design to actual demonstration devices in which both single molecules and self-assembled monolayers are employed as light-responsive components. Research in this field has seen numerous unexpected challenges that have slowed progress and the initial promise of complex molecular-based computers has not yet been realised. Primarily this has been due to the realisation at an early stage that molecular-based nano-electronics brings with it the interface between the hard (semiconductor) and soft (molecular) worlds and the challenges which accompany working in such an environment. Issues such as addressability, cross-talk, molecular stability and perturbation of molecular properties (e.g., inhibition of photochemistry) have nevertheless driven development in molecular design and synthesis as well as our ability to interface molecular components with bulk metal contacts to a very high level of sophistication. Numerous groups have played key roles in progressing this field not least teams such as those led by Whitesides, Aviram, Ratner, Stoddart and Heath. In this short review we will however focus on the contributions from our own group and those of our collaborators, in employing diarylethene based molecular components.     

数据挖掘技术在化工优化中的应用

简要介绍了数据挖掘基本概念和发展现状，综述了数据挖掘的任务、数据挖掘的常用方法和技术，重点介绍了数据挖掘在化学工业优化中的应用，对数据挖掘在化学工业优化应用中面临的挑战进行了总结，并对其发展趋势进行了预测。     

Web-Based Teaching of Open-Ended Multidisciplinary Engineering Design Problems

Teaching the engineering design competency is a challenging task in a classical face-to-face classroom environment, and an even greater challenge in a distance learning context. This study presents the activities of a North American Mobility Program (NAMP) project entitled Process Integration for Environmental Control in Engineering Curricula. Seventeen modules were developed using a tiered approach to web-based learning which in combination with classroom-based activities, aim at addressing design engineering know-how. The use of a web-based module employing the tiered-structure in a postgraduate course was evaluated, and it was found that the module enhanced communication amongst students as well as between the instructor and the students.     

Challenges,benefits & drawbacks of chemical engineering on-line teaching during Covid-19 pandemic

Distance learning demand has increased and turned into an obligatory educational system during the COVID-19 Pandemic. Within this period, students need exceptional support and assistance to be adjusted to the Online framework environment. The current study investigates distance learning on chemical engineering students' educational performance during this pandemic period. This study addresses many issues related to distance learning, such as the household setting suitability with the internet connections, Online lecture activities, Online classroom experience and assessment tools, and student's perception of the Online graduation projects. A comprehensive survey was organized and structured to observe and evaluate these associated issues to distance learning. The study targeted the third, fourth, and fifth-year students. The responses of the students revealed positive and negative assessments of the Online teaching during this Pandemic. Generally, the participated students did not experience significant technical obstacles to acquiring all the Online activities. Most of the contributed students expressed some difficulties concentrating during the Online sessions with limited student-instructor interactions. Graduation Project students encountered problems in performing technical discussions with their academic advisors, coordinators, and teammates compared to the face-to-face approach.     

深度学习与开放教育资源下眼视光学研究性学习实践与探索

以金陵科技学院眼视光专业教育与人才现状为基础,通过分析开放教育资源现状与学习困境,结合深度学习与研究性学习基本理论,构建了基于项目或问题引导(P&PBL)五步骤深度学习法,探索一种深度学习与开放教育资源下的眼视光学研究性学习实践方式和方法.本方法有利于学生增强学习体验,提高学习效率,提升整体性思维、批判性思维和发散性思维能力.     

Team formation on the basis of Belbin’s roles to enhance students’ performance in project based learning

This paper presents a method that instructors have designed and implemented to form balanced teams based on Belbin's roles, with the aim of boosting positive interdependence and individual accountability within the teams and improving their performance in a project-based learning environment. Students’ performance has been measured through the scores obtained during the project, individual exam and Individual Accountability Factor (IAF) and compared with cohorts of previous years, in which team composition was self-selected by students. Belbin teams (18/19–19/20) have performed significantly better than self-selected teams (16/17–17/18). Additionally, students’ feedback experience and opinion has been collected. Students belonging to Belbin teams acknowledge that they attend classes more regularly, they need less time for study outside the classes and they show a higher interest for the subject at the end of the course. They also agree that working on Belbin teams has helped them to mainly improve interpersonal relationships and social skills, followed by positive interdependence and individual accountability. This team forming method gives students the opportunity to identify their own strengths and weaknesses and understand the roles (behaviours) of their teammates as well as their strengths and weaknesses. Besides, it encourages learners to focus explicitly on group work skills.     

Wettability and interfacial phenomena in the liquid-phase bonding of refractory diboride ceramics: Recent developments

Joining and integration technologies are integral to manufacturing of components based on ultrahigh-temperature ceramics (UHTCs) such as transition metal diborides. Brazing is a particularly attractive joining technique because of its simplicity and versatility, but its use to join the UHTCs demands knowledge of the complex interplay among high-temperature wettability, interfacial reactions, and chemical and thermoelastic compatibilities. This paper summarizes the research and development activities carried out over the last two decades to characterize the wettability and interfacial phenomena in brazing of refractory diboride ceramics. The contact angle data of various metal alloys on diboride-based ceramics have been collected and critically evaluated in conjunction with an analysis of the chemistry and structure of the interface to understand the underlying mechanisms and phenomena that govern interface formation. It explores how solid–liquid interactions impact and are impacted by physical, chemical, and mechanical properties of joined materials. It also describes how this knowledge has been successfully utilized to create liquid-phase bonded diboride-based joints. The paper concludes with a summary of the current state of the art and highlights integration challenges and future research and technology development needs in the area.     

Diverse assessment methods in group work settings

The learning experience of an undergraduate student is strongly influenced by the assessment scheme used and the mid-course feedback modes employed. Within the student population there is a wide variety of perceptions of teaching and learning, and to accommodate these, a diverse range of assessment and feedback activities are required, which is a challenge for group-orientated problem-based learning, since much of the learning occurs within the groups and away from the direct supervision of the unit coordinators. In our suite of second year chemical engineering units of study, a range of assessment styles have been explored, including group-written project reports, interviews, confidential self and peer-assessments, individual laboratory reports, quizzes and a final examination. Real engineering scenarios are used in the projects which thus are open-ended and complex—recent examples include the overall design of a desalination plant, the design of the piping network and power requirements for a major city's water supply, and the design of a soap and cosmetics factory. A high level of student engagement and enthusiasm for the project work has been observed, in large part due to the real-world nature of the projects, coupled with the stimuli provided by the range of assessment activities used.     

Learning first principles theories under digital divide: Effects of virtual cooperative approach on the motivation of learning

Studies revealed that existing lockdowns due to COVID-19 across developing countries resulted in education access inequalities and challenges. Closure of schools and higher education institutions have forced educators to deliver courses and assessments distantly as an immediate countermeasure against threats on the academic progression of students. Specifically, students marginalized by digital divides were found to have less satisfaction in learning experiences under this emergency online learning method. For students with science and engineering background, it is a challenge to learn first principles theories in the online environment which could affect their learning motivation level. This paper presents the implementation of online cooperative learning in the course Material and Energy Balance which covered the fundamental principles of Chemical Engineering. The impact of virtual cooperative learning approach to reduce the loss of motivation due to digital divide was investigated. Firstly, it was found that most of the students, from different backgrounds of digital access, experienced a drop in motivation at the start of emergency online learning. Secondly, when virtual cooperative learning was implemented, an increase in students’ motivation at both sides of the digital divide was observed. The implications concerning provisions to design an all-inclusive online learning environment are also presented. We found that the incorporation of cooperative learning approach could contribute towards alleviating the drop in motivation, especially for the digitally disadvantaged students. We hope that the findings from this study could compel instructors or education practitioners to rethink and redesign the online teaching and learning activities to enable a more inclusive emergency online learning environment for digitally disadvantaged students.     

Coordination polymers: Opportunities and challenges for monitoring volatile organic compounds

Coordination polymers (CPs) are emerging as the next generation of macromolecules for many industrial and technological applications. The highly porous nature of these CPs offers the opportunity to exploit them as very effective adsorbents for gaseous molecules, including volatile organic compounds (VOCs). Release of VOCs into the environment is highly undesirable as they can be extremely harmful to general public health and environmental quality. Lately, a large volume of the scientific literature has pointed toward the potentially important role of CPs in the monitoring and analysis of VOCs, offering unprecedented detection limits. This review discusses the opportunities and challenges for the use of CP materials in such applications, describing their general working principles, analytical performance, advantages, and limitations. Recent progress in the application of CPs in the detection, monitoring, and analysis of VOCs is critically reviewed. The discussion is further extended to cover future applications and current research activities in this emerging analytical field.     

项目课程的开发原则与方法

项目课程是学习领域课程的典型实现形式.开发项目课程关键是选取"项目"作为学习情境的载体.本文从学习领域课程开发的工作任务分析、课程设置、课程实施三个方面,论述了项目课程的开发原则与方法.