“自动控制系统工程设计”课程思政教学实践

学习不仅仅是自然科学知识的学习，更是社会科学、民族文化、正确人生观和价值观的形成过程，“课程思政”无疑正是实现该目标的捷径，它是当前高等院校思想政治教育的新模式。如何提升学生解决“复杂工程问题”的能力成为高校开展工程教育和“新工科”的难点和重点，而课程思政正是培养学生解决“复杂工程问题”中所需要的非技术因素的重要途径。“自动控制系统工程设计”是自动化专业高年级学生的一门专业课，当前关于“课程思政”的论述是指导思想居多、实施经验以及案例设计较少，针对该问题以“自动控制系统工程设计”为例，详细给出了“课程思政”教学案例的具体实施过程，对同类课程提供参考。     

Enhanced gaseous hydrogen solubility in ferritic and martensitic steels at low temperatures

Metals that are exposed to high pressure hydrogen gas may undergo detrimental failure by embrittlement. Understanding the mechanisms and driving forces of hydrogen absorption on the surface of metals is crucial for avoiding hydrogen embrittlement. In this study, the effect of stress-enhanced gaseous hydrogen uptake in bulk metals is investigated in detail. For that purpose, a generalized form of Sievert's law is derived from thermodynamic potentials considering the effect of microstructural trapping sites and multiaxial stresses. This new equation is parametrized and verified using experimental data for carbon steels, which were charged under gaseous hydrogen atmosphere at pressures up to 1000 bar. The role of microstructural trapping sites on the parameter identification is critically discussed. Finally, the parametrized equation is applied to calculate the stress-enhanced hydrogen solubility of thin-walled pipelines and thick-walled pressure vessels during service.     

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.     

深部松软煤层钻孔孔周煤体变形产渣特征研究

针对煤矿井下高瓦斯软煤顺层长钻孔排渣困难、成孔率低、施工困难等问题,通过数值模拟实验研究了井下深部软煤体变形破坏特征,分析了顺层长钻孔孔周松软煤体变形特征及应力变化,以揭示顺层长钻孔孔周松软煤体变形产渣规律。研究表明:深部高瓦斯软煤顺层钻孔孔周煤体的应力平衡临界条件破坏后将发生大体积突然垮落;钻孔水平最大变形位移为1.22mm,垂直方向最大变形位移为10.7mm;径向孔周煤体垂向变形呈现逐渐减小趋势,且垂向变形明显大于钻孔水平变形。在水平方向上,钻孔孔周煤体应力分布呈现先增大再逐渐减小的变化规律,径向距离对水平应力分布的影响逐渐减小;随着径向距离的增加,钻孔孔周煤体应力分布逐渐降低,钻孔孔壁处煤体的应力出现最大值,且垂直方向处应力值最大。     

Collective reflection strategy for moderating conformity tendency and promoting reflective judgment performance

Reflective judgement is crucial for medical-related practitioners in dealing with controversial issues. However, the conformity phenomenon is likely to occur and interfere with reflective judgement learning during interactive activities. Effective strategies are required to moderate the conformity behaviour tendency (CBT) and improve reflective judgement performance (RJP). This study demonstrates two significant results: (a) Compared with the guided self-reflection learning strategy, the online collective reflection (OCR) learning strategy effectively weakened the learners' general CBT while dealing with professional controversial issues; and (b) a significantly negative correlation between the RJP achieved and the change of CBT in online environment was detected in the OCR group. The implications and potential applications in higher education were discussed. Further studies are needed to confirm the long-term effects and the extending application to other professional studies.     

Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.     

Reality-based interaction affecting mental workload in virtual reality mental arithmetic training

ABSTRACT

The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style.     

澳大利亚“基于能力本位的评估”模式及对我国高职教育 质量评估的启 示

澳大利亚职业教育在全球享有较高的声誉,这与其坚持严格的"基于能力本位的评估"(competency based assessment, CBA)密不可分。介绍了澳大利亚CBA的内涵特征,并详细描述"准备评估、开发评估工具、开展评估、对评估结果进行评估"的CBA运作过程,关注评估工具的开发和后续常规系统性检查及完善,以期对我国的高等职业教育质量评估起到启示和借鉴作用。     

Design and validation of robotic bionic eye with multiple flexible ropes parallel mechanism inspired by oculomotor law

Producing a stable and agile bionic eye for visual image acquisition in robotics is a challenging task. In this paper, we design a bionic eye with mirror-symmetric distribution and cross-connection of flexible ropes. This mechanism is based on oculomotor law and the physiological structure of the extraocular muscles (EOMs). Specifically, the basic structural parameters are determined by Listing’s law, and the unique connection of the flexible ropes can realize the functions of the recti and oblique muscles. Furthermore, to mimic the trochlea structure, a pulley mechanism is constructed to permit the free movement of the flexible ropes. Through simulation and physical experiments, it is demonstrated that the bionic eye mechanism can move with agility under the structural parameters. The experimental results indicate that the proposed bionic eye mechanism has a superior motion accuracy of 2.798 mm, which is 6.7% of the maximum motion distance, and the repeatable accuracy of the mechanism can up to 0.210 mm.     

Determining the factors influencing students’ intention to use m-learning in Jordan higher education

M-learning is characterized as a powerful element of learning and education for facilitating the learning experiences. With enhanced and rapid advancements in technologies of ICTs (Information and Communication Technologies) and mobile, numerous innovative services and applications are being developed. Therefore, it becomes significant to investigate the factors influencing the intentions of m-learning to be used among the students of higher education institution. This study examines the “Technology Acceptance Model” (TAM), “Theory of Reasoned Action” (TRA) and “Unified Theory of Acceptance and Use of Technology” (UTAUT). The study is based on a survey being conducted across diverse groups of students, belonging to different communities and universities. The survey questionnaire was utilized for collecting the relevant data from 250 respondents. The results analyzed yields the impact that the proposed model of m-learning is comprehensive to study in the institutions of higher education.