Learning Engineering Perspectives for Supporting Educational Systems

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Partnership to Improve Student Achievement through Real World Learning in Engineering, Science, Mathematics and Technology Abstract Through a state-sponsored Math-Science Partnership (MSP) program, elementary teachers in New Jersey are receiving professional development in innovative, research-based, science and engineering curricula; classroom-based technical and pedagogical support; and ongoing coaching and mentoring. Two universities, a science center, and a teacher education institution are collaborating on delivering project services to schools. The program is strengthening the science content knowledge of 56 Grade 3-5 teachers in six urban districts in northern New Jersey. Preliminary findings from the pre and post tests of experimental group teachers indicate that participants significantly increased their content knowledge in specific life science topics and concepts involving the engineering design process. A study between the experimental and comparison group of teachers indicated a significant difference between the achievements attained by the two groups. This paper describes the first year of a three-year effort. Introduction The Partnership to Improve Student Achievement (PISA) project is a New Jersey Department of Education-sponsored Math-Science Partnership (MSP) grant, which derives from a U.S. Department of Education (USED) grant. USED MSP program goals focus on strengthening teacher content knowledge in science and mathematics in order to improve student achievement in these subjects. The involvement of science, technology, engineering, and mathematics (STEM) faculty at institutions of higher education is a requirement of all MSP grants. The PISA program presents a novel approach to accomplishing MSP goals by integrating the use of exemplary, research-based elementary engineering curricula, engineering explorations and problem-based activities to strengthen teachers’ science learning. An intensive summer institute, followed by in-class mentoring and coaching support, and online help, represent key program interventions. An important component of the project design is the requirement that teachers work in groups on the design of a STEM Learning Module (SLM) that incorporates science, mathematics, and technology toward the solution of an engineering problem. In creating this SLM, teachers engage in professional inquiry related to STEM content, pedagogy, assessment, and curricular resources relevant to the engineering challenge they are implementing or creating. Teachers work collaboratively on developing the module, including identification of student science learning objectives (tied to the district science curriculum and standards), lesson plans, implementation and classroom management plans, and student assessments. The overarching aim of the three-year PISA program is to: (a) demonstrate and institutionalize within participating schools a methodology, supporting curriculum materials, and other instructional resources and strategies to increase student interest, engagement, and achievement in science, mathematics, engineering, and technology and further, to (b) promote a culture of inventiveness and creativity that calls upon students to demonstrate 21st century workforce skills and to apply science and mathematics toward the solution of relevant, real-world problems. Key

Multiple academic and industry-based communities have engaged in defining the theoretical constructs, practical approaches, and technical standards for technology-enabled systems of human learning. However, conceptual and architectural models of Adaptive Instructional Systems (AISs) often focus on the functions of the technology, with the learner as a user external to the system. We offer an AIS model that considers the learner as a key component at the heart of a learning system. The learner, along with other human actors and environmental conditions, interact with technology components in a distributed learning system. Modular components surrounding the learner are interoperable. Data flow between the components using standards-based interfaces for instrumented and adaptive learner experiences. The model builds on functional components identified by Glowa & Goodell (2016) in Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning. The model is further informed by the IEEE workgroup P2247.1 developing a standard for the classification of adaptive instructional systems. It examines the learning system at a conceptual level and then maps those conceptual categories to functional components as modules in a distributed learning system. The model is rooted in the process of learning engineering as defined by the IEEE Industry Connection Industry Consortium on Learning Engineering (ICICLE). We envision future design and development of adaptive instructional systems benefiting from an emerging learning engineering discipline that embraces an iterative problem-solving approach. The proposed AIS model is a self-improving system by design that embodies key learning engineering processes.

Kristina M. Tank is an Assistant Professor of Science Education in the School of Education at Iowa State University. She currently teaches undergraduate courses in science education for elementary education majors. As a former elementary teacher, her research and teaching interests are centered around improving elementary students’ science and engineering learning and increasing teachers’ use of effective STEM instruction in the elementary grades. With the increased emphasis on improved teaching and learning of STEM disciplines in K-12 classrooms, Tank examines how to better support and prepare pre-service and in-service teachers to meet the challenge of integrating STEM disciplines in a manner that supports teaching and learning across multiple disciplines. More recently, her research has focused on using literacy to support scientific inquiry, engineering design, and STEM integration.

Performance ImprovementVolume 40, Issue 7 p. 28-33 Article Award-winning performance & consulting an interview with Burt Huber† Gary Dickelman, Gary Dickelman Gary J. Dickelman is the Chief Knowledge Officer for Christensen/Roberts Solutions of Woodbridge, Connecticut, and continues to develop and promote unique performance support tools with Epiance (formerly Guru, Inc.). He specializes in the application of KM, human factors engineering, learning technologies, information technology, and business process engineering to the creation of systems that human beings can actually use. Dickelman's work includes electronic performance support systems for human resources management, customer service, financial services, health care, and business process re-engineering. He is a member of the International Society for Performance Improvement, the American Society for Training and Development, and the Association for Computing Machinery. He is a contributing author to Using Computers in Human Resources (Jossey-Bass, 1992) and The Instructional Technology Handbook (McGraw-Hill, 1993) and is the author of numerous articles for industry periodicals. He is webmaster for Innovations in Performance Centered Design (http://www.pcd-innovations.com), editor for epss.com! (http://www.epss.com), and guest editor for ISPI's Performance Improvement. Gary may be reached at gdickel-man@pcd-innovations.com.Search for more papers by this author Gary Dickelman, Gary Dickelman Gary J. Dickelman is the Chief Knowledge Officer for Christensen/Roberts Solutions of Woodbridge, Connecticut, and continues to develop and promote unique performance support tools with Epiance (formerly Guru, Inc.). He specializes in the application of KM, human factors engineering, learning technologies, information technology, and business process engineering to the creation of systems that human beings can actually use. Dickelman's work includes electronic performance support systems for human resources management, customer service, financial services, health care, and business process re-engineering. He is a member of the International Society for Performance Improvement, the American Society for Training and Development, and the Association for Computing Machinery. He is a contributing author to Using Computers in Human Resources (Jossey-Bass, 1992) and The Instructional Technology Handbook (McGraw-Hill, 1993) and is the author of numerous articles for industry periodicals. He is webmaster for Innovations in Performance Centered Design (http://www.pcd-innovations.com), editor for epss.com! (http://www.epss.com), and guest editor for ISPI's Performance Improvement. Gary may be reached at gdickel-man@pcd-innovations.com.Search for more papers by this author First published: 17 January 2008 https://doi.org/10.1002/pfi.4140400707 † Burton A. Huber is President and CEO of Ariel Performance Centered Systems, Inc. He recently shared his perspectives on KM and the solutions Ariel designs “with humans in mind” on Northwest Airlines' Business and Technology Report. In addressing the critical elements of performance support and KM solutions, Burt identifies integration as an essential part of such systems. Huber specializes in designing systems that interface well with the people who use them and ensures that a company's expertise, best practices, and knowledge—their key differentiators—are embedded in the designs. Burt focuses on creating new thinking in software design. Creating designs with humans in mind, Burt and Ariel have created value for dozens of clients including many Fortune 100 companies. Ariel specializes in designing business applications with integrated performance support and KM. Burt may be reached at bhuber@arielpcs.com AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume40, Issue7August 2001Pages 28-33 RelatedInformation

The increasing popularity of video (i.e., audio-visual) applications or services over both wired and wireless links has prompted recent growing interests in the investigations of quality of experience (QoE) in online video transmission. Conventional video quality metrics, such as peak-signal-to-noise-ratio and quality of service, only focus on the reception quality from the systematic perspective. As a result, they cannot represent the true visual experience of an individual user. Instead, the QoE introduces a user experience-driven strategy which puts special emphasis on the contextual and human factors in addition to the transmission system. This advantage has raised the popularity and widespread usage of QoE in video transmission. In this paper, we present an overview of selected issues pertaining to QoE and its recent applications in video transmission, with consideration of the compelling features of QoE (i.e., context and human factors). The selected issues include QoE modeling with influence factors in the end-to-end chain of video transmission, QoE assessment (including subjective test and objective QoE monitoring) and QoE management of video transmission over different types of networks. Through the literature review, we observe that the context and human factors in QoE-aware video transmission have attracted significant attentions since the past two to three years. A vast number of high quality works were published in this area, and will be highlighted in this survey. In addition to a thorough summary of recent progresses, we also present an outlook of future developments on QoE assessment and management in video transmission, especially focusing on the context and human factors that have not been addressed yet and the technical challenges that have not been completely solved so far. We believe that our overview and findings can provide a timely perspective on the related issues and the future research directions in QoE-oriented services over video communications.

The accelerated pace of political, socio-economic and technological development requires qualitative changes in the education sector. Today is an issue about the need to train highly qualified personnel that meet the requirements of the XXI century, integrates education and scientific knowledge. Therefore, the improvement of philological education will require an integrated system of study and practical issues of philology development, their consideration in the new aspects of the humanities, which imply an active search for specific mechanisms and methods for their compatibility in line with global trends in the development and preservation of national priorities. Development of scientific research in the context of world philology allows researchers to solve essential linguistic, literary, scientific and methodological problems. Developed in the field of philology education programs should be aimed at creating a scientific and educational environment of a new type to improve the quality of philological research and learning languages. Its main substantive areas are to promote the growth of scientific and educational potential of philological and associated sciences in a single information space, creation and modernization of modern quality management systems, new educational programs and learning technologies, integration of education, science and innovation. Further improvement of philology education is a major problem, the solution of which depends largely on the development of philology, the degree of relevance of society, finally, the optimal solution to the problems of higher philological education. Keywords: Multilingualism, language policy, identity, language situation, language modernization

New technology‐based ventures (NTBVs) gain access to beneficial social capital through their affiliation with technology incubators, organizations created to facilitate learning leading to the successful development of nascent firms. Scillitoe and Chakrabarti (2005, 2) identified three sources of beneficial social capital within human networks, “historical ties, organizational facilitation, and trustbased shared pursuit of common goals”, with organizational facilitation identified as the primary source of beneficial social capital for ventures within technology incubators. The current study extends this prior research investigating the development of social capital of NTBVs through incubator facilitation, focusing on the influence of female founders. Results are based on surveys collected from fifty‐four technology‐based firms affiliated with technology incubators in the United States and Finland. The results from this exploratory study show that the speed of technological learning is negatively affected by the interpersonal network access in firms with female founding management team members. Technological learning includes acquiring knowledge of legal protection of intellectual property, complex technological and scientific knowledge, and design and production skills that enable the development and commercialization of NTBV products and services (Deeds, DeCarolis, and Coombs, 1999). This finding contradicts prior research that suggests technological development of ventures is positively influenced by interpersonal network access through incubators (Hansen, Chesbrough, Nohria, and Sull 2000; Scillitoe and Chakrabarti 2005). Implications for technology incubator managers, NTBV founders, and economic development agencies that support technology incubators are discussed.

Globally, blended learning (BL) technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is studentcentered approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC), Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners- it is their story, their experience, and their perspective. This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers and educators as they plan national, regional, state, and local trainings and higher education programs for working professionals in Malaysia.

The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall’s theorization of ideology, Judith Butler’s notion of the (un)grievability of lives, and Sara Ahmed’s construct of stickiness, we illustrate how insights from critical social theory are indispensable to understanding processes of learning and how perspectives from the learning sciences can enrich critical social theory. Through the analysis of a classroom discussion on the use of militarized drones in an undergraduate engineering ethics course, we show how ideological convergence among participants constructed locally significant categories of “civilian,” “terrorist,” and (un)grievability, which narrowed the possible trajectories for students’ disciplinary learning in engineering and engineering ethics. Our analysis also shows that fleeting moments of ideological expansion offered opportunities for new learning; however, most of these instances of possibility were not sustained through the classroom discussion. We explicate how ideological convergences and expansions, as interactional achievements, profoundly matter for disciplinary learning and students’ identities. In conclusion, we explore the implications of our findings for broader contexts of learning and for the field of the learning sciences.

Effective classroom management is very important to create a conducive learning environment for students, especially in elementary schools. Along with technological developments, Augmented Reality (AR) applications have emerged as a tool that can increase interactivity and attractiveness in the learning process. This article discusses the application of AR applications in classroom management in elementary schools to increase students' interest, motivation and understanding of subject matter. AR applications allow students to interact directly with virtual objects that enrich their learning experience, both in visual and kinesthetic learning. The main benefits of using AR include increased student engagement, visualization of complex material, and more structured and engaging classroom management. However, its implementation also faces challenges such as limited technological infrastructure and training needs for teachers. This research suggests that schools can prepare supporting devices and provide adequate training to teachers to optimize the use of this technology in learning. Thus, AR applications can be an innovative solution in creating a more interesting and effective learning experience in elementary schools.

This paper explains the need for a thorough understanding of the integration of human factors during all phases of a product's lifecycle in aerospace systems. The analysis is performed from a systems perspective, where humans are the nucleus of the system needed to accomplish a goal, rather than isolated parts looking to complete a single task. The lack of human factor considerations in early design phases triggers human errors during the assembly and test phases, creating increase in cost and slip on schedule. The paper proposes different measures that can be incorporated to current aerospace programs that deal with human safety. It also provides approaches for entrepreneurs and rising aerospace companies to be able to integrate human factor concepts in the development of their products. If human factor requirements are taken into account, costly errors at the manufacturing stage can be reduced when small errors are found early in the program.

A key goal of science and engineering education is to provide opportunities for people to access, interpret, and make use of science and engineering to address practical human needs. Most education research, however, focuses on how best to prepare students in schools to participate in forms of science and engineering practices that resemble those of disciplinary experts. In this paper, I argue that education research is needed that focuses on how people use science and engineering in social practices as part of collective efforts to transform cultural and economic production. Drawing on social practice theory, I argue that learning inheres in such activities, not only because people access and make use of science knowledge and develop repertoires for participating in science and engineering practices, but also because participation in such activities transforms the ways that people imagine themselves and expands their possibilities for action. Research can inform and support these efforts, both directly and indirectly, by giving an account of the conditions for science and engineering learning and by diagnosing inequities in access to science and engineering for addressing pressing human needs.

This study investigated the communicated themes in journal articles of e-learning. The aim was to reveal the common issues and patterns of communication as written in the published articles of e-learning. A corpus of 152 journal articles in computer-based language learning was used from reputable journals in Computer Science between the years of 2017-2023. The results showed the themes of mobile learning, distance learning, situated learning, blended learning, teaching, and learning, as well as informal learning to be recurring in the past three years. In addition, e-learning for language was always focused on learning vocabulary. In conclusion, despite the development of technology in e-learning, human factors were identified to be at the center of discussion. Future implications included the use of e-learning as an organic technology for language learning in the future.

The dynamic environment of education in the digital age is examined in this paper, which focuses on methods for empowering both students and teachers. The present research explores how teaching and learning might help students enhance their creativity, critical thinking, and problem-solving abilities by moving away from rote memorization and toward holistic learning. By investigating the fusion of technology, pedagogy, and learning processes, this study aims to navigate the evolving educational paradigm while ensuring meaningful and effective teaching and learning experiences. And connecting with navigating the teaching and learning process, presenting a comprehensive overview of key strategies that educators can employ to create meaningful and engaging learning experiences. By exploring the realms of learning theories, clear learning objectives, engaging content, classroom management, active learning, assessment and feedback, technology integration, culturally responsive teaching, lifelong learning skills, and reflection, this paper aims to provide educators with a holistic framework to enhance their teaching practices. NEP 2020, an ingenious policy framework to intensify the education sector and as a catalyst for amalgamation of technology in learning and teaching process. In conclusion the study provides perceptivity into the evolving landscape of education with the importance of harmonious blend of pedagogy with technology to foster the teaching learning process. In this paper author discuss various teaching-learning platform which is use in Indian and global perspectives.

Education in digital age requires a strong focus on “engineering of learning”, as an emergent field of study and design of effective innovative learning experiences and environments. In this respect, the chapter addresses mathematics education in e-learning settings according to a tetrahedron model, as extension of the classical didactical triangle, to which adds a fourth vertex: the ‘author’ (A). The introduction of the vertex Author is due to our view that full exploitation of e-environment and its integration with results from research in mathematics education requires properly designed didactical interventions, based on a scientific approach, such as Didactic Engineering. Moreover, such exploitation should consider the centrality of the student, which means that the vertex-positions of the tetrahedron can be assumed also by the student along the learning process. We discuss the didactic engineering work from the perspectives of the tetrahedron faces and taking into account the dynamicity of the vertex-positions.