Remote calculation, data processing and visualization functions over WWW for use in education systems

In recent years, the need for data collection and analysis is growing in many scientific disciplines. This is consequently causing an increase of research in automated data management and data mining to create reliable methods for data analysis. To deal with the need for smart environments and big computational resources, some previous works proposed to address the problem by moving on remote processing, with the aim of sharing supercomputer resources, algorithms and costs. Following this trend, in this work we propose an architecture for advanced remote data processing in a secure, smart and versatile client–server environment that is capable of integrating pre-existing local software. In order to assess the feasibility of our proposal, we developed a case study in the context of an image-based medical diagnostic environment. Our tests demonstrated that the proposed architecture has several benefits: increase of the system throughput, easy upgradability, maintainability and scalability. Moreover, for the scenario we have considered, the system showed a very low transmission overhead which settles on about 2.5 % for the widespread 10/100 mbps. Security has been achieved using client–server certificates and up-to-date standards.

Due to the limited availability of corpora in the field of Electrical Engineering and the presence of numerous specialized terms, neural machine translation (NMT) performs poorly in translating the sentence backbone information when it is applied to corpora in the field of Electrical Engineering. In response to this issue, a method to improve NMT by using the sentence backbone information is proposed in this paper. In the proposed method, the source language sentences are used as the input of the Sentence Backbone Information Extraction Model to obtain the sentence backbone information, and then the sentence backbone information are incorporated as an auxiliary during the training process of the NMT model. Furthermore, a module called the Sentence Backbone Information Enhancement Module is introduced. It utilizes the dependency parse trees of the source language sentences to generate the sentence backbone mask matrices. These matrices are then applied to the encoder to force the NMT model to pay more attention to the backbones of sentences. On the English-Chinese parallel corpus in the field of Electrical Engineering, the proposed method in this paper outperforms the Transformer baseline translation model by 1.25 BLEU points. And it outperforms the baseline model in both METEOR and ROUGE-L evaluation metrics. It indicates that the proposed method in this paper can effectively improve translation performance.

The rapid increase in applications of Light Detection and Ranging (LiDAR) scanners, followed by the development of various methods that are dedicated for survey data processing, visualization, and dissemination constituted the need of new open standards for storage and online distribution of collected three-dimensional data. However, over a decade of research in the area has resulted in a number of incompatible solutions that offer their own ways of disseminating results of LiDAR surveys (be it point clouds or reconstructed three-dimensional (3D) models) over the web. The article presents a unified system for remote processing, storage, visualization, and dissemination of 3D LiDAR survey data, including 3D model reconstruction. It is built with the use of open source technologies and employs open standards, such as 3D Tiles, LASer (LAS), and Object (OBJ) for data distribution. The system has been deployed for automatic organization, processing, and dissemination of LiDAR surveys that were performed in the city of Gdansk. The performance of the system has been measured using a selection of LiDAR datasets of various sizes. The system has shown to considerably simplify the process of data organization and integration, while also delivering tools for easy discovery, inspection, and acquisition of desired datasets.

This article discusses the results of research on the development of conceptual models and hypothetical models of Interactive Blended Problem Based Learning (IBPBL) in Programming Language subjects for Electrical Engineering students at Universitas Negeri Padang. This model is a blended learning model that combines face-to-face learning in class and Moodle-based online learning with problem-based learning syntax in the field of Electrical Engineering. The research was carried out in three stages: (1) literature review, (2) formulation of the conceptual model, and (3) formulation of the hypothetical model. The IBPBL conceptual models consist of: (1) philosophical components: pragmatism; (2) theoretical components: cognitivism, behaviorism, constructivism, and connectivism; (3) methodological components: problem-based learning; and (4) technical components: problem-solving, cooperation, critical thinking, innovative, creative and systematic. The hypothetical model is based on students' ability to solve problems critically, creatively, collaboratively, systematically by utilizing the various advantages possessed by face-to-face and online learning in Programming Language courses. Model validation is done using expert judgment. The expert assessment assessed the IBPBL model in three aspects, namely: (1) component sufficiency, (2) content, and (3) ease of implementation.

Based on Xilinx's Virtex-II Pro series device XC2VP30 FPGA (Field Programmable Gate Array) chip, we have designed the system to implement remote high-precision time data acquisition, control and processing using TCP/IP communication protocol. This paper describes the design and implement of the FPGA-based hardware platform and software, and the design of ethernet human-computer interaction interface in detail. FPGA-based SOPC (system on programmable chip) technology is the core of the system. Making full use of the FPGA logic cells and related peripheral controller can implement a reconfigurable chip system on FPGA, which can conduct data transmission with a remote control interface.

Objective To evaluate the effects of problem-based learning (PBL) teaching model in medical imaging education in China. Methods Such databases as PubMed, Medline, CNKI, WanFang, VIP Data were electronically searched for literature on PBL versus lecture-based learning (LBL) applied in medical imaging education in China up to April, 2015. According to the strict quality evaluation of the in-cluded studies, meta-analysis was performed using Rev-Man 5.2 software. Results Fourteen studies were included totally. Studies included 1 233 students, of whom the PBL group had 608 cases, while LBL group had 625 cases. Compared with LBL, PBL was superior in medical imaging theoretical scores [WMD=5.22,95% CI(3.06, 7.37), P=0.000], and the case analysis scores [WMD=6.45, 95% CI(4.77, 8.12), P= 0.000]. PBL was also superior in the autonomous learning ability [RR=1.78, 95%CI(1.47, 2.16), P=0.000], the unity cooperation ability [RR=1.42,95%CI(1.25, 1.61), P=0.000] and analysis ability [RR=1.73,95%CI(1.42, 2.11), P=0.000]. There were significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education. Key words: Problem-based learning; Medical imaging; Meta-analysis

It is becoming increasingly clear that the decline in popularity in the field of electrical engineering is undergoing rapidly due to the fact that more young people are moving away from the science. The primary goal of this paper is to recognize the importance of educational new effort and, second, suggest social-provided education support needed to meet this challenge.

This article discusses the direction of improving the quality of training of professional teaching personnel using problem-based learning technologies when conducting physical education classes. The main difference between problem-based and traditional learning is seen in the goals and principles of organizing the educational process. The goal of problem-based learning is to master not only the fundamentals of science, but also the process of acquiring knowledge and scientific facts, and the development of the student’s cognitive and creative abilities. Problem-based learning, like any other teaching method, is not universal, but it is an important part of the modern education system. Physical education is one of those subjects that can implement these approaches in its lessons, and problem-based learning will help achieve the main goal of education and training. This method contributes to the development of the ability to apply one’s knowledge in different situations, helps to study phenomena from different sides and in different aspects, that is, it contributes to the formation of critical thinking.

In this study, we demonstrate an application for 5G networks in mobile and remote GPR scanning situations to detect buried objects by experts while the operator is performing the scans. Using a GSSI SIR-30 system in conjunction with the RealSense camera for visual mapping of the surveyed area, subsurface GPR scans were created and transmitted for remote processing. Using mobile networks, the raw B-scan files were transmitted at a sufficient rate, a maximum of 0.034 ms mean latency, to enable near real-time edge processing. The performance of 5G networks in handling the data transmission for the GPR scans and edge computing was compared to the performance of 4G networks. In addition, long-range low-power devices, namely Wi-Fi HaLow and Wi-Fi hotspots, were compared as local alternatives to cellular networks. Augmented reality headset representation of the F-scans is proposed as a method of assisting the operator in using the edge-processed scans. These promising results bode well for the potential of remote processing of GPR data in augmented reality applications.

PurposeThis study explores the preferences for learning methods among the students of seven engineering disciplines in a Spanish technical university. The purpose of this paper is to investigate the students' views and from them contribute to the knowledge of the effectiveness of learning methodologies.Design/methodology/approachAn online anonymous questionnaire survey was adopted to collect students' perceptions. Seven learning methods were compared in seven engineering degrees. The authors sampled 1660 students, and 426 completed responses were analysed. In addition to a descriptive analysis of the results, a multiple correspondence analysis (MCA) was performed using R data processing software.FindingsIt was found that project-based learning and problem-based learning were perceived as the more effective ones. MCA identified response patterns between the preference and the efficiency of learning methods showing that students can be classified into two groups according to their preferred level of activeness in learning.Research limitations/implicationsThe study focusses on a single technical university and not all engineering degrees could be sampled. However, five different engineering fields were studied and no significant differences among them were found.Practical implicationsThe results add up to the known literature showing that students have different learning needs and consequently they perceive some methods as more effective. Instructors can use this information to strengthen their learning activities. Results also suggest that students can be classified into two groups in relation to their level of activeness in learning. This can also help to enhance general student motivation if two paths with different levels of activeness are planned.Originality/valueNo previous studies have compared several learning methods in different engineering fields. Thus, this study contributes to fill this gap and contributes to the body of evidence around learning methodologies from the perspective of students.

Background: Coaching is a form of supervision which is about unlocking a person’s potential to maximize own performance. Recently, medical education has been bringing such one-to-one developmental activities to the fore. Objective: Is to explore opinions of experts and leaders in a PBL medical school about coaching as a method for students and faculty development. Methods: This is a qualitative study conducted in the Faculty of Medicine, Suez Canal University (FOM-SCU); a Problem-Based Learning (PBL) college in Egypt. A focus group discussion was conducted with 10 faculty members in the Medical Education Department. In addition, interviews were held with 5 faculty members in leadership positions. All sessions were audio recorded then transcribed verbatim. Data were organized around the themes: applications of coaching in medical education, potential benefits, expected outcomes and challenges. Results: Coaching is perceived as applicable within context of the PBL curriculum of FOM-SCU. To institute coaching as an efficient developmental tool, a lot of efforts are still indicated. Furthermore, coaching can comprise a set of other already existing developmental activities in the PBL curriculum. Resistance to change and lack of resources are the most anticipated challenges. Conclusion: Innovative curricula more receptive for coaching. The major against developing a coaching culture are resistance to change and shortage of financial resources.

Problem-based learning (PBL) represented a major and widespread change in educational practice within higher education when introduced into McMaster University and Case Western Reserve Medical Schools during the 1960s (Barrows 2007). The teaching and learning strategy spread during the 1970s into medical schools in Newcastle (Australia), Maastricht (Netherlands), and NewMexico Universities. Since then problem-based learning has spread across the world and is currently practiced intermittently across the United States, Canada, Europe, Singapore, and Australia. From beginnings in medical schools, problem-based learning has been introduced into all of the health sciences, engineering, business, science, and education. Increasing uptake of problem-based learning (which differs from problem solving) occurred because it was considered a means to engage students in deep rather than surface learning and was viewed as a successful strategy to align university courses with the real-life professional work students were expected to undertake on graduation. Problem-based learning is considered “problem-first learning” because it is the problem which defines the learning. Instructors design problems to represent authentic, real-world situations or issues likely to be addressed in the work place on graduation. Typically, students in small groups work through the problem to decide on the information and skills they will need to investigate the issues identified and strive to resolve the situation. Often the problem involves collaboration between disciplines so that students are required to build on current knowledge to synthesize then integrate new information. Instructors monitor group processes and facilitate student learning. However, students themselves are responsible for the learning that occurs within the group. Generally standard problems developed in education programs are well constructed so that all elements of the problem are clear from the outset and there is a preferred process to arrive at the correct conclusion. In a shift from this format, problems crafted for problem-based learning are ill structured and vague, where students define the elements of the problem and there are often alternative pathways to alternative solutions. Throughout this student-centered and self-directed process, students collaborate to share their knowledge and reflect on their learning and assessment (Azer 2008). Contemporary examples of ill-constructed problems suitable for problem-based learning include those centered on policy (fixing a price on carbon emissions), engineering design (processing gas onshore or offshore), and ethical dilemmas (levels of support to refugees). On beginning a problem-based learning task, students work in small groups of four to eight, which may be self-selected or allocated by the facilitator. Students often underestimate the importance of negotiating group protocols so this is the initial priority before identifying the learning outcomes and sharing their prior knowledge. They are then able to determine gaps in their collective knowledge and plan strategies to obtain further information they perceive as required. Regular group

Problem-based learning （PBL） teaching method can improve students＇ ability of study, analysis and problem-solving. Network platform based PBL teaching mode combines the network education and PBL teaching mode; it has clear superiority in information acquisition, communication and transmission. Furthermore, it can also solve the problem of inadequate teaching sources. Network platform based PBL teaching mode was applied in neurology teaching to investigate the best scheme and form for teaching plan compilation, network platform building-up and teaching process implementation. At the same time, teaching effect was evaluated and summarized in an aim to improving neurology teaching quality and speeding up the reform of network-based PBL teaching. Key words: Neurology; Problem-based learning; Network platform

Problem-based learning (PBL) has been adopted as an innovative model of learning in nursing education for many years in some western countries. The purpose of this study was to evaluate students' learning experiences in a Fundamental Nursing course adopting PBL during their second year at nursing school in Taiwan. A total of 96 students answered a structured questionnaire before and after studying four PBL cases the last eight weeks of this semester-long course. The questionnaire included items asking students to self-assess themselves in self-directed learning, discussion skills and group cooperation. The questionnaire also contained questions to obtain qualitative data from the students. Eighty-five students (88.5%) completed the pre-and post tests. The results of the posttest showed significantly higher levels of self-directed learning and group cooperation and higher satisfaction with both self and group performance. This study showed that PBL had a positive influence on learning attitudes and could be of reference for the extended implementation of PBL in nursing education in Taiwan.

Objective To explore the effects of health education based on problem-based learning (PBL) in patients with non-alcoholic fatty liver disease (NAFLD) , so as to provide a basis for improving nursing quality and health education. Methods From January 2017 to January 2018, we selected NAFLD patients at Liaocheng People's Hospital of Shandong Province as subjects by convenience sampling. All of the patients were divided into control group and intervention group with the method of random number table, 100 cases in each group. Control group carried out routine health education, while intervention group adopted health education based on PBL. We compared the result of B-ultrasound and quality of life among patients between two groups 9 months after intervention. Results After intervention, the ratio of NAFLD by liver B-ultrasound of intervention group was lower than that of control group with a statistical difference (χ2=10.526, P<0.05) ; the score of quality of life of patients in observation group was higher than that in control group with a statistical difference (t=-4.949, P<0.01) . Conclusions Patient-centered health education based on PBL can effectively improve fatty liver of patients with NAFLD, patients' quality of life and nursing intervention. Key words: Fatty liver; Non-alcoholic fatty liver disease; Problem-based learning; Health education; Quality of life