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This study describes a set of real-time interactive experiments that address system identification and model reference adaptive control (MRAC) techniques. In constructing laboratory experiments that contribute to efficient teaching, experimental design and instructional strategy are crucial, but a process for doing this has yet to be defined. This paper is an attempt towards filling this gap. Its contributions are: (1) to describe a sample set of experiments for both senior undergraduate- and graduate-level students, to strengthen their understanding of system identification and control; (2) to help instructors wishing to set up a laboratory with an interactive learning strategy; and (3) to propose a set of assessment criteria for engineering accreditation in system identification and control laboratories. A benefit of this paper for engineering educators is that it provides a roadmap for transferring complex theory problems into prototypes in the laboratory. Furthermore, the instructional strategies proposed can easily be adapted to other engineering courses.

Automation of power systems is gaining momentum across the world, and there is a need to expose graduate and undergraduate students to the latest developments in hardware, software, and related protocols for power automation. This paper presents the design, development, and commissioning of an automation lab to facilitate the understanding of substation automation (SA). The laboratory has relay intelligent electronic devices (IEDs) that support IEC 61850 protocol, a universal secondary test kit for testing the relays, a protocol converter that can be programmed and can handle a large number of power automation protocols, a Global Positioning Systems (GPS) clock for time synchronization, and all related software. In this paper, the retrofitting of the latest relay IEDs with the existing control center software has been demonstrated. The commissioning process and the experimental setup of the SA laboratory have also been described. A post-training evaluation emphasizes that the student learning experience is helping students to gain a better understanding of the theory and to have better career prospects in power automation. The SA laboratory, which demonstrates all aspects of substation automation, is being used extensively for research and training in this emerging field. (Contains 7 figures.)

This paper analyzes the educational effects of a peer-learning agent based on pair programming in programming courses. A peer-learning agent system was developed to facilitate the learning of a programming language through the use of pair programming strategies. This system is based on the role of a peer-learning agent from pedagogical and technical aspects and simulates the "tutor" and "tutee." The peer-learning agent uses artificial intelligence methods with a Bayesian network as well as teaching and learning methods that simulate pair programming. This paper develops a model for determining students' programming abilities. In addition, the roles of the tutor and tutee are like the roles of a navigator and driver in pair programming. The developed agent system is demonstrated to have positive effects on knowledge retention and transfer in a programming course, with a greater influence on transfer than on retention. This model combining peer-learning agents with a teaching and learning strategy is more effective in helping learners to acquire programming skills. (Contains 8 figures and 4 tables.)

Educational software tools are considered to enrich teaching strategies, providing a more compelling means of exploration and feedback than traditional blackboard methods. Moreover, software simulators provide a more motivating link between theory and practice than pencil-paper methods, encouraging active and discovery learning in the students. The use and development of educational software is a field that has grasped the attention of teachers and researchers from different disciplines and theoretical frameworks in the last few years. In this paper, the authors present SoftwarE for Learning Formal languages and Automata theory (SELFA), an educational software simulator tool, designed to improve the quality of teaching in Theory of Computation courses. The aim of this tool is to make it easier to teach and to learn the main concepts of this subject, whose level of abstraction makes both activities difficult. The main advantage of this tool over other software tools designed with the same purpose, is that it has been developed using web technologies. This allows the user to collect and analyze data on how and when a student or group has used the tool. These numerical data can then be used to evaluate the student's work. (Contains 5 tables and 4 figures.)

Contribution: This paper adds to existing literature on teaching basic concepts of electricity using computer-based instruction; findings suggest that students can develop an accurate understanding of electric circuits when they generate multiple and complementary representations that build toward computational models. Background: Several studies have explored the efficacy of computer-based, multi-representational teaching of electric circuits for novice learners. Existing research has found that instructional use of computational models that move from abstract to concrete representations can foster students' comprehension of electric circuit concepts, but other features of effective instruction using computational models need further investigation. Research Questions: 1) Is there a correlation between students' representational fluency and their ability to reason qualitatively on electric circuits? and 2) Is the quality of student-generated computational representations correlated to their conceptual understanding of electric circuits? Methodology: The study comprised two cases in which 51 sophomore-engineering students completed a voluntary assignment designed to assess their representational fluency and conceptual understanding of electric circuits. Qualitative insights from the first case informed the design of a scoring rubric that served as both the assessment and the data collection instrument. Findings: The results suggest that a multi-representational approach aimed at the construction of computational models can foster conceptual understanding of electric circuits. The number and quality of students' representations showed a positive correlation with their conceptual understanding. In particular, the quality of the computational representations was found to be highly, and significantly, correlated with the correctness of students' answers to qualitative reasoning questions.

Many concepts in digital signal processing are intuitive, despite being mathematically challenging. The lecturer not only has to teach the complicated math but should also help students develop intuition about the concept. To aid the lecturer in this task, the Magnitude Response Learning Tool has been introduced, a computer-based learning game addressing the connection between the pole/zero chart of a discrete-time linear time-invariant (LTI) system and its magnitude response. In each game round, the student has to draw a magnitude response given only the poles and zeros of the LTI system. The accuracy of the student's estimate acts as a game score, allowing leaderboards and player-versus-player comparisons on the tool's webpage. This paper analyzes how the tool affects student performance. While the qualitative results show that the students are satisfied with the tool and consider it a useful supplement to the available teaching material, the quantitative part of the study suggests a strong positive correlation between the number of rounds played and the student performance in related tasks.

This paper describes the development of BOLE, a MATLAB-based interactive learning environment, that facilitates the process of learning bio-inspired optimization algorithms, and that is dedicated exclusively to unmanned aerial vehicle path planning. As a complement to conventional teaching methods, BOLE is designed to help students consolidate the concepts taught in the course and motivate them to explore relevant issues of bio-inspired optimization algorithms through interactive and collaborative learning processes. BOLE differs from other similar tools in that it places greater emphasis on fundamental concepts than on complex mathematical equations. The learning tasks using BOLE can be classified into four steps: introduction, recognition, practice, and collaboration, according to task complexity. It complements traditional classroom teaching, enhancing learning efficiency and facilitating the assessment of student achievement, as verified by its practical application in an undergraduate course "Bio-Inspired Computing." Both objective and subjective measures were evaluated to assess the learning effectiveness.

This paper investigates the impact of combining self explaining (SE) with computer architecture diagrams to help novice students learn assembly language programming. Pre- and post-test scores for the experimental and control groups were compared and subjected to covariance (ANCOVA) statistical analysis. Results indicate that the SE-plus-diagram approach had a significant effect on student achievement and improved novice students' learning experience by increasing their interest and participation in the course and helping them to develop assembly programming skills. (Contains 3 figures and 3 tables.)

This paper presents a low-cost hands-on experiment for a classical undergraduate controls course for non-electrical engineering majors. The setup consists of a small dc electrical motor attached to one of the ends of a light rod. The motor drives a 2-in propeller and allows the rod to swing. Angular position is measured by a potentiometer attached to the pivot point. A custom-designed circuit board produces the controlled voltage input to the motor. The target board is powered and communicates with the PC through its USB port using a virtual RS-232 port. A simple MATLAB/Simulink module has been created to read the pendulum angle and send a command signal to the motor. The module is based on Real-time Windows Target software, which allows a sampling rate of up to 200 Hz. Students are able to design and test classical PID and phase lead-lag controllers, as well as modern controllers, including state-space controller design combined with feedback linearization. A semester-long series of assignments is described that can be carried out without the need for a specialized laboratory or teaching assistants. The project was tested in a classical control systems design class of senior-level mechanical engineering students. Student feedback and survey data on the effectiveness of the modules are also presented. (Contains 15 figures, 1 table and 1 footnote.)

This paper describes the goals, pedagogical system, and educational outcomes of a three-semester curriculum in microelectromechanical systems (MEMS). The sequence takes engineering students with no formal MEMS training and gives them the skills to participate in cutting-edge MEMS research and development. The evolution of the curriculum from in-house fabrication facilities to an industry-standard foundry process affords an opportunity to examine the pedagogical benefits of the latter approach. Outcomes that are assessed include the number of students taking the classes, the quality of work produced by students, and the research that has emanated from class projects. Three key elements of the curriculum are identified: 1) extensive use of virtual design and process simulation software tools; 2) fabrication of student-designed devices for physical characterization and testing; and 3) integration of a student design competition. This work strongly leveraged the university outreach activities of Sandia National Laboratories (SNL) and the SNL SUMMiT MEMS design and fabrication system. SNL provides state-of-the-art design tools and device fabrication and hosts a yearly nationwide student design competition. Student MEMS designs developed using computer-aided design (CAD) and finite element analysis (FEA) software are fabricated at SNL and returned on 18-mm[superscript 2] die modules for characterization and testing. One such module may contain a dozen innovative student projects. Important outcomes include an increase in enrollment in the introductory MEMS class, external research funding and archival journal publications arising from student designs, and consistently high finishes in the SNL competition. Since the SNL offerings are available to any US college or university, this curriculum is transportable in its current form. (Contains 2 tables and 2 figures.)

Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to specialized subjects without compromising the coverage of the required technical content. This paper discusses the advantages and drawbacks of using the PBL methodology in teaching specialized subjects in electrical power engineering, based on the authors' reflections and student feedback. The design and delivery of a PBL-based course in power system modeling and analysis is used as an example. It is asserted that proper usage of PBL makes it possible to deliver both technical content and generic professional skills in a specialized course. (Contains 1 figure and 4 tables.)

An attractive MATLAB-based tool for teaching the basics of autocorrelation function and noise concepts is presented in this paper. This tool enhances traditional in-classroom lecturing. The demonstrations of the tool described here highlight the description of the autocorrelation function (ACF) in a general case for wide-sense stationary (WSS) processes, and for several important special processes including Gaussian white noise (GWN), non-Gaussian white noise, and Gaussian non-white noise. The demonstrations were designed for and introduced in the graduate-level course "Introduction to Communications," but would also be appropriate at the undergraduate level in various courses on signals or communications, or in a basic course on probability and random variables. The course description and program evaluations are also included. (Contains 14 figures and 1 table.)

Teaching and Design Workbench (T&D-Bench) is a framework aimed at education and research in the areas of computer architecture and embedded systems. It includes a set of features not found in other educational environments. This set of features is the result of an original combination of design requirements for T&D-Bench: that the framework should provide modeling capabilities similar to that of Architecture Description Languages (popular in embedded systems design), and that it should have the simulation capabilities found only in educational simulators. This paper highlights the main features and the latest achievements of the framework and of its didactic and research simulators. The results of a new didactic strategy, supported by the simulators, are presented and discussed. The design of a new architectural feature for embedded processors, using a research simulator, is introduced, and it is shown how to employ such a research work as an educational module to teach the complexities involved in embedded systems design. (Contains 1 table and 2 figures.)

Automated assessment systems can be useful for both students and instructors. Ranking and immediate feedback can have a strongly positive effect on student learning. This paper presents an experience using automatic assessment in a programming tools course. The proposal aims at extending the traditional use of an online judging system with a series of assignments related to programming tools. Some empirical results on how students use an automated assessment system in a CS2 course are presented. Research suggested that automated assessment systems promoted the students' interest and produced statistically significant differences in the scores between experimental and control groups. (Contains 4 tables and 2 figures.)

This paper describes an automatic procedure using MATLAB software to plot the circle diagram for two induction motors (IMs), with wound and squirrel-cage rotors, from no-load and blocked-rotor tests. The advantage of this approach is that it avoids the need for a direct load test in predetermining the IM characteristics under reduced power. Additionally, to verify the validity of the equivalent circuit parameters deduced from experimental tests, these characteristics are used to simulate virtual machines implemented under Simulink/PSB models. Furthermore, a virtual load test is performed to validate the proposed model. Finally, the results are given of an assessment that reflects the positive impact the proposed methods have had on students' learning experience in electrical machinery courses in the Electrotechnics Department, Engineer Sciences Faculty, University Mentouri of Constantine (ED-ESF-UMC), Algeria. (Contains 7 tables and 20 figures.)

This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the feedback is effective in addressing the level of knowledge of the individual and guiding him/her toward a greater understanding of particular concepts. In contrast, there is no evidence that learning required in programming problems, where students develop higher-level thinking according to Bloom's taxonomy, was exercised by using MCQs. (Contains 4 tables and 4 figures.)

Partial discharge (PD) monitoring is an effective predictive maintenance tool for electrical power equipment. As a result, an understanding of the theory related to PD and the associated measurement techniques is now necessary knowledge for power engineers in their professional life. This paper presents a modular course on PD phenomenon in which the design experiences are distributed across different modules so that ABET criteria are met to a great extent. The teaching methodology involves delivering theoretical lectures on concepts related to PD and its measurements, along with laboratory experiments, assignments, open presentation, and so on. The evaluation methodology comprises examinations, both oral and written reports, and an assessment of the effectiveness of teamwork and of the course itself by means of student feedback. Analysis of student feedback showed that the students liked the course and felt it would be helpful for their professional advancement. (Contains 2 tables and 5 figures.)

The need for professional programmers in embedded applications has become critical for industry growth. This need has increased the popularity of embedded software design courses, which are resource-intensive and space-limited in traditional real lab-based instruction. To overcome geographic and time barriers in enhancing practical skills that students require for embedded software design, this paper presents a remote multiuser platform designed to allow students to experiment with embedded systems "anytime" and "anywhere" through the "always open" lab (3A). The open 3A Multiuser Lab (3AML) integrates open source and network address translation (NAT) service techniques to offer a low-cost and efficient experimental environment for students. The current study achieves the educational goals of training students to apply and integrate embedded software programming by combining teaching methodology and the proposed open 3AML aids. In addition to describing the various experimental stations of the open platform and the students' project achievements, this work also discusses the campus-wide teaching assessment results and the satisfaction survey of the learning platform with students. (Contains 2 tables and 6 figures.)

An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The common problem of fast simulation and differential equation solver convergence are discussed in detail for the simulation of nonlinear power electronic circuits. Another special ratio for ripple restriction is proposed, taking practical work into consideration. Some design and simulation tradeoffs for corresponding problems are also presented. Such a learning tool can improve students' programming skills and inspire their interest in practical work as well. The practical tests--carried out at the Aichi Institute of Technology, Toyota, Japan, and Southeast University, Nanjing, China--validate the effectiveness of the learning tool. (Contains 2 tables and 12 figures.)

Courses in Computer Architecture and Organization are regularly included in Computer Engineering curricula. These courses are usually organized in such a way that students obtain not only a purely theoretical experience, but also a practical understanding of the topics lectured. This practical work is usually done in a laboratory using simulators of computer systems. Since the open literature contains a variety of simulators being used for such purposes, this paper attempts to give a survey of simulators suitable for teaching courses in computer architecture and organization, to establish the evaluation criteria and to evaluate selected simulators according to these criteria. (Contains 4 tables and 2 figures.)

Contribution: This paper introduces the real-world limitations and non-technical aspects of power electronics (PEs) projects to students through innovative tutorial activities. Background: Many electrical engineering curricula offer a PE courses (PECs) for third- or fourth-year undergraduate students. Prior research on PEs education mainly focused on improving students’ experimental skills through developing practical experiments, laboratory activities, and problem/project-based learning. An instructional approach that instead employs real-world knowledge and skills is worth evaluating. Intended Outcomes: Students should be able to consider real-world technical and non-technical limitations when applying theory to design PE circuits and converters, and be able to select and carry out appropriate tests to troubleshoot circuits. Application Design: Prior research on engineering education emphasized the importance of introducing real-world limitations to the students as part of their curriculum. This paper suggests that the tutorial activities presented in a PEC can help students acquire skills in designing and troubleshooting a circuit or system according to desired technical aspects, real-world limitations, and available data. Findings: Evidence of the validity of this approach in a PEC at two Australian universities, over four academic years, is provided. Students receiving the new tutorial activities had percentage scores some 10–15 points higher than those who had traditional tutorials. Another evaluation reveals the students’ vibrant participation in the activities during the new tutorial sessions. [ABSTRACT FROM AUTHOR]

Parallel robots are known for their strong bearing capability and high kinematic accuracy, but they are relatively difficult to design and to teach. This paper addresses this difficulty by presenting an intelligent computer-aided instruction (ICAI) modeling method for parallel robot instruction. The paper analyzes, with reference to their incoming educational profile, Mechatronics students' cognitive processes while acquiring knowledge of parallel robots; it also compares the educational benefits of various methods of teaching this topic. The ICAI model for teaching parallel robots is rooted in machine learning, using information fusion methods based on an artificial neural network (ANN). Two terms of using the ICAI model have validated the method's effectiveness in teaching parallel robots, providing a rational study strategy and improving the students' learning process. [ABSTRACT FROM AUTHOR]

This paper presents an interactive module for learning both the fundamental and practical issues of servo systems. This module, developed using Simulink in conjunction with the Matlab graphical user interface (Matlab-GUI) tool, is used to supplement conventional lectures in control engineering and robotics subjects. First, the paper introduces the theoretical background of servo systems. Then, the interactive module is presented, with a description of its main features as well some hints on how to integrate Simulink models within Matlab-GUI. Some of the module's capabilities are illustrated through classroom examples. Finally, the experience of putting this into use and student assessment of the tool are also addressed. [ABSTRACT FROM AUTHOR]

Describes the applications of computer network technologies to computer-assisted testing and evaluation. Comparison between computer-based and paper-and-pencil testing; Use of computers in developing and administering tests; Use of computer networks in testing and evaluation; Evaluation of the Computer-Assisted Testing and Evaluation System; Technical implications.

This paper proposes a scaffolded concept mapping strategy, which considers a student's (high or low) prior knowledge, and provides flexible learning aids (scaffolding and fading) for reading and drawing a concept map. The goal is that the whole class should progress in synchronized fashion through this strategy, with each student achieving meaningful learning. The scaffolding is tailored to the student's needs, with various levels of support. The increasing demand for scaffolding, and its constant evolution, means that software aids are needed. The authors adopted a systematic instructional design, with associated software, to create a learning environment that supports the execution of the strategy. The paper also investigates whether this strategy improved student learning for 54 undergraduates in a database management system course. The results indicate that the students who used the strategy had better learning achievements than those who only experienced traditional lectures. Moreover, the implementation of the strategy received positive student feedback. [ABSTRACT FROM AUTHOR]

Spain is currently implementing the regulatory modifications promulgated by the Declaration of Bologna, which should result in the updating of the structure of university degrees, and the inclusion of the European Credit Transfer and Accumulation System (ECTS) methodology. In some Spanish universities, the experimental adoption of this methodology has been encouraged, with the aim of gaining experience which could be extrapolated to other qualifications and subjects when this system becomes compulsory, which is expected to be in 2008. This paper examines the teaching methodologies that follow the experimental introduction of the ECTS in the Technical Software Engineering degree course taught at the Higher Technical College of the University of Cordoba, Spain. Based on data gathered in three specific subjects during the first and third years, this paper defines the teaching strategies implemented in order to increase the active role of students during their learning. The utility of e-learning tools in this type of teaching is discussed and the academic results are compared with results obtained in previous years using more traditional teaching methodologies. [ABSTRACT FROM AUTHOR]

Blended learning has become an increasingly popular form of e-learning, and is particularly suitable to the process of transitioning towards e-learning from traditional forms of learning and teaching. This paper describes the use of the blended e-learning model, which is based on a mixture of collaborative learning, problem-based learning (PBL) and independent learning, in a course "Teaching Methods in Information Science," given at the University of Rijeka, Rijeka, Croatia. This model is realized as a combination of a face-to-face environment and online learning, using a proprietary learning management system (LMS) named adaptive hypermedia courseware (AHyCo). AHyCo is based on adaptive hypermedia and in addition to supporting learning and testing, introduces completely new constructivist and cognitivist elements to education. By supporting collaborative and project-oriented activities AHyCo promotes students' motivation for learning and establishes learning as an active and interactive process. This paper describes both the technology for, and the methodological approach to, course design and development which is aimed at supporting the evolution from traditional teaching to active learning, and raising interest in the topics of e-learning and Web courseware development among IT students. A survey conducted in the end of the course showed that students were satisfied with the pedagogical approach, and their academic achievements were also better than expected. Particularly important is that the dropout rate was greatly diminished, which could be related to students' satisfaction with the support they received from the instructor and the system. [ABSTRACT FROM AUTHOR]

This paper presents an evaluation of the inverted pendulum experiment in control engineering from a statistical and pedagogical point of view. Student usage statistics and success rates were collected over a period of three years at the University of Queensland, Brisbane, Australia. The results in the paper show that an online experiment can both increase student satisfaction and success rate while decreasing the costs to the university associated with a traditional laboratory setup. In particular, the number of laboratory benches has been reduced from seven to one. At the same time the number of laboratory contact hours for the course administrator was more than halved. [ABSTRACT FROM AUTHOR]

This paper describes the authors' experience in the assessment of laboratory activities based on an open source software package for power system analysis, namely, Power System Analysis Toolbox (PSAT). PSAT is currently used in several universities for both undergraduate and graduate courses. PSAT has also its own Web forum, which provides support to students and researchers all around the world, thus resulting in an almost unique example of "virtual laboratory" over the Internet. This paper attempts to answer through a variety of real-life examples the following open questions: What are the practical and pedagogical advantages of using an open source software with respect to proprietary software for power system analysis? What happens if a power system virtual laboratory is freely available on the Web? What is the difference between a class-based and a Web-based virtual laboratory? [ABSTRACT FROM AUTHOR]

This paper presents a remote laboratory implementation for an optical circuits course. The process from design and implementation towards assessment and continuous improvement phase is outlined. The design of the experiments involved the research on remote access technology and the investigation of best practices for an experimental setup. The first pilot implementations were used to determine the possible shortfalls during an "Introduction to an Optical Communications" course in fall 2004 at the University of Colorado, Boulder, and an "Optical Circuits" course in fall 2005 at the University of Houston, Houston, TX. After improvements, two experiments were pilot tested during spring 2006 at the University of Houston. Assessment of learning out- comes and teaching methods were performed. The remote access methods, in addition to the delivery of the class and lectures, are presented in the paper. Delivery of a class with remote laboratories and videotaped lectures are also outlined under future directions of this project. [ABSTRACT FROM AUTHOR]

This paper describes a recent effort to use student-created virtual environments to teach rigid body dynamics to electrical and computer engineering senior-level undergraduates and first-year graduate students. Many of these students have no background in dynamics except for their freshman year physics course. The approach described here relies on students creating their own virtual environments, takes roughly four to five weeks of instruction, and fits within the scope of other courses that may require electrical and computer engineering students to be familiar with dynamics. The background required consists of only basic linear algebra and ordinary differential equations. By the end of the pilot class, the majority of students were able to expertly model and animate high degree-of-freedom systems, such as slip-steered vehicles, helicopters, submarines, balancing unicycles, motorcycles, and puppets. A core component of the learning philosophy is that by providing students with a venue for creating their own virtual laboratories, they are able to promote their own learning. This paper summarizes the basic material presented to students, some of the virtual environments they chose to implement with only minimal guidance, and three instruments used to assess the effectiveness of the class architecture. [ABSTRACT FROM AUTHOR]

Contribution: This paper demonstrated on a large scale that explicit articulation of creativity-related learning goals on engineering syllabi is quite limited, and primarily limited to the first year of study. Engineering educators may need to do more to ensure creativity is explicitly addressed as an expected learning outcome within engineering syllabi. Background: Prior studies have shown inclusion of creativity within engineering syllabi and course activities are generally limited. Students may perceive educators do not value creativity, and their studies have limited influence on their creative skills. Studies conflict on whether creativity skills increase over completing an engineering degree. Creativity has been demonstrated to be an important skill for engineering professionals, but one not necessarily appropriately addressed in engineering programs. Few studies have attempted to quantify coverage of creativity material on a nation-wide scale, as opposed to in a single or select few institutions. Research Questions: 1) To what extent do engineering educators explicitly articulate creativity and innovation-related learning goals and material on their course syllabi? and 2) To what extent do engineering educators explicitly articulate exposure to, or instruction in the use of, creativity heuristics within their course syllabi? Methodology: The online publicly accessible course outlines of 1109 compulsory courses from 42 degree programs accredited by two national engineering accreditation bodies were qualitatively analyzed in a two-stage approach using document analysis. Findings: Approximately 2% of compulsory electrical engineering course outlines explicitly articulate creativity-related material; only one course articulated engaging students in using creativity heuristics. [ABSTRACT FROM AUTHOR]

The technical term presence concerns the feeling that a student is in a real classroom, in real time, with a real person managing the learning. This paper considers the two major factors affecting presence: 1) the choice of pedagogical strategy and 2) its implementation using a freshman computer course taught over the Web by the Personalized System of Instruction (PSI) method. Special attention is paid to the location of professor, proctor, and students in this study as well as other strategies to heighten a sense of presence in Web-based courses. [ABSTRACT FROM AUTHOR]

During the past several years, there has been a growing demand for skilled software engineers, a demand that, unfortunately, has not been satisfied, resulting in a variety of problems for the discipline. This paper presents a new approach called learner-centered Web-based instruction in software engineering that can be used to educate skilled engineers. The approach is based on three ideas. First, software engineering education must become more realistic. Second, software engineering education has to move closer to the learner. Finally, it must take advantage of the Web since this technology has the power of being a unique tool for implementing change in education. This paper reports and discusses the results from the evaluation of the approach. [ABSTRACT FROM AUTHOR]

Experimental experience has a significant effect on students' engineering education and improves their practical skills. However, experiments are high-cost, requiring laboratory space, experimental sets, and so on. Computer-assisted learning (CAL) can provide a similar educational effect. Web-based interfaces, a type of CAL often used in distance education, are therefore economical solutions in that they require neither laboratories nor experimental equipment. In particular, they facilitate students' understanding of the practical applications of their engineering education. This paper proposes the Web-based simulation of analog modulation techniques using MATLAB. To this end, a Web-based educational interface, called AnalogWeb, was designed and implemented as part of an analog communication course. AnalogWeb was developed using MATLAB Builder for NE with WebFigures and ASP.NET platform; it can be easily accessed by users/students using only a Web browser and requires no installation of MATLAB or any special program on the server or the clients. AnalogWeb is a user-friendly educational interface providing advanced visualization tools such as zoom, moving graphics, and three-dimensional imaging. AnalogWeb was validated, and its educational contributions tested, with 60 undergraduate students at Sakarya University, Turkey; the results are presented here. [ABSTRACT FROM AUTHOR]

This paper describes an automatic procedure using MATLAB software to plot the circle diagram for two induction motors (IMs), with wound and squirrel-cage rotors, from no-load and blocked-rotor tests. The advantage of this approach is that it avoids the need for a direct load test in predetermining the IM characteristics under reduced power. Additionally, to verify the validity of the equivalent circuit parameters deduced from experimental tests, these characteristics are used to simulate virtual machines implemented under Simulink/PSB models. Furthermore, a virtual load test is performed to validate the proposed model. Finally, the results are given of an assessment that reflects the positive impact the proposed methods have had on students' learning experience in electrical machinery courses in the Electrotechnics Department, Engineer Sciences Faculty, University Mentouri of Constantine (ED-ESF-UMC), Algeria. [ABSTRACT FROM AUTHOR]

This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a moderate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning. [ABSTRACT FROM AUTHOR]

An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The common problem of fast simulation and differential equation solver convergence are discussed in detail for the simulation of nonlinear power electronic circuits. Another special ratio for ripple restriction is proposed, taking practical work into consideration. Some design and simulation tradeoffs for corresponding problems are also presented. Such a learning tool can improve students' programming skills and inspire their interest in practical work as well. The practical tests—carried out at the Aichi Institute of Technology, Toyota, Japan, and Southeast University, Nanjing, China— validate the effectiveness of the learning tool. [ABSTRACT FROM AUTHOR]

Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are presented to show the convenience of providing teachers with such tools. These experiences proved that providing support to teachers allowed them to assess the students more closely. As a result, the students' dropout rate in a postgraduate course was reduced and the number of students who passed a physics course in secondary education was increased. [ABSTRACT FROM AUTHOR]

Serious concern about the differences that exist between the performance of female and male students in mathematics, science, and by extension, information technology (IT), has led researchers to attempt to identify why female students have inferior performance. This paper first reviews the relevant literature in order to isolate the age group in which the difference is most prevalent, and then identifies the learning strategies that seem to cause the largest difference. The results of students taking a second-year college theoretical mathematical course are then compared to those of students in a third-year college IT course, so as to explain why female students performed better in the mathematical course than in the IT course. Possible causes for the differences are isolated to inform the learning strategy that has subsequently been adopted for the IT course. The main difference between the courses was predicted to be that students may have not been aware of all that was expected of them or that they needed guidance to overcome initial obstacles faced in learning programming. Statistical analysis of the results reveals that female student distributions among the different grade sectors are positively affected by the new approach. Results are applicable to theories of pedagogy of teaching information technology courses. [ABSTRACT FROM AUTHOR]

Project-based learning motivates students to learn actively, so it has been widely applied to many engineering subjects. However, the applications of this approach are limited in electric power courses because of the hazards associated with high voltage or mains voltage (240 V in Australia). This paper presents a project designed for a Power. Electronics and Drives course. In this project, students use a programmable intelligent computer (PIC) microcontroller and an H-bridge to design a control system for a real practical application, such as a washing machine, tram, or electric lift. Students gain hands-on experience, and also improve their skill in product development, self-directed learning, teamwork, and project management. Practical projects increase the challenge for students and, hence, their interest level. The project includes both hardware and software. Each part of the project and the student assessment are described here. [ABSTRACT FROM AUTHOR]

This paper presents a laboratory session of an Advanced Programming course to introduce students to the technology involved with the Java programming language. In this special lab session the educational software tool VisuaIJVM is used, providing a graphical front-end to a Java virtual machine (JVM). This tool helps students learn about JVM architecture, learn how JVM works, and consequently, to understand why a Java program is platform independent. The student reaction to this experience was very positive and the authors are planning to use the tool in other contexts. [ABSTRACT FROM AUTHOR]

This paper proposes a two-step strategy for the computer-aided learning of control. A virtual Web-based laboratory for control design experiments (http://www.hl1.uni-mb.si), which supports a two-step strategy, is based on the MATLAB Web server (MWS) and consists of two virtual laboratories. The first virtual laboratory, called "Web sisotool," supports computer-aided control design and structured hands-on experiments. Computer-aided control design is welcome as a design tool while structured hands-on experiments are welcome for the visualization of hard-to-grasp concepts. The second virtual laboratory offers students an unstructured MATLAB-like environment, called "M-file application," that allows students to create and design control design experiments by writing MATLAB M-files of their own and executing them on MWS. The presented virtual laboratory for control design experiments is cost effective and has already been successfully used for the learning of control. Student feedback is also presented. [ABSTRACT FROM AUTHOR]

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 be- ginning 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. [ABSTRACT FROM AUTHOR]

An open-source management system of Web-based teaching interventions is presented that can be used in general for science curriculum courses and especially for computer science courses. The proposed solution is called System of Teaching Intelligent Interventions (STII) and facilitates the authoring, deployment, and evaluation of Web-based metaphors. This paper discusses the use of metaphors for assisting students to comprehend the substance of cognitive concepts and their basic background. STII has been applied in a particular educational scenario during the learning process of 228 students attending the course "computer applications." The presentation of results from a pilot evaluation of two metaphors demonstrates the usefulness of the system. The evaluation focuses on the impact of the two metaphors on student learning, and on detecting potential correlations between metaphors and students' groups. STII evaluation conclusions strongly support that multimedia metaphors can be used as an alternative instructional tool to assist students in confronting their cognitive constraints and developing functional understanding of curriculum courses. [ABSTRACT FROM AUTHOR]

Nowadays, students can easily access online course materials at anytime or anywhere. Since the learning initiative is taken by students in an e-Iearning environment, student-centered course materials become more critical. They may be prepared based on an individual student's learning expectation and academic background. In this paper,.a model of personalized learning environment is proposed through 1) learning object design based on elaboration theory and e-learning standards; 2) applying item response theory (IRT) in student ability test; 3) managing course materials by a dynamic conceptual network (DCN); and 4) adopting a user profile to understand students' behaviors. Finally, these building blocks are developed by open-source software tools and integrated into a single system for real-life experimental study. [ABSTRACT FROM AUTHOR]

Intelligent tutoring systems have been in existence for decades, and their characteristics can be beneficially applied in environments utilizing information and communication technology (ICT). The "intelligence" in these systems is seen through the way these systems adapt themselves to the characteristics of the students, such as speed of learning, specific areas in which the student excels as well as falls behind, and rate of learning as more knowledge is learned. In such intelligent learning environments, the agent or set of agents can be modeled to perform pedagogical tasks. This paper considers the necessary characteristics that constitute a good intelligent tutoring system. This paper introduces a framework incorporating an incremental machine-learning approach to capture 1) the dynamics of knowledge creation in the domain of interest and 2) the learned-knowledge content of the student over time. Some of the components of the proposed system are illustrated using examples from an introductory course on database design. [ABSTRACT FROM AUTHOR]

Adaptive testing systems generate tests for assessment that are tailored to each student. In these tests, students are assessed through a process that uses Item Response Theory (IRT), a well-founded psychometric theory. This theory is responsible for estimating student knowledge, determining the next question that must be posed at each moment, and deciding test finalization. System of Intelligent Evaluation Using Tests for Teleeducation (SIETTE) is a Web-based environment for generating and constructing adaptive tests. In SIETTE, teachers can create tests for self-assessment. In this kind of test, questions are posed one by one, and the correction of each question is shown immediately after the student's answer. Along with this correction, and in terms of the student's answer, feedback is provided. Feedback consists of pieces of knowledge that help students detect misconceptions or reinforce concepts correctly learned. Furthermore, hints can be included when questions are posed to supply students with some kind of help or explanation about the stem. As a result, this kind of test can be used not just for assessment, but also for instructional purposes. The first goal of this paper is to show how SIETTE can be used for instructional purposes, by combining adaptive student self-assessment test questions with feedback and hints. This paper also shows that the Web is a feasible platform for the generation of adaptive tests, supporting the use of SIETTE for this purpose. [ABSTRACT FROM AUTHOR]

A number of course content development models are being prescribed. How effective are these models? Does course content, developed using these models, lead to improved learning? Empirical evaluation is perhaps the only way one can hope to get reliable answers to such questions. This paper describes a methodical assessment process consisting of unique experimental efforts undertaken for evaluation of one such model. After briefly introducing the new systematized course ware development model used, the paper describes the development of an e-course on Introduction to Internet Technology and its evaluation. The evaluation does indicate a significant difference in the knowledge level attained by students learning from online lessons created using the specific development model. [ABSTRACT FROM AUTHOR]

The IEEE/Association for Computing Machinery (ACM) Computing Curricula and the Accreditation Board of Engineering and Technology (ABET) Evaluation Criteria 2000 emphasize the use of recurrent concepts and system design/evaluation through projects and case studies in the curriculum of Computer and Electrical Engineering. In addition, efficient teamwork, autonomy, and initiative are commonly required qualifications for a professional in this field. Project-based learning approaches that require the students to handle realistic case studies are adequate to pursue these objectives. However, these pedagogical approaches tend to be rejected because they promote deep learning but focus on a restricted set of concepts, whereas many engineering curricula require a broad range of concepts to be covered in each course. The introduction of multiple case studies carried out simultaneously in the same course by different teams of students can broaden the set of concepts studied, but collaboration at different levels must be strongly enforced to achieve effective learning. This paper describes a multiple-case-study project design that has been applied to a computer architecture course for four years. After systematically evaluating the experience, the authors conclude that students achieve a deep learning of the concepts required in their own case study, while they are able to generalize their knowledge to case studies of different characteristics from those considered during the course. Furthermore, a number of collaborative skills and attitudes are developed as a consequence of the proposed environment based on multiple levels of collaboration. [ABSTRACT FROM AUTHOR]