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The use of VR in engineering education provides a means for contextualising learning through authentic and engaging scenarios, e.g. the touring and operation of a chemical plant. This paper presents the design of an immersive VR simulation of an existing pilot plant in the School and its evaluation through a randomised non-inferiority trial to test student learning compared to a more traditional learning medium. Specifically, the study evaluates information retention (i.e. memory and understanding) when using the VR simulation and compares this to information retention when presented as a multimedia instructional video. Student self-efficacy in plant operation and design (e.g. equipment function and operation), as well as engagement in the learning activity, are also evaluated. The results indicate that both the VR and multimedia-based activities lead to comparable data retention and student self-efficacy. Moreover, students enjoyed the VR experience and welcomed the addition of the resource to their educational materials.

This article presents and analyzes existing taxonomies of virtual and augmented reality and demonstrates knowledge gaps and mixed terminology, which may cause confusion among educators, researchers, and developers. Several such occasions of confusion are presented. A methodology is then presented to construct a taxonomy of virtual reality and augmented reality applications based on a combination of: a faceted analysis approach for the overall design of the taxonomy; an existing taxonomy of educational objectives to derive the educational purpose; an information systems analysis to establish important facets of the taxonomy; and two systematic mapping studies to identify categories within each facet. Using this methodology, a new taxonomy is proposed and the implications of its facets (and combinations of facets) are demonstrated. The taxonomy focuses on technology used to provide the virtual or augmented reality as well as the content presented to the user, including the type of gamification and how it is operated. It also accommodates a large number of devices and approaches developed throughout the years and for multiple industries, and provides a way to categorize them in order to clarify communication between researchers, developers, and educators. Use of the taxonomy is then demonstrated in two case studies--a virtual reality chemical plant for use in chemical engineering education and an augmented reality dog for veterinary education.

This paper focuses on the preliminary design of a multifaceted computer-based mathematics resource for undergraduate and pre-entry engineering students. Online maths resources, while attractive in their flexibility of delivery, have seen variable interest from students and teachers alike. Through student surveys and wide consultations, guidelines have been developed for effectively collating and integrating learning, support, application and diagnostic tools to produce an Engineer's "Mathematics Gateway". Specific recommendations include: the development of a shared database of engineering discipline-specific problems and examples; the identification of, and resource development for, troublesome mathematics topics which encompass ideas of threshold concepts and mastery components; the use of motivational and promotional material to raise student interest in learning mathematics in an engineering context; the use of general and lecture-specific concept maps and matrices to identify the needs and relevance of mathematics to engineering topics; and further exploration of the facilitation of peer-based learning through online resources. (Contains 2 notes, 6 tables, and 7 figures.)

This article reports on the development, application and results of a skills evaluation inventory which was specifically designed to provide quantitative feedback on the effects of a three-day residential training course attended by PhD students early in their research careers. The course was developed at Imperial College London, partly in response to the "Roberts" agenda, which has highlighted the importance of transferable skills to the future careers of researchers. The questionnaire aims to measure student perceptions of their skill levels in four key areas. In addition a scale was included to measure changes in their general attitudes towards the benefits or otherwise of training in transferable skills. The inventory was administered at the very beginning and end of the course. Statistical analysis was used to refine the inventory and as a result all five scales were found to have good reliability. The results showed that after attending the course there were statistically significant increases in the participants' perceived levels of skill in each area and a more positive attitude to skills development courses overall was demonstrated. Furthermore, differences in skill perceptions were observed depending on the gender and residential status of researchers. For example, female researchers were found to have generally lower levels of confidence than males, specifically for pre-course beliefs on group work and communications skills. A further benefit is that the findings have helped to win respect and support for continued investment in the residential course programme. (Contains 2 figures, 4 tables and 3 notes.)

Discussion is given on the relevance of group dynamic processes in promoting decision-making in email discussion groups. General theories on social facilitation and social loafing are considered in the context of email groups, as well as the applicability of psychodynamic and interaction-based models. It is argued that such theories may indeed provide insight into email group interactions, but that communication limitations may severely hinder the effectiveness, and possibly the natural evolution, of email-based groups. Based on the various theoretical perspectives on group dynamics, some general recommendations are provided on promoting effective email groups, which include the set-up of communication and decision protocols, the cogent use of a group facilitator, and where possible, the supplementary use of face-to-face interactions.

Every year in Europe refrigerant gases with a greenhouse-warming equivalent of more than 30 Mt CO 2 are emitted from retail refrigerators. Furthermore, the effective efficiency of such refrigerators is far below that achievable under ideal (e.g. optimal-load; minimum access) operation. In this work the design of an alternative on-demand cooling unit is presented. The unit is based on the cooling effect provided by desorption of carbon dioxide previously adsorbed onto a bed of graphite-bonded activated carbon: in this paper, a case study of a self-chilling beverage can is used to demonstrate the technology. The high compaction of the activated carbon, and the presence of graphite, enhances the heat transfer properties of the adsorbent, thus enhancing the efficiency of cooling. Furthermore, potential exists for the use of activated carbon and CO 2 from waste sources. This paper provides an overview of the design basis and environmental advantages of the unit, and experimental and simulation studies on the thermal dynamics of the cooling process. Particular attention is given to the effective thermal conductivity of the activated carbon bed. The results indicate that adequate on-demand cooling can be achieved within a portable unit. However, scope exists for enhancing the heat transfer within the cooling chamber through design and bed composition alterations. Recommendations for improved unit design are presented. [ABSTRACT FROM AUTHOR]

This work investigates the effectiveness of sodium chloride and sucrose binary draw solutions in a forward osmosis pilot plant unit with either deionised or salt water feeds. Specifically, the effects of draw solution concentration on water flux through the membrane, the overall water recovery and the specific energy consumption of the unit are considered. For both feed types, sodium chloride draw solution exhibited a relatively high effectiveness in terms of all the measured performance indicators. Further, improvements in flux and recovery were also achievable with an increase in the sodium chloride (draw solution) concentration. In contrast, a sucrose-based draw solution led to a severe deterioration of the membrane performance that could not be effectively overcome by an increase in the draw solution concentration. This observation was attributed to the relatively large increase in the viscosity of the draw solution with increase in sucrose concentration. Interestingly, in the case of a salt water feed, an increase in the sucrose draw solution concentration led to a relatively small increase in flux and recovery, suggesting some complex but favourable interaction between the salt and sucrose due to the reverse diffusion of the salt into the draw solution. [ABSTRACT FROM AUTHOR]

Tensions between the research and teaching roles in university are well recognised. Past teacher training practices have only partially considered such issues and indeed the motivations, bias and priorities of the teaching researcher. This paper provides an overview of teacher training (content and process) that is suited for the research-focused environment. Particular attention is given to a training approach that has been recently adopted at Imperial College London. The approach involves practicebased and experiential learning, support and input from a broad community (e.g. peers, senior peers and education experts), clear discipline contextualisation and ownership, and emphasis on the potential parallels between teaching and research and the value of teaching to research. Furthermore, teaching practices that capitalise on researcher and institutional strengths are encouraged, and exemplified through the notion of research-supporting teaching. [ABSTRACT FROM AUTHOR]

Abstract: Theoretical analysis of a process for low-temperature hydrogen production through steam methane reforming (SMR), based on the concept of adsorption-enhanced reaction, is presented. In the proposed process, mobile (pneumatically conveyed) adsorbent particles are passed through a stationary SMR catalyst monolith. Adsorbent regeneration is carried out in an external unit, thus decoupling the reaction and adsorbent regeneration steps, and allowing continuous operation. Heat for reaction is also supplied via the regeneration unit (via the thermal capacitance of the adsorbent), and thus effective energy integration is possible between the reactor and regenerator units. A mathematical model accounting for non-isothermal reaction and adsorption, mass transfer limited adsorption kinetics and non-linear (Langmuirian) adsorption equilibria, has been developed. The performance of the adsorptive reactor in terms of conversion enhancement is presented in this paper. Simulation results indicate considerable conversion enhancement through the use of a flowing adsorbent medium. The importance of the correct selection of operating parameters, i.e., adsorbent mass flow rate and temperature, on the process feasibility is also highlighted. [Copyright &y& Elsevier]

An introduction to articles on formative assessment practices in engineering education, published within the issue is presented.

The author discusses the plans of the journal "European Journal of Engineering Education" (EJEE) to publish papers on innovation and research in Engineering Education. The author states that there is difficulty in funding Engineering Education research in Europe, wherein their educational research depends on local funding. Moreover, the author mentions the changes in the editorial committee of EJEE, wherein Maria Fernanda Ramalhoto of Portugal resigned as editorial committee member.