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An interactive, electronic book approach for teaching computer implementation of industrial control systems

IEEE TRANSACTIONS ON EDUCATION 2003年第1期46卷 177-184页

作者： Hassapis, G Aristotle Univ Thessaloniki Dept Elect & Comp Engn Thessaloniki 54124 Greece

There is an overall consensus on the importance of laboratory work that exposes the students to broader and more practical issues of industrial control systems, such as their implementation by distributed computer systems (DCSs) and programmable logic controllers (PLCs). However, setting up appropriate laboratory facilities to serve this purpose is expensive. For this reason, an interactive learning environment has been developed around the concept of the electronic book. The architecture of the environment allows the integration of hypertext with simulators of DCS, PLC, and process operation. The simulators are specially designed to serve an application-oriented, teaching approach, which involves the student in the simulation setup and the running of the application. They are able to simulate not only the execution of the software that realizes the regulatory control algorithms but also the start-up and emergency control strategies of an industrial process, the manual, automatic, and cascade modes of controller operation, and the man-machine interface of a DCS- or PLC-based control system;The applications on which the teaching of DCS and PLC-based control system implementation is based are the interactive advanced control of a distillation column and the pH control of a reactor solution.

关键词： E-learning environments electronic books industrial control teaching control systems web-based instruction

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Pre-service teachers' self-efficacy perceptions on web Pedagogical Content Knowledge

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COMPUTERS & EDUCATION 2015年 85卷 94-101页

作者： Kavanoz, Suzan Yuksel, H. Gulru Ozcan, Emrah Yildiz Tech Univ Istanbul Turkey

21st century classrooms call for teachers to integrate technology into their instructional practices. This requires the ability and willingness to combine technological, pedagogical and content knowledge. The main purpose of this study is to investigate English as a Foreign Language (EFL) pre-service teachers' perceptions of their self-efficacy regarding web Pedagogical Content Knowledge (W-PCK) and attitudes towards web-based instruction. Turkish adapted version of W-PCK scale (Horzum, 2011) originally developed by Lee and Tsai (2010) was used as the data collection instrument. The survey was administered to 120 EFL pre-service teachers studying at a Turkish state university. The results showed that pre-service EFL teachers attained high scores on the web-general knowledge and web Pedagogical Knowledge subscales while lower scores were measured in web Communicative and web Pedagogical Content Knowledge sub-scales. The participants' level of general self-efficacy regarding W-PCK was positively correlated with their attitudes towards web-based instruction. No significant gender or year level differences were observed. (C) 2015 Elsevier Ltd. All rights reserved.

关键词： Pre-service teacher education Self-efficacy Student teacher attitudes web-based instruction web pedagogical content knowledge

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Adaptive fuzzy fault-tolerant controller for aircraft autolanding under failures

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IEEE TRANSACTIONS ON AEROSPACE AND ELECTRONIC SYSTEMS 2007年第4期43卷 1586-1603页

作者： Rong, Hai-Jun Sundararajan, N. Saratchandran, P. Huang, Guang-Bin Nanyang Technol Univ Sch Elect & Elect Engn Singapore 639798 Singapore

This paper presents an adaptive fuzzy control strategy for an aircraft automatic landing problem under the failures of stuck control surfaces and severe winds. The strategy incorporates a dynamic fuzzy system called sequential adaptive fuzzy inference system (SAFIS) and it augments an existing conventional controller called Baseline Trajectory Following Controller (BTFC). SAFIS is an online learning fuzzy system in which the rules are added or deleted based on the input data. Also, SAFIS incorporates an online scheme for parameter update of the membership functions. BTFC has been designed using classical control methods under normal operating conditions with winds. For this study, the following fault scenarios have been considered: 1) single fault of either aileron or elevator stuck at certain deflections, and 2) double fault cases where one aileron and one elevator at the same or opposite direction are stuck at different deflections. Simulation studies indicate that the BTFC is unable to handle these failures. Recently, Abhay et al. have proposed a neural-based scheme to augment the BTFC and its performance has been shown to be superior. However, even in this neural scheme there are gaps in the fault cases where performance specifications are not met. In this paper, results show that the SAFIS-aided BTFC improves the fault-tolerant capabilities compared with BTFC and also the earlier neural-aided BTFC performance in filling up the gaps observed earlier.

关键词： COMMERCIAL aeronautics FUZZY systems FLIGHT control LANDING of airplanes ELECTRONIC systems ELECTRICAL engineering SIMULATION methods & models SYSTEM analysis web-based instruction

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ONTOLOGY-based LEARNING OBJECTS SEARCH AND COURSES GENERATION

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APPLIED ARTIFICIAL INTELLIGENCE 2009年第3期23卷 233-260页

作者： Neri, Mario Arrigoni Colombetti, Marco Politecn Milan Dipartimento Elettron & Informaz I-20100 Milan Italy

Learning objects paradigm is widely adopted in e-learning environments. Learning objects management can be improved using semantic technologies from ontology engineering and the semantic web. In this article we use a semantic model of the repository to improve both learning objects retrieval and composition. The use of domain knowledge enables automatic reasoning and makes the system able to import new domain models and use them to interrogate the repository (Arrigoni Neri 2005). Learning objects composition is one of the main challenges in e-learning management systems and can be improved exploiting ontological reasoning. The building of a course can be carried out in two phases, in the first phase we compose concept level entities to obtain an outline of the course, then we fill the outline with actual resources from the repository. Both phases can use ontology-based models to capture specific domain knowledge (Arrigoni Neri 2006). In order to provide an intuitive and expressive ontology representation, we briefly propose a graphical syntax for the well-known ontology web language (OWL).

关键词： RESEARCH XML (Document markup language) KNOWLEDGE representation (Information theory) web-based instruction METADATA SEMANTIC web METADATABASES ONTOLOGIES (Information retrieval) RDF (Document markup language)

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Teaching teachers about augmentative and alternative communication: Opportunities and challenges of a web-based course

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AUGMENTATIVE AND ALTERNATIVE COMMUNICATION 2005年第4期21卷 264-277页

作者： Lebel, T Olshtain, E Weiss, PL Univ Haifa IL-31999 Haifa Israel Hebrew Univ Jerusalem IL-91905 Jerusalem Israel Kibbutzim Coll Educ Tel Aviv Israel Mishaul Israeli Ctr Augmentat Commun & Assist Devices Jerusalem Israel

Although augmentative and alternative communication (AAC) has become a widely accepted means of supporting children who have complex communication needs, demographic data indicate that AAC instruction lags behind service delivery needs. In this paper, information is presented about a web-based AAC course for special education teachers, which was delivered primarily via distance learning. Also presented are data about ( a) how the course participants responded to material presented in the online format and (b) their level of satisfaction with the learning environment. As an investigation of what might be considered current best practice, both successes and difficulties that characterized the course are highlighted. A number of suggestions are made for improvements and recommendations for the delivery of media-enhanced web-based courses in ACC.

关键词： augmentative and alternative communication (AAC) teacher education web-based instruction online learning distance education professional training

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Exploring the Effect of Avatar Trust on Learners' Perceived Participation Intentions in an e-Learning Environment

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INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION 2016年第5期32卷 373-393页

作者： Chae, Seong Wook Lee, Kun Chang Seo, Young Wook Hoseo Univ Dept Business Adm Cheonan South Korea Sungkyunkwan Univ SKK Business Sch Myung Ryun 3-53 Seoul 110745 South Korea Sungkyunkwan Univ SAIHST Myung Ryun 3-53 Seoul 110745 South Korea Daejeon Univ Dept Business Consulting Daejeon South Korea

With continued advancements in web technology, e-learning systems have emerged as an effective venue in which learners can interact with online contents and they are often equipped with avatar instructors in lieu of human instructors. In this case, avatar trust, the learners' perceived trust in the avatar instructor, plays an important role in learners' perceived intentions to participate in the e-learning activities. We assumed that social presence positively affects participation intention (PI) through avatar trust. The main purpose of this study is to empirically validate this hypothesis. Using two types of avatars as a moderating factor, our hypothesis was tested against 200 valid questionnaires. We found that social presence had a statistically significant influence on perceived PI through avatar trust, and that an attractive avatar type sheds stronger moderating effect on paths between social presence and avatar trust, and path between trust and participation than does an expert avatar type.

关键词： RESEARCH web-based instruction Avatars (Virtual reality) Computers in education web-based user interfaces Information technology

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Data Fusion for Real-time Multimodal Emotion Recognition through webcams and Microphones in E-Learning

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INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION 2016年第5期32卷 415-430页

作者： Bahreini, Kiavash Nadolski, Rob Westera, Wim Open Univ Netherlands Fac Psychol & Educ Sci Res Ctr Learning Teaching & Technol Welten Inst Valkenburgerweg 177 NL-6419 AT Heerlen Netherlands

This article describes the validation study of our software that uses combined webcam and microphone data for real-time, continuous, unobtrusive emotion recognition as part of our FILTWAM framework. FILTWAM aims at deploying a real-time multimodal emotion recognition method for providing more adequate feedback to the learners through an online communication skills training. Herein, timely feedback is needed that reflects on the intended emotions they show and which is also useful to increase learners' awareness of their own behavior. At least, a reliable and valid software interpretation of performed face and voice emotions is needed to warrant such adequate feedback. This validation study therefore calibrates our software. The study uses a multimodal fusion method. Twelve test persons performed computer-based tasks in which they were asked to mimic specific facial and vocal emotions. All test persons' behavior was recorded on video and two raters independently scored the showed emotions, which were contrasted with the software recognition outcomes. A hybrid method for multimodal fusion of our multimodal software shows accuracy between 96.1% and 98.6% for the best-chosen WEKA classifiers over predicted emotions. The software fulfils its requirements of real-time data interpretation and reliable results.

关键词： RESEARCH web-based instruction webcams Microphone Computers in education Software architecture

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Developing and using a web-based project process throughout the software engineering curriculum

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JOURNAL OF SYSTEMS AND SOFTWARE 2005年第2期74卷 113-120页

作者： Bagert, DJ Mengel, SA Rose Hulman Inst Technol Dept Comp Sci & Software Engn Terre Haute IN 47803 USA Texas Tech Univ Dept Comp Sci Lubbock TX 79409 USA

In order to facilitate the study and use of software process, which is essential to the education of future software professionals, a standard and tailorable project process has been developed over the last five years at Texas Tech University for use in both undergraduate and graduate curricula, with a total of 12 courses involved. The process is entirely web-based, and includes a complete set of HTML document templates in order to facilitate the creation of project artifacts which are posted to the course web page. This method enhances communication between team members, including distance education students, and between the project team and client. The project process has received positive feedback from all stakeholders involved. This paper discusses the benefits of the web-based project process, its relation to curriculum models, and plans for a more formal assessment of the process. The portability of process to other institutions is also discussed, with an example provided involving the software engineering courses at the Rose-Hulman Institute of Technology. (C) 2003 Elsevier Inc. All rights reserved.

关键词： Software engineering Engineering web-based instruction Computer assisted instruction Curricula (Courses of study) Education

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Workflow and end-user quality of service issues in web-based education

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IEEE TRANSACTIONS ON KNOWLEDGE AND DATA ENGINEERING 1999年第4期11卷 673-687页

作者： Vouk, MA Bitzer, DL Klevans, RL N Carolina State Univ Dept Comp Sci Raleigh NC 27695 USA Fujitsu Network Commun Inc Raleigh NC 27609 USA

The option of obtaining education over networks is quickly becoming a reality for all those who have access to the Internet and the World Wide web (WWW). However, at present, network-based education (NBE) over the WWW and the Internet in general faces a number of pitfalls. The problems range from inadequate end-user quality of service (QoS), to inadequate materials, to shortcomings in learning paradigms, and to missing or inappropriate student assessment and feedback mechanisms. In this paper, we discuss some major issues that, although mostly solved for NBE, still face web-based education (WBE). These include the required workflow-oriented technological and quality of service support. In discussing the issues, we use examples from a wide-area NBE/WBE system called NovaNET and a WEE system called web Lecture System (WLS). We recommend that WEE system developers construct operational user (workflow) profiles before building their content and interfaces. Our experience is that, especially for synchronous WEE systems, user-level round-trip keystroke delays should not exceed about 250 ms and the overall availability of the system (including network-related service failures) should be at least 0.95. We also suggest that a successful WEE system will have a sound auto-adaptive knowledge assessment component, a "virtual" laboratory capability, and a set of strong collaborative functions. Until WEE systems match teacher/instructor and student workflows both technologically (as an appliance) and pedagogically, WEE, except in its most primitive form, will not be an effective educational tool.

关键词： network-based education end-user quality of service web lecture system NovaNET education workflows distance education computer-based training system reliability keystroke response time web-based instruction

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Learning Outcomes of Information Literacy instruction at Business Schools

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JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY 2011年第3期62卷 572-585页

作者： Detlor, Brian Julien, Heidi Willson, Rebekah Serenko, Alexander Lavallee, Maegen McMaster Univ DeGroote Sch Business Hamilton ON L8S 4M4 Canada Univ Alberta Sch Lib & Informat Studies Edmonton AB T6G 2J4 Canada Mt Royal Univ Lib Serv Calgary AB T3E 6K6 Canada Lakehead Univ Fac Business Adm Thunder Bay ON P7B 5E1 Canada

This paper reports results from an exploratory study investigating the factors affecting student learning outcomes of information literacy instruction (ILI) given at business schools. Specifically, the potential influence of student demographics, learning environment factors, and information literacy program components on behavioral, psychological, and benefit outcomes were examined. In total, 79 interviews with library administrators, librarians, teaching faculty, and students were conducted at three business schools with varying ILI emphases and characteristics. During these interviews, participants discussed students' ILI experiences and the outcomes arising from those experiences. Data collection also involved application of a standardized information literacy testing instrument that measures student information literacy competency. Analysis yielded the generation of a new holistic theoretical model based on information literacy and educational assessment theories. The model identifies potential salient factors of the learning environment, information literacy program components, and student demographics that may affect ILI student learning outcomes. Recommendations for practice and implications for future research are also made.

关键词： INFORMATION literacy education STUDY environment LITERACY programs LEARNING management EDUCATIONAL evaluation INFORMATION technology OUTCOME-based education SELF-efficacy in students ITEM response theory web-based instruction

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