Abstract: The vocational education, enhanced by technology and Recognition of Prior Learning (RPL) is going to be the main ingredient of the future of education. This is coming from the various issues of the current educational system like cost, time, type of course, type of curriculum, unemployment, to name the major reasons. Most millennials like to perform and learn rather than learning how to perform. This is the essence of vocational education be it any field from cooking, painting, plumbing to modern technologies using computers. Even a more theoretical course like entrepreneurship can be taught as to be an entrepreneur and learn about its nuances. The best way to learn accountancy is actually keeping accounts for a small business or grocer and learn the ropes of accountancy and finance. The purpose of this study is to investigate the relationship between vocational skills, RPL and new technologies with future employability. This study implies that individual's knowledge and skills are essential aspects to be emphasized in future education and to give credit for prior experience for future employability. Virtual reality can be used to stimulate workplace situations for vocational learning for fields like hospitality, medical emergencies, healthcare, draughtsman ship, building inspection, quantity surveying, estimation, to name a few. All disruptions in future education, especially vocational education, are going to be technology driven with the advent of AI, ML, IoT, VR, VI etc. Vocational education not only helps institutes cut costs drastically, but allows all students to have hands-on experiences, rather than to be observers. The earlier experiential learning theory and the recent theory of knowledge and skills-based learning modified and applied to the vocational education and development of skills is the proposed contribution of this paper. Apart from secondary research study on major scholarly articles, books, primary research using interviews, questionnaire surveys have been used to validate and test the reliability of the suggested model using Partial Least Square- Structural Equation Method (PLS-SEM), the factors being assimilated using an existing literature review. Major findings have been that there exists high relationship between the vocational skills, RPL, new technology to the future employability through mediation of future employability skills.
Abstract: It is recognized that people are the main drivers in almost all the processes that affect airworthiness assurance. This is especially true in the area of aircraft maintenance, which is an essential part of continuing airworthiness. This work investigates what impact English language proficiency, the intersection of the military and Thai cultures, and the lack of initial and continuing human factors training have on the work performance of maintenance personnel in the Royal Thai Air Force (RTAF). A quantitative research method based on a cross-sectional survey was used to gather data about these three key aspects of “people” in a military airworthiness environment. 30 questions were developed addressing the crucial topics of English language proficiency, impact of culture, and human factors training. The officers and the non-commissioned officers (NCOs) who work for the Aeronautical Engineering Divisions in the RTAF comprised the survey participants. The survey data were analysed to support various hypotheses by using a t-test method. English competency in the RTAF is very important since all of the service manuals for Thai military aircraft are written in English. Without such competency, it is difficult for maintenance staff to perform tasks and correctly interpret the relevant maintenance manual instructions; any misunderstandings could lead to potential accidents. The survey results showed that the officers appreciated the importance of this more than the NCOs, who are the people actually doing the hands-on maintenance work. Military culture focuses on the success of a given mission, and leverages the power distance between the lower and higher ranks. In Thai society, a power distance also exists between younger and older citizens. In the RTAF, such a combination tends to inhibit a just reporting culture and hence hinders safety. The survey results confirmed this, showing that the older people and higher ranks involved with RTAF aircraft maintenance believe that the workplace has a positive safety culture and climate, whereas the younger people and lower ranks think the opposite. The final area of consideration concerned human factors training and non-technical skills training. The survey revealed that those participants who had previously attended such courses appreciated its value and were aware of its benefits in daily life. However, currently there is no regulation in the RTAF to mandate recurrent training to maintain such knowledge and skills. The findings from this work suggest that the people involved in assuring the continuing airworthiness of the RTAF would benefit from: (i) more rigorous requirements and standards in the recruitment, initial training and continuation training regarding English competence; (ii) the development of a strong safety culture that exploits the uniqueness of both the military culture and the Thai culture; and (iii) providing more initial and recurrent training in human factors and non-technical skills.
Abstract: The fourth industrial revolution is changing the role of education substantially and, therefore, the role of instructors and learners at all levels. Education 4.0 is an imminent response to the needs of a globalized world where humans and technology are being aligned to enable endless possibilities, among them the need for students, as digital natives, to communicate effectively in at least one language besides their mother tongue, and also the requirement of developing theirs. This is an exploratory study in which a control group (N = 21), all of the students of Spanish as a foreign language at the university level, after taking a Spanish class, responded to an online questionnaire about the engagement, atmosphere, and environment in which their course was delivered. These aspects considered in the survey were relative to the instructor’s teaching style, including: (a) active, hands-on learning; (b) flexibility for in-class activities, easily switching between small group work, individual work, and whole-class discussion; and (c) integrating technology into the classroom. Strongly believing in these principles, the instructor deliberately taught the course in a SCALE-UP room, as it could facilitate such a positive and encouraging learning environment. These aspects are trends related to Education 4.0 and have become integral to the instructor’s pedagogical stance that calls for a constructive-affective role, instead of a transmissive one. As expected, with a learning environment that (a) fosters student engagement and (b) improves student outcomes, the subjects were highly engaged, which was partially due to the learning environment. An overwhelming majority (all but one) of students agreed or strongly agreed that the atmosphere and the environment were ideal. Outcomes of this study are relevant and indicate that it is about time for teachers to build up a meaningful correlation between humans and technology. We should see the trends of Education 4.0 not as a threat but as practices that should be in the hands of critical and creative instructors whose pedagogical stance responds to the needs of the learners in the 21st century.
Abstract: This paper describes the design and application of a short in-class project conducted in Algoma University’s Human-Computer Interaction (HCI) course taught at the Bachelor of Computer Science. The project was based on the Maker Movement (people using and reusing electronic components and everyday materials to tinker with technology and make interactive applications), where students applied low-cost and easy-to-use electronic components, the Arduino Uno microcontroller board, software tools, and everyday objects. Students collaborated in small teams by completing hands-on activities with them, making an interactive walking cane for blind people. At the end of the course, students filled out a Technology Acceptance Model version 2 (TAM2) questionnaire where they evaluated microcontroller boards’ applications in HCI classes. We also asked them about applying the Maker Movement in HCI classes. Results showed overall students’ positive opinions and response about using microcontroller boards in HCI classes. We strongly suggest that every HCI course should include practical activities related to tinkering with technology such as applying microcontroller boards, where students actively and constructively participate in teams for achieving learning objectives.
Abstract: Business education has been criticized for being too theoretical and distant from business life. Different types of experiential learning environments ranging from manual role-play to computer simulations and enterprise resource planning (ERP) systems have been used to introduce the realistic and practical experience into business learning. Each of these learning environments approaches business learning from a different perspective. The implementations tend to be individual exercises supplementing the traditional courses. We suggest combining them into a business skills laboratory resembling an actual workplace. In this paper, we present a concrete implementation of an ERP-supported business learning environment that is used throughout the first year undergraduate business curriculum. We validate the implementation by evaluating the learning outcomes through the different domains of Bloom’s taxonomy. We use the role-play oriented practice enterprise model as a comparison group. Our findings indicate that using the ERP simulation improves the poor and average students’ lower-level cognitive learning. On the affective domain, the ERP-simulation appears to enhance motivation to learn as well as perceived acquisition of practical hands-on skills.
Abstract: Metal Ship and Robotic Car is one of the hands-on activities in the course, the Fundamental of Engineering that can be divided into three parts. The first part, the metal ships, was made by using engineering drawings, physics and mathematics knowledge. The second part is where the students learned how to construct a robotic car and control it using computer programming. In the last part, the students had to combine the workings of these two objects in the final testing. This aim of study was to investigate the effectiveness of hands-on activity by integrating Science, Technology, Engineering and Mathematics (STEM) concepts to develop scientific and engineering skills. The results showed that the majority of students felt this hands-on activity lead to an increased confidence level in the integration of STEM. Moreover, 48% of all students engaged well with the STEM concepts. Students could obtain the knowledge of STEM through hands-on activities with the topics science and mathematics, engineering drawing, engineering workshop and computer programming; most students agree and strongly agree with this learning process. This indicated that the hands-on activity: “Metal Ship and Robotic Car” is a useful tool to integrate each aspect of STEM. Furthermore, hands-on activities positively influence a student’s interest which leads to increased learning achievement and also in developing scientific and engineering skills.
Abstract: Cybersecurity is one of the greatest challenges society faces in an age revolving around technological development. With cyber-attacks on the continuous rise, the nation needs to understand and learn ways that can prevent such attacks. A major contribution that can change the education system is to implement laboratories and competitions into academia. This method can improve and educate students with more hands-on exercises in a highly motivating setting. Considering the fact that students are the next generation of the nation’s workforce, it is important for students to understand concepts not only through books, but also through actual hands-on experiences in order for them to be prepared for the workforce. An effective cybersecurity education system is critical for creating a strong cyber secure workforce today and for the future. This paper emphasizes the need for awareness and the need for competitions and cybersecurity laboratories to be implemented into the education system.
Abstract: This paper compares the findings of two studies conducted to determine the effectiveness of simulation-based, hands-on and feedback mechanism on students learning by answering the following questions: 1). Does the use of simulation improve students’ learning outcomes? 2). How do students perceive the instructional design features embedded in the simulation program such as exploration and scaffolding support in learning new concepts? 3.) What is the effect of feedback mechanisms on students’ learning in the use of simulation-based labs? The paper also discusses the other aspects of findings which reveal that simulation by itself is not very effective in promoting student learning. Simulation becomes effective when it is followed by hands-on activity and feedback mechanisms. Furthermore, the paper presents recommendations for improving student learning through the use of simulation-based, hands-on, and feedback-based teaching methodologies.
Abstract: Feedback is a vital element for improving student
learning in a simulation-based training as it guides and refines
learning through scaffolding. A number of studies in literature have
shown that students’ learning is enhanced when feedback is provided
with personalized tutoring that offers specific guidance and adapts
feedback to the learner in a one-to-one environment. Thus, emulating
these adaptive aspects of human tutoring in simulation provides an
effective methodology to train individuals. This paper presents the results of a study that investigated the
effectiveness of automating different types of feedback techniques
such as Knowledge-of-Correct-Response (KCR) and Answer-Until-
Correct (AUC) in software simulation for learning basic information
technology concepts. For the purpose of comparison, techniques like
simulation with zero or no-feedback (NFB) and traditional hands-on
(HON) learning environments are also examined. The paper presents the summary of findings based on quantitative
analyses which reveal that the simulation based instructional
strategies are at least as effective as hands-on teaching methodologies
for the purpose of learning of IT concepts. The paper also compares
the results of the study with the earlier studies and recommends
strategies for using feedback mechanism to improve students’
learning in designing and simulation-based IT training.
Abstract: In order to understand whether there is a better than the
learning function of learning methods and improve the CAD Courses
for enterprise’s design human resource development, this research is
applied in learning practical learning computer graphics software. In
this study, Revit building information model for learning content,
design of two different modes of learning curriculum to learning,
learning functions, respectively, and project learning. Via a post-test,
questionnaires and student interviews, etc., to study the effectiveness
of a comparative analysis of two different modes of learning. Students
participate in a period of three weeks after a total of nine-hour course,
and finally written and hands-on test. In addition, fill in the
questionnaire response by the student learning, a total of fifteen
questionnaire title, problem type into the base operating software,
application software and software-based concept features three
directions. In addition to the questionnaire, and participants were
invited to two different learning methods to conduct interviews to
learn more about learning students the idea of two different modes.
The study found that the ad hoc short-term courses in learning, better
learning outcomes. On the other hand, functional style for the whole
course students are more satisfied, and the ad hoc style student is
difficult to accept the ad hoc style of learning.
Abstract: New Product Development (NPD) has got its roots on an Engineering background. Thus, one might wonder about the interest, opportunity, contents and delivery process, if students from soft sciences were involved. This paper addressed «What to teach?» and «How to do it?», as the preliminary research questions that originated the introduced propositions. The curriculum-developer model that was purposefully chosen to adapt the coursebook by pursuing macro/micro strategies was found significant by an exploratory qualitative case study. Moreover, learning was developed and value created by implementing the institutional curriculum through a creative, hands-on, experiencing, problem-solving, problem-based but organized teamwork approach. Product design of an orange squeezer complying with ill-defined requirements, including drafts, sketches, prototypes, CAD simulations and a business plan, plus a website, written reports and presentations were the deliverables that confirmed an innovative contribution towards research and practice of teaching and learning of engineering subjects to non-specialist operations managers candidates.
Abstract: This qualitative, quantitative mixed-method study explores how students- motivation and interest in creative hands-on activities affected their conceptual understanding of science. The objectives of this research include developing a greater understanding about how creative activities, incorporated into the classroom as instructional strategies, increase student motivation and their learning or mastery of science concepts. The creative activities are viewed as a motivational tool, a specific type of task, which have an impact on student goals. Pre-and-post tests, pre-and-post interviews, and student responses measure motivational-goal theory variables, interest in the activity, and conceptual change. Implications for education and future research will be discussed.
Abstract: In this article, we discuss project-based learning in the context of a wheel garden as an instructional tool in science and mathematics education. A wheel garden provides multiple opportunities to teach across the curriculum, to integrate disciplines, and to promote community involvement. Grounded in the theoretical framework of constructivism, the wheel garden provides a multidisciplined educational tool that provides a hands-on, non-traditional arena for learning. We will examine some of the cultural, art, science, and mathematics connections made with this project.
Abstract: This study was a part of the three-year longitudinal
research on setting up an math learning model for the disadvantaged
students in Taiwan. A target 2nd grade class with 10 regular students
and 6 disadvantaged students at a disadvantaged area in Taipei
participated in this study. Two units of a market basal math textbook
concerning fractions, three-dimensional figures, weight and capacity
were adapted to enhance their math learning motivations, confidences
and effects. The findings were (1) curriculum adaptation was effective
on enhancing students- learning motivations, confidences and effects;
(2) story-type problems and illustrations decreased difficulties on
understanding math language for students from new immigrant
families and students with special needs; (3) “concrete –
semiconcrete – abstract" teaching strategies and hands-on activities
were essential to raise students learning interests and effects; and (4)
curriculum adaptation knowledge and skills needed to be included in
the pre- and in-service teacher training programs.
Abstract: Computer network courses are essential parts of college computer science curriculum and hands-on networking experience is well recognized as an effective approach to help students understand better about the network concepts, the layered architecture of network protocols, and the dynamics of the networks. However, existing networking labs are usually server-based and relatively cumbersome, which require a certain level of specialty and resource to set up and maintain the lab environment. Many universities/colleges lack the resources and build-ups in this field and have difficulty to provide students with hands-on practice labs. A new affordable and easily-adoptable approach to networking labs is desirable to enhance network teaching and learning. In addition, current network labs are short on providing hands-on practice for modern wireless and mobile network learning. With the prevalence of smart mobile devices, wireless and mobile network are permeating into various aspects of our information society. The emerging and modern mobile technology provides computer science students with more authentic learning experience opportunities especially in network learning. A mobile device based hands-on labware can provide an excellent ‘real world’ authentic learning environment for computer network especially for wireless network study. In this paper, we present our mobile device-based hands-on labware (series of lab module) for computer network learning which is guided by authentic learning principles to immerse students in a real world relevant learning environment. We have been using this labware in teaching computer network, mobile security, and wireless network classes. The student feedback shows that students can learn more when they have hands-on authentic learning experience.
Abstract: A virtualized and virtual approach is presented on
academically preparing students to successfully engage at a strategic
perspective to understand those concerns and measures that are both
structured and not structured in the area of cyber security and
information assurance. The Master of Science in Cyber Security and
Information Assurance (MSCSIA) is a professional degree for those
who endeavor through technical and managerial measures to ensure
the security, confidentiality, integrity, authenticity, control,
availability and utility of the world-s computing and information
systems infrastructure. The National University Cyber Security and
Information Assurance program is offered as a Master-s degree. The
emphasis of the MSCSIA program uniquely includes hands-on
academic instruction using virtual computers. This past year, 2011,
the NU facility has become fully operational using system
architecture to provide a Virtual Education Laboratory (VEL)
accessible to both onsite and online students. The first student cohort
completed their MSCSIA training this past March 2, 2012 after
fulfilling 12 courses, for a total of 54 units of college credits. The
rapid pace scheduling of one course per month is immensely
challenging, perpetually changing, and virtually multifaceted. This
paper analyses these descriptive terms in consideration of those
globalization penetration breaches as present in today-s world of
cyber security. In addition, we present current NU practices to
mitigate risks.
Abstract: This paper reports on an effort to address the issue of
inequality in girls- and women-s access to science, engineering and
technology (SET) education and careers through raising awareness on
SET among secondary school girls in South Africa. Girls participated
in hands-on high-tech rapid prototyping environment of a fabrication
laboratory that was aimed at stimulating creativity and innovation as
part of a Fab Kids initiative. The Fab Kids intervention is about
creating a SET pipeline as part of the Young Engineers and Scientists
of Africa Initiative.The methodology was based on a real world
situation and a hands-on approach. In the process, participants
acquired a number of skills including computer-aided design,
research skills, communication skills, teamwork skills, technical
drawing skills, writing skills and problem-solving skills. Exposure to
technology enhanced the girls- confidence in being able to handle
technology-related tasks.
Abstract: The mineral having chemical compositional formula MgAl2O4 is called “spinel". The ferrites crystallize in spinel structure are known as spinel-ferrites or ferro-spinels. The spinel structure has a fcc cage of oxygen ions and the metallic cations are distributed among tetrahedral (A) and octahedral (B) interstitial voids (sites). The X-ray diffraction (XRD) intensity of each Bragg plane is sensitive to the distribution of cations in the interstitial voids of the spinel lattice. This leads to the method of determination of distribution of cations in the spinel oxides through XRD intensity analysis. The computer program for XRD intensity analysis has been developed in C language and also tested for the real experimental situation by synthesizing the spinel ferrite materials Mg0.6Zn0.4AlxFe2- xO4 and characterized them by X-ray diffractometry. The compositions of Mg0.6Zn0.4AlxFe2-xO4(x = 0.0 to 0.6) ferrites have been prepared by ceramic method and powder X-ray diffraction patterns were recorded. Thus, the authenticity of the program is checked by comparing the theoretically calculated data using computer simulation with the experimental ones. Further, the deduced cation distributions were used to fit the magnetization data using Localized canting of spins approach to explain the “recovery" of collinear spin structure due to Al3+ - substitution in Mg-Zn ferrites which is the case if A-site magnetic dilution and non-collinear spin structure. Since the distribution of cations in the spinel ferrites plays a very important role with regard to their electrical and magnetic properties, it is essential to determine the cation distribution in spinel lattice.
Abstract: Foundation of tower crane serves to ensure stability
against vertical and horizontal forces. If foundation stress is not
sufficient, tower crane may be subject to overturning, shearing or
foundation settlement. Therefore, engineering review of stable support
is a highly critical part of foundation design. However, there are not
many professionals who can conduct engineering review of tower
crane foundation and, if any, they have information only on a small
number of cranes in which they have hands-on experience. It is also
customary to rely on empirical knowledge and tower crane renter-s
recommendations rather than designing foundation on the basis of
engineering knowledge. Therefore, a foundation design automation
system considering not only lifting conditions but also overturning
risk, shearing and vertical force may facilitate production of foolproof
foundation design for experts and enable even non-experts to utilize
professional knowledge that only experts can access now. This study
proposes Automatic Design Algorithm for the Tower Crane
Foundations considering load and horizontal force.
Abstract: When studying electronics, hands-on experience is considered to be very valuable for a better understanding of the concepts of electricity and electronics. Students lacking sufficient time in the lab are often put at disadvantage. A way to overcome this, is by using interactive multimedia in a virtual environment. Instead of proposing another new ad-hoc simulator for e-learning, we propose in this paper an e-learning platform integrating the SPICE simulator as a web service. This enables to make use of all the functions of the de-facto standard simulator SPICE inelectronics when developing new simulations.