Notice bibliographique
Résumé
This paper illustrates the learning benefits and the collective efficacy of student project teams in engineering design education. We describe the impact of learning for a fourth year design project on student lifetime knowledge at both ends: project builders (fourth year students enrolled in the three programs of Electrical, Computer and Software engineering of the Department of Electrical and Computer Engineering of the University of Calgary) and product users- all students taking electric circuits laboratories (for our programs or from the Faculty of Engineering-common core). Much understanding about learning and cognition has been achieved during the cognitive analysis of the course outcomes for the first course on digital circuits offered in the Department of Electrical and Computer Engineering of the University of Calgary. As a result, we present cognitive strategies and their use in the introduction of simple digital circuits (flip-flops) and the design of a traffic light controller. We have developed a virtual laboratory with digital circuits and instrumentation components is a first attempt to motivate students to do the pre-lab exercises for digital and electric circuits and reuse them to refresh their training in using the appropriate functions of the buttons and devices needed for any electronic data generation and acquisition. The components of this educational environment have been created based on the criteria of professionalism stated by the guidelines of the Association of Professional Engineers, Geophysicists and Geologists of Alberta (APEGGA) and the University of Calgary learning plan. Over the past four years, six student teams have undertaken and successfully accomplished design projects which produced the main components of the departmental virtual laboratory: real-time control of electronic instruments and of a traffic light, traffic signal simulation with a digitized voice synthesis tool and operational simulation of simple finite state machines. The educational site integrates exercises with progressive degree of difficulty, from simple gates to digital controllers. The students are invited to take a virtual visit of the laboratory rooms in which they will perform course required experiments in order to easier locate the devices to be used as well as operate them appropriately. For project completion, the teams have been trained to adopt a framework for implementing a hierarchical model of learning as the basis for developing skills and methods.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».