Notice bibliographique
Résumé
The purpose of this paper is to discuss using power point presentations to enhance circuits laboratories for a distance learning course.Students in this course meet with the instructor for one day instead of two hours for eight weeks during the quarter.Laboratory experiments with directions portrayed with diagrams, photographs, and words were given to the students to do at home before they came to campus with power point presentations.This allowed the students to be more familiar with the material before they traveled to the campus for their full day sessions and alleviated the frustrations they had with earlier experiments performed at home.Background: Distance Learning instruction in engineering education dates back to the late 1960's when Universities began offering graduate courses through this medium.1 Distance Learning offered an easy and affordable way to instruct small classes, the maturity of the Graduate student enabled them to overcome the technical difficulties.2 Distance Learning in undergraduate education is a relativity new development.Rochester Institute of Technology has been participating in distance learning teaching since 1989.RIT has used different formats in their distance-learning classes, which include flexible format, remote classroom, combination and video conferencing.3 In the two years that I have been teaching at RIT, the most popular format has been the flexible format.The distance-learning course to be discussed is Electronic Principles for Design.Students in this class have the course materials delivered to their homes.Lab materials are included with the course material and include a multimeter, resistors, potentiometers, capacitors, power supply and hookup wire.Students in the electronic course I have taught are only required to attend one 8-hour lab session per quarter, where they use lab equipment not available in their kits.They demonstrate proficiency in use of an oscilloscope and function generator through several practical experiments.When I started teaching the electronics course, the lab experiments that were being used were in the old format designed for weekly on campus lab experiments.These labs were well suited for the older format in distance learning where students would come to RIT or find a local community college to attend weekly or 3 -4 times per quarter to complete their lab requirements.In spite of the movement toward the newer flexible format students in this class were merely instructed to do what they could at home and finish the labs during the single all day session on campus.The use of Power Point as shown in this paper allowed me to create new laboratory experiments students could perform at home.These labs contained tutorials that allowed students to acquire important lab skills and complete the labs at home.Parts of the lab tutorials that helped students build their laboratory skills are presented in this paper.The laboratory assignments provided building blocks that will be used in future labs.Page 7.1268.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,003 | 0,004 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,024 | 0,009 |
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 source (Gemma direct ou Codex distillé), 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 ».