Aspects Of Course Research Articles

The Problems and Countermeasures of Ideological and Political Reform in the Course of "Quantitative Remote Sensing" under the Background of New Engineering Construction

Within the New Engineering Education framework, there's an urgent demand to nurture outstanding professionals equipped with exceptional skills and competencies. The course "Quantitative Remote Sensing" assumes a pivotal role in shaping highly proficient remote sensing experts. It requires a seamless integration of ideological and educational aspects, aiming to bolster students' ethical principles and expand the pool of adept professionals driving remote sensing in China. Grounded in the context of the New Engineering Education, this article offers an overview of the prevailing challenges within the ideological and educational dimensions of the "Quantitative Remote Sensing" course. It proposes a multifaceted approach to revamping these dimensions and outlines a practical pathway for enhancing the course. The ultimate goal is to boost the effectiveness of the ideological and educational elements by introducing innovative teaching philosophies, methods, and content. This approach will accelerate the attainment of moral education goals and contribute to the advancement of the New Engineering Education paradigm. The issues scrutinized, reform strategies delineated, and the practical roadmap provided in this article furnish both theoretical and practical guidance for addressing ideological and educational aspects in courses spanning diverse disciplines within the New Engineering Education framework.

PROFESSIONAL SUBJECTIVITY OF AN ENGINEER IN THE COURSE DESIGNING OF A VALUE-COMPETENCE SYSTEM OF TRAINING BRIDGE BUILDERS

Currently, modern engineering education, combining pedagogical methods of the classical engineering school proven in practice and innovative developments, provides opportunities to use the entire arsenal of tools for training highly qualified specialists with the sustainable implementation of the practice-oriented systematic approach combining methods of students’ value-motivated attitude to the specialty and the achievements of professional competencies in the engineering field in the profile of training. One of the methodological forms that provide technological capabilities for training specialists is course designing, which involves students implementing a creative engineering concept and research competencies in the development of projects for real objects. The article is devoted to the methodological aspects of course designing implemented according to the specialist programme within the requirements of the Federal State Educational Standard for the Bridges specialisation at the present stage of professional education development.

СТАРТАП В ОБЛАСТИ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА

The article provides a number of examples of the development of startups in the field of artificial intelligence in Russia. And although the Russian Federation currently has almost all the conditions for their development, including in the field of artificial intelligence, many entrepreneurs cannot fully implement their startups due to a low level of training. The obvious need is to create and conduct educational theoretical and practical aspects of courses on the creation, characteristics of the country and promotion of startups in the field of artificial intelligence. An integral part of every startup is an investment proposal, which is given much attention in the article.

Undergraduate student experiences in remote lab courses during the COVID-19 pandemic

The 2020–2021 academic year was a unique time for many instructors who had to adapt their courses to be conducted remotely due to the COVID-19 pandemic. This was especially challenging for physics lab courses, which usually emphasize hands-on experiments. Although many courses have now returned to in-person teaching, the possibility remains of future disasters necessitating similar remote courses. It is important to understand how undergraduate students experienced remote physics lab courses during the pandemic, including what aspects of the courses contributed to positive student outcomes. To investigate this, we surveyed over 5000 students from 24 different institutions, asking how the students engaged with their physics lab courses during the 2020–2021 academic year. Here, we describe the frequency with which the students performed various class activities, aspects of the course environment, challenges the students faced, aspects of the courses the students found enjoyable, and some student outcomes. We further study the impact of the course activities and course environment on four of the outcomes (self-reported learning of lab skills, self-reported learning of concepts, course enjoyment, and development of a sense of community). We find that students who were provided clear expectations, had enough time for their coursework, frequently worked in groups, and frequently had access to guidance from their instructors were more likely to report positive outcomes. This work demonstrates the importance of certain aspects of lab courses for several desirable outcomes in remote lab courses during a pandemic, with findings that may transfer to in-person or remote lab courses in the future.4 MoreReceived 18 March 2022Accepted 1 June 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.020105Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasInstructional strategiesLearning environmentProfessional TopicsLower undergraduate studentsUpper undergraduate studentsPhysics Education Research

Robot intelligent grasping experimental platform combining Jetson NANO and machine vision

According to the requirements of the intelligent manufacturing experimental teaching project, this experimental platform develops a robot intelligent grasping experimental platform based on Jetson NANO and vision. The platform adopts the Jetson NANO controller based on Google open source machine learning framework TensorFlow + Keras, cooperates with the computer vision library OpenCV to develop the machine vision algorithm, and realizes the grasping and handling of materials based on a 6-DOF articulated robot, it can support open project-based experimental teaching. The experimental platform integrates the knowledge of robot control, machine vision, mechatronics and other aspects of courses, which can train students’ ability to solve complex engineering problems and stimulate students’ creative thinking. And the experimental platform has good openness. In the experimental teaching, it only needs to specify the objectives to be achieved without restricting the specific implementation methods. Students can independently design and test the algorithm program of each link in the visual positioning system through software, and deeply experience the relevant theoretical knowledge and practical methods through hands-on experiments.

Social Connectedness in Physical Isolation: Online Teaching Practices That Support Under-Represented Undergraduate Students’ Feelings of Belonging and Engagement in STEM

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging.

Features of the course and therapeutic aspects of deep vein thrombosis in elderly and senile patients

The problem of deep vein thrombosis (DVT) and pulmonary embolism in elderly and senile people, despite its obvious relevance, is not sufficiently covered in modern literature. It is known that about 70% of all thromboses develop in patients over 60 years of age Despite the higher risk of venous thromboembolic events (VTE) in older patients and higher rates of morbidity, mortality and treatment costs, the proportion of elderly patients is underrepresented in many clinical studies, and Clinical guidelines usually extrapolate the results of studies involving younger healthy patients to older people. It is unclear whether these recommendations are actually optimal for older people with VTE. The latest registry studies showed many aspects of course, treatment and prognosis of elderly patients with VTE. It became clear that in patients of this category, the risk of both bleeding as a result of therapy and the risk of recurrence of thromboembolic complications is seriously increased. This is especially noticeable in the presence of additional risk factors and comorbidity, especially an active tumor process. Thus, the need for special attention of medical specialists in relation to patients of the older age group should be emphasized in terms of the possibility of developing DVT and VTE.

اثر استخدام الرحلات المعرفيه في تنمية بعض مهارات الحاسب الالي لدى طلاب الصف الاول الثانوي بمحافظة المخواه

هدفت الدراسة إلى الکشف عن أثر استخدام الرحلات المعرفية عبر الويب في تنمية بعض مهارات الحاسوب لدى طلاب الصف الاول الثانوي بمحافظة المخواه، ولتحقيق هدف الدراسة استخدم الباحث المنهج التجريبي، القائم على تصميم المجموعتين، وتکونت المجموعة التجريبية من (25) طالبا تم تقديم المحتوى التعليمي لهم باستخدام الرحلة المعرفية عبر الويب، والمجموعة الضابطة تکونت من (25) طالبا تم تقديم المحتوى التعليمي لهم باستخدام بالطريقة الاعتيادية، وتشکلت أدوات الدراسة من اختبار تحصيل لقياس الجانب المعرفي للمقرر، وبطاقة ملاحظة لقياس الجوانب المهارية في نفس المقرر، وتم التأکد من صدقهما وثباتهما وقد أسفرت النتائج عن وجود فروق داله إحصائيا عند مستوى (α ≤ 0.05) بين متوسطي درجات المجموعتين في القياس البعدي في الاختبار التحصيلي، وبطاقة الملاحظة لصالح المجموعة التجريبية، کما دلت النتائج عن أثر مرتفع لاستخدام الرحلات المعرفية عبر الويب في الجانب المعرفي وکذلک الأداء المهاري، حيث بلغ مربع حجم الأثر على التوالي للاختبار المعرفي (0.44)، ولبطاقة الملاحظة (0.41). وبناء على النتائج السابق عرضها أوصت الدراسة بالعمل على تفعيل استخدام الرحلات المعرفية عبر الويب وتطوير مهارات بنائها وذلک لتنمية الجوانب المعرفية والمهارية لطلاب المرحلة الثانوية. The study aimed to uncover the effect of using webquest in developing Some computer skills for first-grade of secondary school in Al-Makhwah Governorate, to achieve the goal of the study the researcher used the experimental method based on the design of the two groups, The experimental group consisted of (25) students, to whom the educational content was presented using the webquest, and the control group consisted of (25) students who were presented the educational content to them using the usual way. The study tools consisted of an achievement test to measure the cognitive aspect of the course, and a note card to measure the skillful aspects of the same course, and their validity and reliability were confirmed. The results significant differences at the level (α ≤ 0.05) between the mean scores of the two groups in the post-measurement in the achievement test, and the observation card in favor of the experimental group. The square of the effect size was, respectively, for the cognitive test (0.44) and for the observation card (0.41). Based on the results previously presented, the study recommended working on activating the use of webquest and developing the skills of building them in order to develop the cognitive and skill aspects of secondary school students.

Using Student Generated Memes to Review Content and Build Class Community

Memes in popular culture are defined as an amusing or interesting item (such as a captioned picture or video) or genre of items that is spread widely online, especially through social media. In the Spring of 2020 biological memes became an integral aspect of my small 400-level Cancer Biology course at Westminster College, organically developing as a course component through student initiative. One individual emailed the students and instructor a single meme tying the movie Shrek to the tumor suppressor p21, and this new method of learning and reviewing content quickly became an embedded aspect of the course. For the remainder of the semester students were encouraged (but not required) to add memes to an email thread as new content was learned. In addition, exam questions were used where the students used a provided meme to explain a particular concept. An end of semester survey was conducted to assess the students’ perceptions on the effect of memes on their ability to learn and review concepts. 60% of students indicated that they created memes (developing between 3 and 10 during the course of the semester) and 100% reviewed the memes of others. Likert scale rankings (1-5, strongly disagree to strongly agree) indicated that students believed that creating memes helped them learn (4.1) and review (4.2) course content, which was at a level just below the use of course notes (4.5). Similarly, they felt that reviewing the memes of others helped them to study content (4.3) comparable to making diagrams or reviewing notes (4.6). In addition to these potential academic benefits, meme use also helped to build a course community, one that became essential in the wake of a mid-semester transition to online learning because of the Covid-19 pandemic. This community building effect was likely due in part to students creating memes about the course experience in addition to those directly related to content. All of the students strongly agreed that meme bolstered a sense of class community both within and outside of the classroom. Furthermore, when the course transitioned online 90% of students strongly agreed that memes helped to maintain this community. This student initiated active learning methodology has since led to the incorporation of meme use in other courses at Westminster, as bonus activities to supplement learning. This presentation will look at the initial assessment of meme use, provide examples of course generated memes and student interpretations of their meaning, discuss possible future usage of memes as a learning tool, and explore plans to broaden research into the effectiveness of this methodology for engaging students with each other and their learning.

Identification of Formal-Post Formal Reasoning Prospective Biology Teachers on Three Aspects of Courses

This descriptive study aims to determine the reasoning of the formal-post formal operations of biology teacher candidates in three aspects of lectures. The research sample consisted of 76 students who took part in the 2019/2020 academic year lectures which were taken using the purposive technique. The sample consisted of 29 students in the General Biology practicum subject, 24 students in the invertebrates practicum subject, and 23 students in the vertebrate zoology practicum subject. The data was collected through a test technique using formal-post-formal operational reasoning questions that were developed by themselves and had met the constructive and empirical valid criteria. Data analysis regarding the level of formal-post formal operational reasoning was carried out using the percentage correct score technique obtained for each item so that the correct score was obtained from all students. The results showed that there was a difference in the percentage level of formal-post formal operational reasoning for each level of student lectures. The highest to the lowest level of reasoning was obtained by students who took the vertebrates zoology practicum course by 67%, invertebrates zoology practicum by 67%, and general biology practicum by 17%. Also, students' formal operational reasoning in each subject tends to be lower when compared to their post-formal operational reasoning. The most common indicators of formal reasoning among the three aspects of the lecture are proportional reasoning, and indicators that are lacking are probabilistic and correlational.

Making a peoples defense and safety System

Article 30 of the 1945 Constitution is the basis for the formulation and drafting of Law No.3 / 2002 on national defense. In article 30, it is stipulated that national defense and security efforts are carried out through the system of defense and security of the total people by the Indonesian National Army and the Indonesian National Police, as the main force, and the people, as the supporting force. This system of defense and security for the people of the universe is then manifested in Law No.20 / 1982 concerning the main provisions of national defense. However, when the TAP MPR Number VI and Number VII was issued regarding the Separation of the Police from ABRI. The government is drafting a new Defense Law that is aligned to separate Defense and security that is adaptive to these changes. The defense is compiled and formulated and then translated into Law no. 3/2002, however, the Law on Security was not immediately realized, instead Law No.2 / 2002 concerning the Indonesian National Police. Until now, the Law on Security does not exist and has not been materialized. As a result, there is a gap between legislation in the defense sector and legislation in the security sector. Some of the mandates of Law No.3 / 2002 can then be translated into Laws, Government Regulations, Presidential decrees instead other legislation products to support national defense. 
 The lack of this security aspect of course affects the defense and security system which was previously manifested as a comprehensive unit which is of course adjusted to the history of the nation itself. In addition to defense duties which are military in nature, there are tasks in the field of military Nir which all fall into the category of security aspects. As long as there are no regulations governing Security, the Defense and Security System mandated in the 1945 constitution will never materialize.
 

Implementing a Blended Learning Approach to Foreign Language Teaching at SPbPU

One of the most significant trends in higher education today is combining conventional classroom instruction with online learning, or blended learning. Implementing blended learning for foreign language teaching has proven effective due to a variety of factors. Universities in Russia also switch to this new teaching model and design online courses to accompany and support traditional full-time teaching. In accordance with the SPbPU Provision on online-learning, a blended course of General English was launched in the Institute of Industrial Management, Economics and Trade (IIMET). The paper describes the aspects of course development and its structure. With the aim of evaluating the pilot blended project, we have conducted a survey to define the complexity level and elicit the most difficult aspects of the course, give account of students’ motivation level and ability to work self-consistently and responsibly, and measure the satisfaction level with the course. Test results show that much bigger number of students in pilot groups got excellent and good grades which increased by 40% compared to the results of control groups. Although some aspects of the experimental course were rather challenging and caused some complications, the majority of students opted for blended learning model, as it gives more flexibility, convenience and allows students to achieve good learning outcomes.

Discrepancies in purposes of student course evaluations: what does it mean to be \u201csatisfied\u201d?

Student evaluation of teaching is a multipurpose tool that aims to improve and assure educational quality. Improved teaching and student learning are central to educational enhancement. However, use of evaluation data for these purposes is less robust than expected. This paper explores how students and teachers perceive how different student evaluation methods at a Norwegian university invite students to provide feedback about aspects relevant to their learning processes. We discuss whether there are characteristics of the methods themselves that might affect the use of student evaluation. For the purpose of this study, interviews with teachers and students were conducted, and educational documents were analysed. Results indicated that evaluation questions in surveys emerged as mostly teaching-oriented, non-specific and satisfaction-based. This type of question did not request feedback from students about aspects that they considered relevant to their learning processes. Teachers noted limitations with surveys and said such questions were unsuitable for educational enhancement. In contrast, dialogue-based evaluation methods engaged students in discussions about their learning processes and increased students’ and teachers’ awareness about how aspects of courses improved and hindered students’ learning processes. Students regarded these dialogues as valuable for their learning processes and development of communication skills. The students expected all evaluations to be learning oriented and were surprised by the teaching focus in surveys. This discrepancy caused a gap between students’ expectations and the evaluation practice. Dialogue-based evaluation methods stand out as a promising alternative or supplement to a written student evaluation approach when focusing on students’ learning processes.

Why art? Exploring the contribution to mental well-being of the creative aspects and processes of visual art-making in an arts and mental health course

Background: Evaluations of participatory arts and mental health projects have consistently found improvements in mental well-being but the part played by the creative aspects, as distinct from the benefits of social interaction, remains unclear.Methods: This study explored the specific part played by the creative aspects of introductory arts courses that aim to improve mental well-being. Nine course participants consented to recording of accreditation assessment meetings held with them towards the end of their course.Results: Thematic analysis identified themes relating to two categories: creative processes and the learning that ensued. The creative processes were playful experimentation and inspiration. Learning processes revolved around learning to learn and artistic development.Conclusions: Previous studies have found play, inspiration and learning to be associated with well-being. It therefore seems reasonable to conclude that the creative aspects of the courses did play an important part in improving participants’ well-being.

Useful Online Resources and Educational Tools for Teaching English for Tourism and Hospitality

Tourism is a branch of economy with the vigorous growth whose influence penetrates society, politics, culture and the most importantly the economy. Approximately 100 million employees are estimated to work in the modern leisure and experience industry. Foreign languages competence is one of the key skills in this industry. The rapid advancement of technology has both influenced language learning and customers experience in tourism industry. This paper aims to discuss the influence of technology on these two aspects in courses for English for Tourism and Hospitality. Needs analyses conducted in this sector have proven and highlighted the importance of domain content digital genres in English for Specific Purposes. Hence, the focus of this paper will be placed on useful online resources and educational tools that can be used in English Language Teaching in the field of Tourism and Hospitality. Online resources in English that will be discusses are: Booking.com, Travel Agencies Websites and National Geographic Short Videos while online educational tools are: Social Networks (Facebook), Padlet and Duolingo. The engagement of these online resources and tools should enable Tourism English attendees during their course to learn to navigate and perform in digital environment and to use these resources and tools at their future job posts.

The Construction and Practice of Classified Talent Cultivation System Combining with Professional Certification

According to the idea of CDIO engineering education, this paper, combing with professional certification, makes training plan of Urban Rail Transit Vehicles Engineering direction in our school on the basis of research on universities at home and abroad. It strengthens the teaching of basic subjects and increases the weeks of practice link in the aspect of course offered to perfect undergraduate tutorial institution in the process of training. Besides, in the process of undergraduate education, it delegates different academic advisor forming the cooperative guidance of ideological and political instructors, professional tutor and academic advisor (Three mentoring) according to students’ willingness and potential, which can satisfy the requirements of students with different targets, needs and capabilities so that it helps realize classification of talent training. Allowing the students to participate in scientific research project and scientific and technological innovation activities of different levels and types, it improves students' learning capacity, innovation capability, cooperation capability and engineering practical ability. Through application practice of class 104 of School of Machine-Electricity and Automobile Engineering, it proves that classification talent cultivation system has feasibility and promoting significance which achieved satisfied results.

Shaping the future of learning using the student voice: we’re listening but are we hearing clearly?

Student voice data is a key factor as Manchester Metropolitan University strives to continually improve institutional technology enhanced learning (TEL) infrastructure. A bi-annual Institutional Student Survey enables students to communicate their experience of learning, teaching and assessment on programmes and specific units studied. Each cycle of the survey contains approximately 40–50,000 free text comments from students pertaining to what they appreciate and what they would like to see improved. A detailed thematic analysis of this data has identified 18 themes, arranged into six categories relating to the ‘Best’ aspects of courses, and 25 themes, arranged in seven categories in relation to aspects of courses considered to be ‘in need of improvement’. This student data was then used as a basis for semi-structured interviews with staff. Anecdotally, evidence suggested that student expectations and staff expectations around TEL and the virtual learning environment (VLE) differed. On-going evaluation of this work has highlighted a disconnect. In significant instances, academic colleagues seemingly misinterpret the student voice analysis and consequently struggle to respond effectively. In response to the analysis, the learning technologist’s role has been to re-interpret the analysis and redevelop TEL staff development and training activities. The changes implemented have focused on: contextualising resources in VLE; making lectures more interactive; enriching the curriculum with audio–visual resources; and setting expectations around communications. Keywords: student engagement; student voice; analytics; technology enhanced learning; student feedback (Published: 21 November 2016) Citation: Research in Learning Technology 2016, 24 : 30146 - http://dx.doi.org/10.3402/rlt.v24.30146

W. S. Cooper As I Knew Him: Teacher, Mentor and Friend

W. S. Cooper As I Knew Him: Teacher, Mentor and Friend

Outcome Based Education - Design Delivery and Assessment of Product Design and Development Course at Undergraduate Engineering Program

The implementation of Outcome Based Education (OBE) has been the focus of attention of technical institutions in India, often regarded as compliance driven instead of performance driven because of the mandatory requirement of NBA accreditation. Though the implementation seems very structured on paper, it involves daunting data collection process which results in lack of commitment among faculty members in ensuring success of OBE to reap the full benefits. This study reports the implementation of outcome based course design based on intended course learning outcomes (CLOs), planning the instruction delivery to get the intended outcomes to match learning preferences of students and assessment of course outcomes and measuring the attainment of outcomes as against the target for the continuous quality improvement. The New Product design & Development course offered as an open elective at seventh semester of undergraduate programme is chosen. A heterogeneous batch of 5 engineering programs has opted for this course, which is first time offered as open elective. The challenge lies in designing the curriculum to meet specific POs of five programs, designing the instructional delivery to address the students learning styles of different background and assessment tools and the attainment. The moderate target of 60-65 percent COs attainment target was kept and could be able to achieve about 55 percent attainment and this gap has given a lot of inputs for CQI of course design, delivery & assessment. The learning out of this course feedback has helped to improve the all aspects of course and look to a strong mapping with indentified program outcomes.

USHULUDDIN DAN GLOBALISASI: MENYONGSONG MASA DEPAN DENGAN HARAPAN

<p>Globalization has been the biggest influence in human life in all areas. Therefore, it becomes a challenge to adapt to the global world with no identity left as the Islamic Higher Education (IHE). In fact, Islamic Theology Department aspart of the IHE must beable to adapt quickly to the global world, in order not to befar be hind in education that has been evolved. Settling in all aspectsof course veryi mportant in order to face the future withthe expectance. The Experience of Islamic State (UIN) Sunan Kalijaga shown how the IHE included as the Department of Islamic Theology had done the alignment with the global world.</p>