In many universities there seems to be an "eLearning Contradiction" between the expressed need to integrate technology into the teaching-learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO). The object can be viewed at http://innovation.dc-uoit.ca/cloe/lo/cf/ This account is grounded in practical experiences and supported by the research literature. First, we offer a rationale for the development of C-FLO. We then illustrate how an interdisciplinary collaborative perspective enhanced both the process and learning outcomes. The impact of this learning object from both the learners' and professors' perspectives is detailed. Collaborative projects such as C-FLO, where professors share resources and expertise to improve student learning, could be a first step toward addressing the eLearning Contradiction.
With the need of more responsive and resilient manufacturing processes for high value, customised products, Flexible Manufacturing Systems (FMS) remain a very relevant manufacturing approach. Due to their complexity, quality monitoring in these types of systems can be very difficult, particularly in those scenarios where the monitoring cannot be fully automated due to functional, safety and legal characteristics. In these scenarios, quality practitioners concentrate on monitoring the most critical processes and leaving out the inspection of those that are still meeting quality requirements but showing signs of future failure. In this paper we introduce a methodology and visualisation tool based on data analytics that allows the practitioner to anticipate out of control processes and take action. By identifying a reference model or best performing machine, and the occurring patterns in the quality data, the presented approach identifies the adjustable processes that are still in control, allowing the practitioner to decide if any changes in the machine's settings are needed (tool replacement, repositioning the axis, etc). An initial deployment of the tool at BMW Plant Hams Hall to monitor a focussed set of part types and features has shown a reduction in scrap of 97% throughout 2020 in relation to the monitored features compared to the previous year. This in the long run will reduce reaction time in following quality control procedure, reduce significant scrap costs and ultimately reduce the need for measurements and enable more output in terms of volume capacity.
In 1997, Drucker suggested that due to the availability of the Internet for delivering university courses and programs, traditional higher education was in deep crisis. He claimed that university buildings were about to become “hopelessly unsuited and totally unneeded” (Drucker, 1997, p. 127). Yet in spite of this, and the technological advances that support the design, development, and delivery of alternative pedagogical approaches, many universities and university professors have resisted integrating educational technology into their teaching practices. A look at today’s university campuses, over a decade after Drucker’s prediction that university buildings are “totally unneeded,” suggests that the “brick and mortar growth” within universities is thriving. Part of what has prevented the proliferation of e-learning and other educational technologies is resistance on the part of teachers and professors to adopt it.
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