A multimedia-workshop learning environment for statics

Holzer, Siegfried M.; Andruet, Raul H.

doi:10.1109/fie.1995.483056

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…The laboratory portion of these courses provides a visual aid that is essential to the overall comprehension of engineering students since they are able to encounter and apply basic concepts in structural engineering. Several studies [1][2][3][4] show the importance of hands-on learning for engineering students. In these, it was demonstrated that the performance levels of students enrolled in combined lecture and hands-on laboratory courses were enhanced over those enrolled in engineering theory without a Corresponding author: Tadeh Zirakian, Ph.D., P.E.…”

Section: Introductionmentioning

confidence: 99%

SEE Laboratory: Single-Story, Single-Bay Portal Frame

Opinion¹,

Rico²,

Guardado³

et al. 2017

JCEA

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This research paper describes an SEE (Structural Engineering Encounter) Lab project. The paper reports on the development of a single-story, single-bay portal frame model as part of the AIMS 2 (attract, inspire, mentor and support students) grant supported through the US DOE (Department of Education) summer research program at California State University, Northridge. This research effort is part of a comprehensive program to develop laboratory models of structures commonly encountered in civil engineering practice, which can serve the dual purpose of accomplishing engineering education and research in the areas of structural and earthquake engineering. The objective of the present study was to construct a physical model of the aforementioned frame to experimentally collect data due to the application of vertical and lateral loadings through instrumentation such as strain gages and an LVDT (linear variable differential transformer) displacement transducer, and also to make comparisons with theoretical and numerical predictions.

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Section: Introductionmentioning

confidence: 99%

SEE Laboratory: Single-Story, Single-Bay Portal Frame

Opinion¹,

Rico²,

Guardado³

et al. 2017

JCEA

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“…The principle of constructivism 11 can be expressed as: "knowledge must be constructed by the learner; it can not be supplied by the teacher." 13 This same idea is given by the Farsi proverb: A well must produce its own water. The implications are: "We are all responsible for our own learning; the teacher is responsible for creating an effective learning environment."…”

Section: Constructivismmentioning

confidence: 88%

Neoclassical Active Learning Approach For Structural Analysis

Davalos¹

2003 Annual Conference Proceedings

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Most beginning students in an introductory structural analysis course do not appear to have a sound understanding of fundamental concepts, and in general, students lack the ability to visualize the deformed shapes of simple structures. One possible reason for this learning deficiency may be that the classical lecture-mode of teaching by itself may not be sufficient for students to grasp basic concepts, and a more active classroom participation by students may be needed. The objective of this study is to provide an interactive and a collaborative, team-oriented classroom environment for students to explore theoretical concepts through physical experiments and computer modeling. The primary guiding principle in the development of the laboratory modules is constructivism, which was implemented by creating an experiential learning environment through the use of active learning techniques. The laboratory sessions provide an opportunity for students to enquire, explore, collaborate, and have fun while learning. Eleven laboratory modules have been developed, covering topics from static equilibrium to the measurement of displacements and strains for beams, frames and trusses. The laboratory provides an excellent forum for experiential learning, whereby an experience is transformed into knowledge. The final result is a comprehensive teaching approach that efficiently merges theory, computer modeling, and experiments into an exciting learning environment. The use of an active learning approach has proved to be successful in enhancing the ability of students to master the fundamental topics of structural analysis. The development of active learning environments should be considered for other engineering courses where students have difficulty with fundamental concepts or where the ability to visualize physical behaviors is essential in understanding and mastering the course material. Overview We present in this paper laboratory and computer activities, which are designed to complement the lecture portion of an introductory structural analysis junior-level course in Civil Engineering curricula. The objective is to create an effective environment for students to dynamically participate in their own learning by adopting an "active learning approach," which combines classical methods of analysis with laboratory experiments and computer modeling.

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“…1), our goal and challenge is to promote an interactive, collaborative, and team-oriented environment for students to participate dynamically in their own learning; the laboratory sessions provide an opportunity for students to inquire, explore, collaborate, learn how to learn (life-long learning), and have fun while learning. Guiding Principles: Following previous studies by Holzer et al 6,7 and Davalos et al 8 , the primary guiding principle used in the design of the "active learning" activities is "constructivism," supplemented by "experiential learning" and "continuous learning." The principle of constructivism 9 can be expressed as: "knowledge must be constructed by the learner; it can not be supplied by the teacher," 6 as notably illustrated by the Farsi proverb: A well must produce its own water.…”

Section: Proceedings Of the 2003 American Society For Engineering Edumentioning

confidence: 99%

“…Guiding Principles: Following previous studies by Holzer et al 6,7 and Davalos et al 8 , the primary guiding principle used in the design of the "active learning" activities is "constructivism," supplemented by "experiential learning" and "continuous learning." The principle of constructivism 9 can be expressed as: "knowledge must be constructed by the learner; it can not be supplied by the teacher," 6 as notably illustrated by the Farsi proverb: A well must produce its own water. The implications are: "We are all responsible for our own learning, and the teacher is responsible for creating an effective learning environment."…”

Section: Proceedings Of the 2003 American Society For Engineering Edumentioning

confidence: 99%

Effective Teaching And Learning Of Composite Materials For Undergraduate Civil Engineering Students

Davalos¹

2003 Annual Conference Proceedings

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Motivated by two pressing concerns in engineering education, a general need for creating efficient learning environments and a specific need to educate civil engineering students in advanced composite materials (ACM), this paper is concerned with a NSF-supported effort for developing teaching guides for ACM in civil engineering curricula. The approach is based on "active learning," which consists of integrating innovative laboratory techniques with computer modeling and visualization tools to create an interactive and a collaborative team-oriented environment for students to dynamically participate in their own learning. An active learning approach is used to develop the instructional materials for ACM. The goal of the "active learning" curriculum is to create an effective learning environment where students enjoy "hands-on" experiences through laboratory experiments and computer simulations and illustrations. The general objectives of this study are: (a) to develop a framework on active learning approach, (b) to apply this framework to design teaching modules on fundamentals and applications of ACM; and (c) to translate the teaching guides into multimedia applications for use at other universities, using the Internet as a delivery medium. The developed teaching guides have been successfully implemented at West Virginia University and at the University of Akron, OH.

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A multimedia-workshop learning environment for statics

Cited by 5 publications

References 4 publications

SEE Laboratory: Single-Story, Single-Bay Portal Frame

SEE Laboratory: Single-Story, Single-Bay Portal Frame

Neoclassical Active Learning Approach For Structural Analysis

Effective Teaching And Learning Of Composite Materials For Undergraduate Civil Engineering Students

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