Civil Engineering Education in a Visualization Environment: Experiences with VizClass

Grimes, Douglas; Warschauer, Mark; Hutchinson, Tara C.; Kuester, Falko

doi:10.1002/j.2168-9830.2006.tb00897.x

Cited by 14 publications

(10 citation statements)

References 20 publications

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“…First, it is electronic textbooks, exercise machines, virtual laboratories, training games [8,9]. They can be used during studies in a class or in independent work.…”

Section: Introductionmentioning

confidence: 99%

Experience of Use of Knowledge Relative Assessment System for Training in Area of Civil Engineering

Romanova

2017

MATEC Web Conf.

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Abstract. Nowadays E-Learning is becoming more and more relevant in training civil engineers. Electronic resources are used for classroom activities and for independent work. It allows allocating extra time for development of practical skills. Experience of remote knowledge control application in the educational process of Moscow State University of Civil Engineering is presented in the article. The control system is called Knowledge Relative Assessment System using Bekker's method. The following steps of system using are described in detail in the article: loading test material, action of users, protection from wrong acts and calculation of rating. The main merits and demerits from the point of view of teachers and students are listed.

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“…First, it is electronic textbooks, exercise machines, virtual laboratories, training games [8,9]. They can be used during studies in a class or in independent work.…”

Section: Introductionmentioning

confidence: 99%

Experience of Use of Knowledge Relative Assessment System for Training in Area of Civil Engineering

Romanova

2017

MATEC Web Conf.

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“…In terms of skills development and training, the use of stereoscopic video displays enhances the learning process and ongoing effectiveness of users by allowing operators ‘to undertake less initial training and less constant practice in order to maintain their skills at a suitable level’ (Drasic, 1991). So effective is the utilisation of stereoscopic imaging in the training environment that the use of static, stereo‐paired images and three‐dimensionally rotatable graphical models is commonplace in areas where spatial understanding is essential—such as in the teaching of anatomy and surgery (Hamilton et al , 2002; Karger, 1999; Perry, Kuehn & Langlois, 2007), civil and mining engineering (Grimes, Warschauer, Hutchinson & Kuester, 2006; McAlpine & Stothard, 2005), and in physics and chemistry. The use of stereo‐photogrammetry to recreate topographical data from aerial survey photographs is a well‐established practice and has been used for nearly a century.…”

Section: Introductionmentioning

confidence: 99%

A simple, low‐cost stereographic video capture and viewing solution for teaching psychomotor skills using online delivery

White

2010

Brit J Educational Tech

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It is recognised that the teaching of complex psychomotor skills using online delivery is difficult without the support of either face-to-face coaching and tuition or a stereoscopic viewing system that provides users with a feel for the spatial nature of the skills being taught. To date, the limitations of bandwidth, and the high cost and sophistication of existing three-dimensional video production and viewing technologies have limited the use of stereoscopic video imaging to highly funded fields, such as sports and medical research or military applications. The advent of desktop video editing software, along with personal video players (such as the Apple iPod and iPhone) with small screens utilising efficient video codecs, means that high-quality video podcasts can now be effectively created and delivered via the Internet. Combining these new video technologies with a conventional analogue stereo viewing and capture system makes the production of stereoscopic video potentially much more accessible to educators as a practical teaching tool. This paper seeks to alert educational designers to an exploratory study into a potentially useful methodology for the capture, production, dissemination and viewing of stereoscopic video images using existing, low-cost technologies. Aside from the production of a simple viewer, the process is straightforward and requires only basic and readily available equipment. Applications in education as well as vocational and sports training are self-evident.

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“…Almost all of these applications have been assimilated in engineering mechanics. Although in early 1990s, when computer-aided instruction tools started to emerge, research studies reported slight positive impacts due to computer applications, a situation which has now changed drastically 18,10,2,16 . Use of modern educational tools, such as simulation software models and visualization techniques, is not only effective but is also often required in engineering mechanics course curricula to assist students in understanding the engineering aspects of dynamics.…”

Section: Computer Applications As Learning Tools In Engineering Mechamentioning

confidence: 99%

“…To date, numerous educational tools and methods have been developed by various researchers to improve student performance in engineering mechanics 6,7,8 . These methods include, among others, novel teaching techniques, instructive and interactive computer modules, and the involvement of students in the process of learning through a variety of projects and similar activities 9,10 . Most of the above-mentioned tools/methods attempt either to distribute the content in order to decrease the cognitive load, or to enhance the representation of the content that is meant to assist students with the geometrical and physical perceptions 2,5 .…”

Section: Introductionmentioning

confidence: 99%

Application of Computer Simulation and Animation (CSA) in Teaching and Learning Engineering Mechanics

Tajvidi

Fang

2015 ASEE Annual Conference and Exposition Proceedings

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Moe Tajvidi is a PhD student in engineering education at Utah State University. His BSc and MS degrees are in civil and structural engineering and he has a sixteen year long career experience in structural engineering along with four years of college instruction of both basic and advanced civil engineering courses. In his teaching experience he has been committed to introducing real life engineering problems to the learning environment. The subjects he has taught include engineering mechanics (statics, dynamics, and mechanics of material), soil mechanics and foundation engineering. His research areas of interest include: use of computer simulation in engineering education, project-based learning and innovative teaching techniques in interdisciplinary topics. He is also a member of ASCE and ASEE. Prof. Ning Fang, Utah State UniversityNing Fang is a Professor in the College of Engineering at Utah State University, USA. He has taught a variety of courses at both graduate and undergraduate levels, such as engineering dynamics, metal machining, and design for manufacturing. His areas of interest include computer-assisted instructional technology, curricular reform in engineering education, the modeling and optimization of manufacturing processes, and lean product design. He earned his PhD, MS, and BS degrees in mechanical engineering and is the author of more than 60 technical papers published in refereed international journals and conference proceedings. He is a Senior Member of the Society for Manufacturing Engineering, a member of the American Society of Mechanical Engineers, and a member of the American Society for Engineering Education.c American Society for Engineering Education, 2015Page 26.221.1 Application of Computer Simulation and Animation (CSA) in Teaching and Learning Engineering Mechanics AbstractUse of computer simulation and animation (CSA) in higher education is growing rapidly and has become a major trend in undergraduate engineering education. This paper conducts a comprehensive and critical literature review regarding the use of CSA as a learning aid to teach engineering mechanics courses. The paper addresses two main topics: (1) pedagogical innovations in the instruction of engineering mechanics, and (2) using CSA as a learning tool in engineering mechanics education. Representative pedagogical innovations are clustered into three categories: (1) altering the engineering mechanics curriculum, (2) active learning strategies, and (3) the application of enhancement resources. Focusing on CSA as an effective enhancement tool, this literature review summarizes the main characteristics of CSA modules that impact student learning: visualization enhancement, interactive features, and straightforwardness. Major theoretical, methodological issues and practical implications as well as the strengths and weaknesses in the published studies within cognitive learning domain are reviewed. The literature review show that although all studies justify the practical effectiveness of CSA modules in improving learnin...

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Civil Engineering Education in a Visualization Environment: Experiences with VizClass

Cited by 14 publications

References 20 publications

Experience of Use of Knowledge Relative Assessment System for Training in Area of Civil Engineering

Experience of Use of Knowledge Relative Assessment System for Training in Area of Civil Engineering

A simple, low‐cost stereographic video capture and viewing solution for teaching psychomotor skills using online delivery

Application of Computer Simulation and Animation (CSA) in Teaching and Learning Engineering Mechanics

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