Modelling, simulation, animation, and real-time control (MoSART) for a class of electromechanical systems: a system-theoretic approach

Rodriguez, Armando A.; Metzger, R.P.; Cifdaloz, O.; Dhirasakdanon, Thanate; Welfert, Bruno D.

doi:10.1080/00207390412331285730

Cited by 3 publications

(1 citation statement)

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“…A variety of graphical user interfaces and other interactive simulation and analysis tools have been developed [23][24][25][26][27][28][29][30]. Researchers have long called for standardization and shared resources [31].…”

Section: Student Learning In Introductory Control Theory Coursesmentioning

confidence: 99%

Improved Learning Through Collaborative, Scenario-based Quizzes in an Undergraduate Control Theory Course

Oishi¹,

Svihla²,

Law³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Information, and Leaning Sciences. He received his PhD in Educational Psychology from the University of Oklahoma. His research explores the social aspects of self-regulation in collaborative learning environments. In addition, he has been conducting studies examining the effects of different scaffolding approaches, including massively multiplayer online games, computer-based simulation, and dynamic modeling, on students' complex problem-solving learning outcomes. Improved learning through collaborative, scenario-based quizzes in an undergraduate control theory course Abstract A significant challenge for many students in introductory control theory courses is the abstract mathematical concepts, as well as application of those concepts to engineering problems. When students are overwhelmed with the material, they often aim for rote application of mathematical formulas, without attempting higher-level critical thinking (e.g., evaluation, comparison, design).We constructed a series of five in-class scenario-based quizzes, implemented in lieu of standard lectures, to facilitate higher levels of understanding. Students worked in teams of three to solve multiple-choice and short-answer problems designed around a specific scenario. For example, one scenario involved analysis of transient properties (e.g., settling time, percent overshoot) of a teleoperation system for robotic surgery, and prompted students to weigh trade-offs between responsiveness and excessive motion. In order to assess the value of collaboration in these quizzes, we contrast student gains on one scenario-based quiz completed individually to those completed collaboratively. We evaluated pre-test performance and conceptual growth using a validated concept inventory [1]. Students also completed a pre/post measure of their abilities to co-regulate their work as members of a group. We found that students showed improved coregulation abilities, performed lowest on the individually completed quiz, and that the students who began with the lowest scores on the concept inventory had comparable outcomes to their higher-scoring peers. Collaborative quizzes are well aligned to active learning approaches to teaching and have potential to improve understanding of math-intensive engineering concepts, as well as further develop students' ability to apply these concepts to actual engineering analysis and design problems. Introduction and research purpose

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