ABSTRACT
The pandemic of the COVID-19, has brought a great impact to the education and teaching, so the teaching can only be carried out online, in order to ensure the monitoring and management of teaching quality during teaching. This project import the latest information intelligent teaching system, multi-directional to ensure the monitoring and control of teaching quality, the deep integration of 'Rain Classroom' technology and teaching in this project, So that the interaction information between teachers and students can be recorded in real time during the online teaching, and organized, analyzed, stored also;Import the online teaching platform, collected the students records that finished homework during the epidemic;Import the online virtual experiment platform, online to finished the remote experimental operation of students. Thus, the trinity builds a three-dimensional teaching quality assurance system to escort high-quality big data course teaching during the epidemic. © 2023 IEEE.
ABSTRACT
In the modern era of computers, various new technologies have been arising. One such thing is a touchless application that is used or controlled aerially with hand gestures and movements. Augmented reality and virtual reality have come into use which is controlled by gesture controls. Applications that work with gesture controls have started targeting all kinds of users. Python libraries like MediaPipe and OpenCV are used in hand-tracking, palm detection and object detection. Our work aims in developing a virtual painter that helps young children to draw simple images and shapes of varying sizes. The tool recognizes the hand with hand and palm detector models of MediaPipe and capture the modes for selection and drawing using OpenCV library. In the covid pandemic where children are stuck at home and everything has become online, this tool helps them in practicing simple shapes virtually and also makes it interesting for them. The system is tested by drawing aerially with hands and using selection/drawing modes. It worked well with less time latency due to the inbuilt SSD algorithm used in MediaPipe. © 2022 IEEE.
ABSTRACT
Build and practice innovation and entrepreneurship education reform combining the revision of training programs with experimental platform construction under the background of new engineering. The reform solves the problems of poor cognition, low positioning, and an imperfect practical teaching system. The reform also provides a coping strategy for the highly difficult situation of student employment in the context of COVID-19. Based on improving the experimental platform and following the OBE (Outcome Based Education) education concept, the "integrated” innovation and entrepreneurship education reform and practice plan appears. It builds a progressive, organic, scientific, and reasonable experimental teaching system. It forms a platform to consolidate primary practical teaching, improve professional practical ability, exercise innovation and entrepreneurship ability. Based on "course ideology and politics”, the reform enhances the quality of teachers and creates a good atmosphere for students to establish correct socialist core values. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Traditional hydraulic drive experiments present a number of challenges. During the hydraulic transmission experiment, the equipment is easily damaged and must be frequently updated, which makes it difficult for a large number of students to study at the same time;the traditional offline, monotonous, and boring experiments make it difficult for students to increase their interest in learning from what is inherent;and most undergraduate students have to study at home due to the impact of COVID-19. Therefore, students need an excellent teaching system that allows them to perform experiments at home and improve their learning efficiency. A teaching system for the undergraduate hydraulic transmission course was designed to meet the needs of the hydraulic transmission course and to stimulate students' interest in learning. This teaching system allows students to spend more time outside of the class to analyze experimental results and relate concepts presented in lecture courses to experimental results. Finally, a course on hydraulic drives taught at Nanchang University was used to evaluate the effectiveness of this teaching system. The analysis based on positive student feedback and academic performance shows that the proposed teaching system is an effective learning tool for undergraduate students in their learning process. © 2023 by the authors.
ABSTRACT
This work presents the strategies used in the development of the teaching of the subject of Architecture Project III of the School of Architecture and Urbanism of the Federal Fluminense University from the return to classes during the period of the Covid-19 Coronavirus pandemic which started in 2020. The course was carried out in the online teaching system mediated by technology. Considering the complexity that the teaching of architecture design requires in the fourth semester of the course, and given the conditions imposed by the pandemic, the development of technology-mediated design teaching was a challenge faced by the teachers of the subject. The teaching project theme is complex and extensive and considers a mixed-use high-rise building, with residential and commercial units in a consolidated urban environment, oriented towards the design and development of open and closed spaces, as well as public, collective and private spaces. This article covers the experiences, the strategies adopted, the difficulties and the results obtained in the teaching of architectural design from September 2020 until February 10, 2022. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This work presents the strategies used in the development of the teaching of the subject of Architecture Project III of the School of Architecture and Urbanism of the Federal Fluminense University from the return to classes during the period of the Covid-19 Coronavirus pandemic which started in 2020. The course was carried out in the online teaching system mediated by technology. Considering the complexity that the teaching of architecture design requires in the fourth semester of the course, and given the conditions imposed by the pandemic, the development of technology-mediated design teaching was a challenge faced by the teachers of the subject. The teaching project theme is complex and extensive and considers a mixed-use high-rise building, with residential and commercial units in a consolidated urban environment, oriented towards the design and development of open and closed spaces, as well as public, collective and private spaces. This article covers the experiences, the strategies adopted, the difficulties and the results obtained in the teaching of architectural design from September 2020 until February 10, 2022. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Due to the Covid-19 pandemic, more than 1.2 billion students around the world were out of the classrooms in the year 2020. Nevertheless, in this age of technological innovation, schools and pedagogical institutions have resorted to online teaching through various video conferencing applications to maintain continuity in the crucial impartation of knowledge in the leaders of the upcoming generations. However, online teaching is a difficult medium for the teachers as well as students to adapt to. Due to its shortcomings, students fail to pay attention during the lecture which results in teacher's teaching in vain. Therefore, it is the need of the hour to implement an effective teaching system that can quantify the attention of an individual student as well as of the entire class during the online lecture. This will not only encourage the students to pay attention during the lecture but also assist the teacher with a powerful tool of determining the effectiveness of their teaching and thereby make changes to it to increase the attention of the entire class. © 2021 IEEE.
ABSTRACT
The spread of COVID-19 during 2020 caused universities across the world to adopt Emergency Remote Teaching. Lecturers and students had to stay home but targets still had to be met and grants secured. The problem for the Central University of Technology, Free State was that being a traditional face-to-face university employing a blended learning approach, many of its lecturers were unprepared to move their delivery online in such a short time. This paper documents the observation of a learning designer during the time of lockdown, between the beginning of April 2020 to end of March 2021. The paper takes an autoethnographic approach, retrospectively and selectively documenting the observations of the author. Five interventions were introduced to prepare lecturers for online delivery including an online asynchronous self-paced course, online synchronous short courses, face-to-face demonstrations using video conferencing software, a WhatsApp group, and short video tutorials. The observations showed that the WhatsApp group and video tutorials uploaded to YouTube provided the best support for lecturers as they created a sense of community, provided demonstrations, and were micro-lessons. © 2021 ACM.
ABSTRACT
At our university, the ECE department has striven over the last few years to provide undergraduate students with an educational experience that far exceeds the expectations of hiring managers. We surveyed students and employers to understand where the gap exists between new graduates and highly qualified engineers. New graduates frequently struggled at attaining the best internships. Even before they graduated, many of them started to seek out opportunities but often in vain. Furthermore, most new hires had to go through a season of training before they could become contributing employees. As a result, we wanted to design a course that would help us address the research question: “How can we deliver an engineering education that provides students the skills they need to succeed in the workforce?” By genuinely listening, we discovered a number of key insights which led to a highly successful course where students rapidly design hardware and software to interface with the world. In this paper, we discuss our motivations, the design of the course, what we have learned from teaching the course, and where we see the future of experiential education heading, especially in light of the COVID-19 pandemic and the need for highly effective remote instruction. We believe that the model we have created in this classroom experience successfully prepares students for the rigors of an engineering career. Our ECE department has a rich history of exemplary theoretical teaching, with a strong emphasis on research, but undergraduate students felt a void in how to apply that knowledge into engineering practice, especially in future careers. This is why in recent years we have strongly focused on experiential learning in all four years of the undergraduate experience. We developed courses for entering freshmen and capstones for graduating seniors, but we did not have anything for students in the heart of their university experience, particularly for those uncertain of their future aspirations. This was a driving force behind the formation of this course. The goal of the class was, and still is, to offer undergraduates experience with real-world data, teach them to work with a complete system, and provide them a contextual basis in which to apply their theoretical knowledge. This goal was established after careful consultation with our corporate affiliates and alumni. As a result, the course today has students build a fitness wearable from first principles. During the journey, they attain foundational Python software development skills and are exposed to many facets of ECE curriculum. In their final project, they repurpose their wearable to address a new, unrelated problem so as to be challenged to be critical thinkers working on open-ended problems - a highly sought-after skill by employers we surveyed. Due to the modular, often self-paced nature of the course, it has had a serendipitous outcome during the pandemic - namely, while being a highly hands-on course, it actually works extremely well in settings of remote instruction. Feedback from students has been surprisingly positive as they have had to work on their project kits from their homes rather than in the lab setting. Since much of their instruction in their other classes has shifted to lectures offered via video conferencing software, any opportunity to actually work with their hands has led to marked excitement and eagerness to participate in class, as has been directly observed by us. The focus of this paper will be to breakdown the course curriculum, demonstrate how it offers students a unique learning experience, and illustrate the effectiveness of the material even during remote instruction. © American Society for Engineering Education, 2021
ABSTRACT
A study has been conducted to evaluate the virtual reality technology and online teaching system among medical students of Bogomolets NationalMedical University, Ukraine during COVID-19 pandemic. The final questionnairecontained the 15 questions with 5 options to comprehensively evaluate thevirtual reality technology and online teaching system. The feedback of the surveywas analyzed to find effectiveness of virtual reality technology and online teachingin medical education in Ukraine. Data of survey reflected that mostly studentsadopted and agreed on virtual reality technology and online teaching and admittedthat these technologies are best alternatives to physical learning with the65.79% an agreement with the user-friendly interface for virtual reality andonline teaching system, while, 64.03% showed an agreement that virtual realityand online teaching system compensated the suspension of face-to-face medicaleducation during the COVID-19. During online learning, there was ample timefor educational activities as depicted from their response of 36.84% as stronglyagree, 35.96% as agree, 6.14% as disagree, 4.39% as strongly disagree and16.67% as neither agree nor disagree. Tutors/teachers also enjoyed virtual realityand online learning through their experience and flexibility in time management.Likewise, the results of all questions showed positive reviews and encouragedvirtual reality and online teaching in academic continuity and stability in medicaleducation in Ukraine. It can be concluded that digital learning environments areextremely effective in terms of medical students and staff satisfaction, accomplishment,and technical learning skill growth © 2021. International Journal of Emerging Technologies in Learning. All Rights Reserved.