Online education has gained considerable attention due to measures related to the COVID-19 pandemic. However, lectures using books and videos require “verbal memory,” which uses the hippocampus, while practical exercises require “procedural memory,” which uses the cerebellum; they employ different parts of the brain. Thus, in topics in the field of bioengineering, including PCR tests, medicine, and animal research, as well as those in manufacturing, educational books and videos are insufficient, and courses with hands-on training in practical exercises are indispensable.
Here, inspired by a flight simulator, we developed an online virtual learning system for bioengineering experiments, named Bio-Maister, and polymerase chain reaction (PCR) content to run on it. The PCR method is basic technology learned in higher education, such as in the senior level of bioengineering programs in technical colleges and universities. However, it is also a complex experiment that requires the use of more than 10 expensive reagents, more than 20 different types of large and small instruments, and the precise manual execution of several hundred steps over several hours. It is also highly hazardous because of the use of carcinogens. PCR content on Bio-Maister allows users to learn the PCR method step-by-step while operating on a PC. This method was implemented in an actual class of 60 students and received high grades from the students. We plan to develop much more content, such as antigen-antibody reactions, cell culture, and gene editing, while further developing the application as a tool for students to prepare for hands-on experiments.
In the future, we aim to develop a remote tool that allows students to safely learn advanced manual operations not only in bioengineering, but also in chemical experiments and various machine operations, without requiring much money, time, and efforts, thus contributing to engineering education.
According to Thorne (2016), collaborative work and cross-cultural exchange between learners across national and regional boundaries using online communication tools are generally understood as telecollaborative exchanges. In the field of language education, since the beginning of the 2020s, due to Covid-19, educational practices incorporating telecollaborative exchanges have attracted more attention. This presentation shows that based on an online Japanese conversation session, which is called “Nihongo Hiroba”, held between technical college students in Thailand and Japan, how participants, who faced differences in language proficiency levels such as Japanese and English and differences in cultural backgrounds, coordinate their communication with each other and establish mutual understanding. Furthermore, based on this knowledge, we argue that this practice will contribute to the development of tutors from the perspective of improving the ability of students as supporters to connect with people who have diverse linguistic and cultural backgrounds.
In this practice, participants meet online once a week to chat. The participants were Thai college students who are going to study at the Japanese Colleges of Technology, Japanese students enrolled at Sendai College of Technology, and Thai exchange students. The purpose of this practice is to provide Thai students with an opportunity to practice Japanese while providing Japanese students with an opportunity to coordinate their communication with people of various Japanese levels. Therefore, the language used is not limited to Japanese. If they cannot communicate well in Japanese, they may use English or use online communication tools such as chat and screen sharing.
"Nihongo Hiroba" consists of two activities: "Topic Talks," in which groups talk about various topics, and "Games," which can be enjoyed by the entire group. The "Topic Talk" aims to provide opportunities for participants to learn about different cultures in Japan and Thailand and to get to know each other. The aim of the “game” is to create opportunities for participants to speak out and have fun together, even if their language level is not so high and they are not yet able to speak a lot. This study analyzed Zoom conversations and surveys answered by students who took part to comprehend the outcomes and challenges.
Thorne, Steve L. (2016) Forward: The virtual internationalization turn in language study. In Robert O’ Dowd and Lewis, Tim (eds.) Online Intercultural Exchange: Policy, Pedagogy, Practice, pp. ix-xi. New York: Routledge.
In order to decrease a psychological barrier and bias in female students and to join science and engineering carriers, a workshop activity of science and technology with Kawaii is carried out with collaboration between faculty staff and students. The term "Kawaii" is often translated into English as "cute" and "sweet". However, according to Nittono's study on the psychological aspects of Kawaii, "Kawaii" sensation is driven by the desire to approach and stay with the object. That is, "Kawaii" sensation is able to make children to approach and stay "science and technology". "Kawaii" may be very useful for children, in particular, girls, to reduce in a bias against science and technology to be difficult to understand. A group including faculty staff and students promotes the workshop with Kawaii. Our activity is classified into three steps. We develop the workshop based on science and technology. For example, craft-working of a bag accessory made of microplastics picked up from a beach was developed to learn marine plastic pollution. Performance of the workshop for children is mainly carried out by students. Making reports and outgoing of the activity are also important. Those activities are regarded as a project based learning to establish science communication for students. They learn fundamentals of non-major science, project managements, workshop facilitation, science communication, design, digital manufacturing etc. The present group includes faculty staff students from mechanical engineering, electronic and electric engineering, bio-engineering and materials science. Mixture of several majors on science and technology makes always unique inspirations and new findings. Currently, the activities to understand sustainable and environmental issues are required from school teachers. Students can understand the importance of diversity and interests in the general society, which are difficult to understand from laboratory activities.
Employees today must engage in continuous learning to adapt to frequent job and skills changes. Increasingly, organisations are embracing workplace learning as a means to equip their employees with competencies to take on new work. For effective learning to occur, it is essential to establish a work setting that is conducive to the acquisition and application of knowledge and skills. Employers’ interventions can create the conditions at the workplace to facilitate employee learning.
In 2018, the National Centre of Excellence for Workplace Learning (“NACE”) was set up by SkillsFuture Singapore and Nanyang Polytechnic to help organisations implement systems and practices to create workplace conditions that promote employee learning. NACE does this through the National Workplace Learning Framework (“Framework”), which lays out six elements of effective workplace learning – strategy, leadership, planning, training needs analysis, environment and implementation and processes.
This paper examines the impact of interventions by employers in Singapore to establish a work setting that fosters employee learning, on learning outcomes. Qualitative data from organisations that had created supportive workplace learning conditions, through the implementation of structured learning systems and practices that incorporated aspects of the Framework, found that employee learning was effective with the processes and practices in place. The findings from this qualitative study were corroborated by a quantitative study conducted on 397 workers three months after they had attended a CET course to investigate how employees’ perception of workplace conditions, through the systems and practices in place, might affect perceived utilisation of learned skills. Significant positive correlations were found between supportive workplace conditions and skills utilisation.
The findings from the studies provide rich lessons for organisations looking to facilitate and enhance employee learning. Organisations can reference the Framework to implement systems and practices that create the right conditions at the workplace for effective employee learning.
This presentation deals with the establishment of globalized student dormitory at National Institute of Technology (NIT) (KOSEN), Fukui College.
A student dormitory at KOSEN is one of the notable characters in KOSEN education system. Making the most use of this educational environment, we have tried to globalize our student dormitory. Our educational practice is discussed from the three aspects as follows:
First, we introduce the current situations of globalization of KOSEN dormitory nationwide. As a result, we can understand what is needed for an ideal globalized KOSEN dormitory. Generally speaking, the globalization of KOSEN dormitory tends to reinforce English learning and constructing multinational daily life space within dormitory. In addition, we consider how those attempts to globalize KOSEN dormitory made by other KOSEN dormitories can be applied to our newly built global dormitory “KEIAI-Ryo”.
Second, as an example of our educational practice at dormitory, we show the process of planning and conducting inauguration ceremony for “KEIAI-Ryo” which was held last year. Some autonomous activities by dormitory students were demonstrated in it. They were highly praised by the guests. They were succeeded in using their specialty for introducing and improving their dormitory life. In this presentation, some students try to introduce their dormitory life by VR goggle, and guided guests, Ms INADA Tomomi (MP) or Dr TANIGUCHI Isao (chief director of NIT) in a virtual dormitory tour using VR goggle. Other students gave presentations about their experiences of overseas academic programme in Taiwan or USA. Furthermore, another group including foreign students created a promotion video of global dormitory based upon some event planned by themselves.
As conclusions, we maintain the globalization of KOSEN dormitory helps to establish new relationships between KOSEN students.
Because of the COVID-19, dormitory students’ everyday life has been severely restricted. Especially, human relationships between them were very much disrupted. The important thing is that dormitory student themselves become aware of its severe circumstance and try to reconstruct the new relationships between them by creating new events and so forth. This attitude can also lead to the nurture of their identity as KOSEN students, and we can confirm how our dormitory students try to regain their mutual relationships and improve their dormitory life by themselves.
As an ideal for the globalization of KOSEN dormitory, students are recommended to do continuous and autonomous improvements of their dormitory life by constant communication between students with different identities.
In view of the COVID pandemic over the past few years, it is clear that it is not always easy for the general public to get immediate consultation or health advice from health professionals. Therefore, we considered whether we could overcome this situation by developing an innovative platform that combines artificial intelligence (AI) and a healthcare database. It would be able to interact with those in need by responding to their healthcare-related questions and providing healthcare advice anytime, anywhere and without the need of face-to-face interaction.
Through developing this AI Pharmacist, students had to research disease information, drug information and relevant health advice. This provided them an excellent opportunity to strengthen their knowledge, which would benefit them during their studies as well as when they join the workforce after graduation. Students also explored the intersection of pharmacy practice and artificial intelligence, which is a rapidly evolving field. This can help to broaden their knowledge and perspective on the role of technology in healthcare. In addition, this project encourages active learning through research, group discussions, and project-based learning. This approach can enhance students' critical thinking, problem-solving, and collaboration skills, which are highly valued in the healthcare industry.
Furthermore, this project can also benefit the healthcare industry as such invention can assist healthcare professionals and patients and potentially improve patient outcomes, reduce hospitalization rates, and enhance patient satisfaction.
Overall, this project provided a unique and engaging learning experience for students while also contributing to the development of innovative solutions that can benefit the healthcare industry.
Ambiguity is a common problem in ESL communication that impacts meaning and leads to many misunderstandings and sometimes the logical fallacy of ambiguity. Learning to identify ambiguity and tease out possible meanings are important critical thinking and communication skills. But issues surrounding critical thinking and ambiguity in communication can be a serious challenge for ESL students as is learning how to rephrase communication so as to avoid such fallacies. This poster presents, explains, and explores a unique sentence diagramming technique as a method for teaching ESL engineering students how to identify, clarify, and avoid ambiguity as it relates to grammar and sentence structure and thus also improving their critical thinking as well. Through sentence diagramming, students learn how to identify ambiguity and the possible fallacies and misunderstandings that may result. They also learn how to clarify instances of ambiguity in their own output and in the output of others. Addressing issues of ambiguity strengthens communication and critical thinking among interlocutors. This sentence diagramming method, created by the authors, was based on Chomsky's X Bar Theory but it is not tied to it. This diagramming method is then used as a general English teaching tool to help students better understand how phrasing relates to grammar, meaning, and critical thinking. Once students understand how phrasing affects not only form and function but also meaning, they can then better understand issues around ambiguity and critical thinking. As a result, students can then more easily identify ambiguity, tease out the multiple meanings to help clarify communication, and avoid using ambiguous statements in their own communications. Sentence diagramming gives students a tool to examine similar or even identical sentences that can have multiple or easily misunderstood meanings and show how subtle differences in phrasing can change meanings dramatically. The tool can also be used when interacting with others to point out instances of ambiguity and to help clarify the intended meaning. Once students understand how to diagram a sentence, they can better identify ambiguous sentences, point out their multiple meanings, and avoid ambiguity in their own communications, thus becoming more accurate users of English and better critical thinkers.
This research is to present and share a case study and its know-how on achieving a single objective through collaboration by the Department of Chemical and Biological Engineering students and the Department of Business Administration, utilizing and complementing each other's expertise.
The methodology is as follows. Fourth- and fifth-year students from both departments participated in the 38th Annual Meeting of the Japan Society of Drug Delivery System (DDS) student Research Project Contest "Let's Create Your Laboratory" which competes with essays and online presentations. The students in Chemical mainly developed the product development plan, while the students in Business analyzed the target markets for the product that the students in Chemical consider and name products. The products are "Hahu Hahu Protect" a sunscreen hand cream, "Koroppetai" a mouthwash, and "Colorful Pee" a supplement for cancer detection.
The outcomes are that the two teams were awarded the Grand and Third prizes in the high school division. A team was awarded President's Award in the university student division, and they also elected the students awarded in the National Institute of Technology in 2022. Although the research fields are far apart, it has become clear that joint education can achieve effective results.
This education demonstrates a high degree of originality. At first, this joint education program conducted a fusion of different fields between the Department of Chemical and Business. The second is the research between female researchers, which is relatively rare in KOSEN. Thirdly, it is done between a mixed-gender student group. As a result of joint research by faculty members and students from different fields and of different genders, ideas that could not have been generated by each of them alone have become possible.
Education in technological and engineering literacy has never been more necessary for students to face future challenges. This trend drives the college to equip students with a broad conceptual understanding of technology and its place in society, transforming them into technological and engineering literate, who are expected as active participants in the technological world, careful creators and users of technology, to meet the requirements of the future employment market. The present paper studied the effectiveness and effect of delivering technological and engineering literacy to students by participating in the ‘SOPHIE’ project – a tertiary engineering students project in which multi-disciplinary students from different backgrounds, work as a team to design, engineer, and build solar-powered electric vehicles to take part in the world’s biggest and most prestigious solar car competition, The Bridgestone World Solar Challenge (WSC). With the era of Education 4.0, students involved in the project practise their organizational, collaborative, and project management skills through the hands-on real-world experience of creating a solar car among energy, automotive, engineering, material sciences, and IT sectors.
This research examined, analysed and evaluated the indirect measurement data collected from the Evaluation of Student’s Performance (ESP), and the Survey of Employer’s Views on the graduated student participants (API) conducted by the ‘SOPHIE’ project mentors. It also revealed that the technological and engineering literacy of the students, who participated in the ‘SOPHIE’ solar car project, was significantly enhanced in terms of knowledge and techniques application, problem identification and solving, time and quality commitment, communication and collaboration, self-directed continuing professional development, and professional and ethical responsibilities. Students’ participation in the SOPHIE solar car project enables them to practice technological and engineering literacy; this experience aided them to adapt well to the workplace in the future and to apply their engineering knowledge, techniques, and skills to develop future technologies.
The 2011 off the Pacific coast of Tohoku Earthquake caused extensive damage from the tsunami disaster, mainly in coastal areas, in addition to the collapse of buildings caused by the earthquake. Ten years have passed since the earthquake, and reconstruction of the affected cities are underway. However, reconstruction plans hastily formulated after the earthquake have resulted in a mismatch between residential and industrial areas, and in many cities, plans that have erased the history and culture of the city.
The Nankai Trough earthquake, which has a 70% probability of occurring within the next 30 years, is predicted to cause tsunami disaster of the same 2011 over the wide area from Shikoku to nearly Aichi Pref. However, many municipalities including Anan City, the subject of this study, have postponed to promote Pre-disaster Recovery Planning (PRP), which could lead to 2011.
This study hypothesizes that the reason for the lack of PRP is the lack of an "engineering education approach”. The authors considered that the present PRP has only provided fear of tsunamis and has not provided technological solutions such as architecture, civil engineering, and urban planning. Therefore, in the Tachibana district of Anan City, where the risk of tsunami disaster is extremely high, this study proposes new PRP to relocate residential and industrial areas currently located in the coastal area to inland areas and turn the coastal area into a coastal park. This plan is intended to increase tsunami safety and maintain industrial and cultural sustainability.
This paper describes the effectiveness and challenges of the engineering education approach by presenting the proposed plan to residents of the Tachibana area, including elementary school students, interviewing them, and organizing them through qualitative research methods.
At the advanced course of the National Institute of Technology, Tokyo College, we are always aware of the impact that science and technology have on the environment, and we aim to develop the ability to apply the specialized knowledge and technology that we have acquired in a complex and integrated manner and implement it in society. In order to cultivate students, a period of independent activities such as PBL is provided in the latter half of the first year of the advanced course.
During this period, the "Innovative Research Project” are arranged. Students create their implementation plan for an "innovative research project" according to students' interests. In addition, after conducting activities according to this implementation plan, students will review their activities at the presentation held in the second half of this course and receive a wide range of opinion.
The "Intensive Career Design," are also arranged. In accordance with the implementation plan, under the support of a group of mentor faculty members, we will conduct activities that combine social implementation, long-term internships (collaborative research type, overseas), and creative research.
These subjects allow students to have an image of careers that can make the most of their individuality and interests and serves as an opportunity to think about their own life plans.
This year is the first year since the introduction of this new curriculum, and it will take more time to verify its effectiveness. According to the students who experienced the first year, this subject was difficult, but they had the impression that it was worthwhile and they learned a lot.
Online exchange was held for KOSEN students from Thailand, Mongolia, and Japan. The students were diverse, and they were mutually inspired. One-off, event-like, exchanges are effective in providing awareness and opportunities, and are implemented in all KOSENs, but KOSEN, which are higher education institutions, are required to continuous education and provide engineering education. In this report, based on this idea, we propose an educational model “co-creation education accelerated by student diversity” in which students interact and deepen their learning through diversity. The theme is production engineering. As a method, creative subjects and PBL of each KOSEN are linked and peer reviewed. As specific examples, we will introduce digital manufacturing education and plant engineering education. Both are so-called integrated engineering, and no matter what kind of activity or student major they are, they can peer review each other's activities from their respective standpoints and participate in each other's activities. In order to drive this education model, partial collaboration of the curriculum is necessary in the future. The education should be promoted using online meetings, which are commonly used in the COVID-19 pandemic, virtual space technology, digital twins, MR technology, etc. that will develop in the after the pandemic. By using this educational model, it is possible to achive high-level collaboration between KOSENs and industry-KOSENs. It can also be spread in Thailand, Mongolia, Vietnam, and other Asian countries where KOSEN may be possible in the future. In Asian countries, an educational model for fostering young local human resources is indispensable. Because they will lead the new post-COVID industry.
Starting a business is now attracting attention as a driving force for the future of Japan. National Institute of Technology (NIT) is expected to produce human resources who can bring about innovation. In order to develop such human resources, NIT Ichinoseki College has been offering entrepreneurial talent development program since 2018 with the support of donations from local companies. This course is recognized as an elective subject worth one credit for regular curriculum students and is conducted using after school hours. The course consists of ten lectures for two-and-a half- hours each, with a final report meeting session at the end. Among these, lecture-style courses will be held five times, and round-table conferences inviting venture entrepreneurs will be held three times. In addition, every time, students will brush up their own business concept. In addition to discussions among students, students receive advice from mentors. The theme of the business concept is a product, program, project, etc. that each student has thought of. While receiving advice from mentors, students brush up their own business concept and experience the process of independently exploring the direction of commercialization. We believe that it is possible to acquire the ability to understand and accept diverse opinions, and the ability to convey one's own thoughts concisely and clearly. The program started in 2018 and has been held every year with an interruption in 2020. A total of 32 students attended the course over the four years, with an average of eight students attending each year. There were 3 first-grade students, 7 second-grade students, 17 third-grade students, 3 fourth-grade students, one fifth-grade student, and one first-grade advanced course student. So far, three of the students have started two companies while still in college.
The collaboration of training international cadets and developing a global internship program was implemented by Japanese maritime KOSEN. In this work, we are going to report the internation exchange programs prepared in collaboration with five maritime KOSENs and Japanese international organizations of shipping.
First, Maritime Academy of Asia and the Pacific (MAAP) in the Philippines has developed the global educational programs since 2012. The five maritime KOSENs could invite English instructors from MAAP and request them to conduct the "Maritime English Seminar” for maritime colleges in Japan. It has been a good educational effect on Japanese students. In September 2019, MAAP’s students visited Japan on their training ship M/V KGO (Kapitan Gregorio Oca) supported by International Mariners Management Association of Japan. Here, we introduce the short cross-cultural onboard training and its educational effects.
Second, the internship program with Singapore Maritime Academy (SMA) at Singapore Polytechnic has developed since 2008 when the Toba College first concluded international academic and educational exchange agreement. In this program, the maritime KOSEN students joined the Maritime Experiential Learning (MEL) Camp held by SMA. Before the MEL Camp, the students attended English conversation class with native speakers to get used to communicating with SMA students. Also, the students had a chance to visit and to observe Japanese shipping companies in Singapore. During the MEL Camp, the students took onboard a large cruise ship and participated in the lessons and workshops with SMA students.
Third, the five maritime KOSENs and Kauaʻi Community College (KCC) in Hawaii have collaborated since 2009. Three-week program about Polynesian traditional voyaging, specially developed for maritime KOSEN students was held in March every year. The students learned theories of Polynesian traditional voyaging at KCC and practiced what they learned on the actual voyaging canoe of Kauaʻi or “Namahoe” for two weeks. They participated the crew training for Hawaiian people, operated by a non-profit organization for the Polynesian voyaging in the third week. The students could learn not only Polynesian voyaging knowledge in English, but also experience the life of people at the ocean with great nature on Kauaʻi. The program was held for 10 times, however in 2020, the program was cancelled due to COVID-19 pandemic. Thereafter, we have developed and started the alternative online program. The students were able to learn the Polynesian voyaging and feel the hospitality of Kauaʻi people eventhough the pandemic situation.
Five of KOSENs (Toyama, Toba, Hiroshima, Oshima, and Yuge college) have departments of maritime technology. The departments provide education and training to students to be officers and engineers of merchant ships. These are licensed professions and important to the global economy. However, these special professions are not familiar to the ordinary Japanese people today, even to the incoming students of the maritime KOSENs. So, the five KOSENs also provide career education to the students to deepen their understanding of the maritime professions. Some of the career education programs are conducted under the direction of the "Council for the Development of the Next Generation of Maritime Human Resources at National KOSEN". The council is composed of the five maritime KOSENs, two maritime universities, and organizations related to the marine industry and marine education.
In 2009, a textbook on maritime careers was written by faculty members of the five KOSENs and other contributors, and it has been available for the students. And a workbook also has been available to record the license examinations, training at sea, lectures, seminars, and so on.
In 2015, a seminar for career education was held with invited five speakers from four organizations related to the marine industry. The seminar was attended by 464 students from five KOSENs via videoconferencing system. Since then, such special seminars have been held every year up to the present. These seminars have covered the following topics: specifics and benefits of maritime jobs, attractiveness of shipping companies, activities of the seafarers' trade union, career examples of past graduates of the colleges, preparations for training at sea, and so on. In 2022, the seminars were held at each of the five colleges in face-to-face style, and recordings of the seminars were shared to the other colleges. These were held with speakers from the following five organizations: The Japanese Shipowners' Association, Japan Maritime Officers' Association, All-Japan Seamen's Union, International Mariners Management Association of Japan, and Japan Agency of Maritime Education and Training for Seafarers.
The career education has been considered to be effective in motivating the students to engage in the training while in college, and in motivating them to work at sea after graduation. And the five KOSENs are currently studying the recent changes in the career aspirations of young people in Japan, and discussing how the career education should respond to these changes.
National Institute of Technology (NIT), Tsuyama College is the only engineering-related higher education institution in the northern part of Okayama prefecture. The development of local economies is essential to the realization of a sustainable society. To achieve this goal, it is necessary to promote cooperation with local businesses and science and engineering education. NIT Tsuyama college Regional collaboration research center is involved in local industry-government-academia collaboration activities, as well as with elementary and junior high schools. We are engaged in activities for the development of human resources to support local communities and the sustainable development of the region. In particular to fulfill our role as a local manufacturing education center and next-generation human resource development institution, we offer lectures for companies and open lectures and classes for elementary and junior high school students. The educational program for elementary and junior high school students includes support activities to foster the acquisition, utilization, and exploration of knowledge to promote interest in science and mathematics learning and information technology.
On the other hand, programs to promote cooperation with companies include, we have established the "NIT Tsuyama Technology Exchange Plaza" and regularly exchange information with approximately 120 registered companies. Each year, we hold an event to promote local businesses, and hundreds of students from first to fifth grade participate to learn about the efforts of local companies. Participating students will learn about the initiatives of local companies and use this information to plan their future careers. Some of the companies are explained by students who have graduated from the school, providing a valuable opportunity for students to get a closer look at corporate activities.
As the shortage of labors in the construction industry became serious, the i-Construction was promoted by the Ministry of Land, Infrastructure, Transport and Tourism to improve the productivity in the construction industry by using information and communication technologies (ICT). The main purposes are to introduce construction information modeling/management (CIM), unmanned aerial vehicle (UAV) surveying and construction machine guidance by using ICT into the construction industry. Especially, UAV is a fundamental element in the i-Construction. According to the official survey, UAV is widely used in the construction industry including small and medium-sized construction companies. UAV is a useful tool for the construction companies to take aerial photographs. Therefore, it is necessary to learn UAV surveying and operation of UAV in Akashi Kosen curriculum. Authors tried to develop teaching and training materials on UAV surveying in cooperation with a UAV surveying company through the discussion for future requirements in the construction industry. In this discussion, it was clearly found that an UAV with real time kinematic (RTK) positioning system will be popular in near future. RTK is the application of surveying to correct for common errors in current satellite navigation systems. So, DJI Phantom 4 RTK was adopted as a training UAV in Akashi Kosen. In 2022, all academic and technical staff of surveying subject learned the UAV operation and the authors taught on UAV surveying and UAV operation in a surveying subject. From next year, authors will try the practical exercise of the earthwork by using UAV surveying, which makes 3D model of the embankment by taking aerial photographs and applying a structure from motion analysis (SfM).
Five KOSENs (Toyama, Toba, Hiroshima, Oshima and Yuge colleges), which stand for National Institute of Technology of Japan, train the biggest number of the seafarers in Japan as maritime educational institutes. The feature of the maritime education at KOSEN is the practical education utilizing training ships and training equipment. The students learn technology and skills not only through classroom lectures but through practical training. Only in classrooms, the students tend to focus on learning theoretical knowledge and cannot imagine either authentic things or machines. Students can master technology and skills because they experience their training utilizing the authentic machines while on board. Accordingly, they can associate with theories. The education utilizing the training ships routinely is the strong point of the five KOSENs.
The capabilities and skills required for maritime engineers vary with the rapid progress of the technical innovation and globalization of marine transportation. It is important to grasp these capabilities and skills appropriately and to raise the students who acquire the knowledge, capabilities and skills corresponding to their requirements. This is the reason why the five KOSENs have been collaborating with five maritime organizations, which are The Japanese Shipowners' Association, Japan Maritime Officers' Association, All-Japan Seamen's Union, International Mariners Management Association of Japan, and Japan Agency of Maritime Education and Training for Seafarers, to promote projects to develop more qualified seafarers since 2006. These projects have always been constructing educational systems, which are shared among the five KOSENs teaching maritime technology to improve the students’ quality.
Even now some projects involving global education, career education, generic skill education, and faculty development are performed. This poster will introduce a part of the results of the projects on which the five KOSENs are working while collaborating.
In 2021, National Institute of Technology (KOSEN), Suzuka College reached a Student Exchange Program Agreement with Turku University of Applied Sciences (TUAS), Finland. In 2022, based on the agreement, we dispatched two students to TUAS from August to December. In 2023, we accept one student from TUAS from March to August. We have already selected 4 students to send to TUAS this summer.
Prior to the agreement, we have had a series of webinar sessions with TUAS since 2021. These are not part of a temporary program due to the severe condition of Covid-19, but rather we regard them as continual. It should provide the possibility to interact with students without actual visits. Thus, we aim for the hybrid-international exchange to combine actual visits with virtual ones.
In this paper, we would like to focus on engineering experiments conducted during the webinar sessions. In 2021, as the sessions were based on PBL under the theme of the social implementation of technology, each session consisted of a lecture and a follow-up discussion. It was supposed to be difficult to conduct experiments under the strict conditions online, but in the 2022 sessions two experiments were demonstrated; one was “Tamago Otoshi Contest,” so called “the Egg-Drop Challenge,” the other was “Sweden Game.”
“Tamago Otoshi Contest” includes designing a landing craft that protects the egg passenger when it's dropped from up high. First, a lecture is given on the physical phenomena of this experiment. Then, students discuss how to design a landing craft online, create their own craft with only a B4 size paper and glue and experiment with it under almost the same conditions.
“Sweden game" is a sort of education gaming aiming at the educational effects on the participants. The game focuses on cost sharing issues: who will pay the cost and how the total cost will be shared. Six regions in the south area of Sweden are planning to construct pipelines to cooperatively get the water resource. Every area wants to minimize its financial expense for pipeline construction as much as possible. Under such a condition, students find the best solution by gaming, discussing with shared files online.
The webinar sessions are conducted as a part of “Special Engineering Lecture” with approval of credits. In addition to the details of the experiments, we present other contents incorporated in “Special Engineering Lecture” toward our hybrid-international exchange.
CAE analysis software is widely used among engineers. However, because the mathematical theory used in CAE analysis is treated as a black box, there have been cases where CAE analysis is not used correctly. CAE analysis software is also used in graduation research and special activities at National institute of technology (Kosen), but since the mathematical theory of CAE analysis is not included in the model core curriculum of Kosen, there is a problem that students cannot understand even if they are taught how to use the software. Even if you want to learn the mathematical principles, the educational materials for engineers often focus on calculation methods, and the part about mathematical principles is not described in detail. On the other hand, educational materials for mathematicians often have a style of rigorously building up theories, which can be difficult for engineers to approach.
In order to improve engineering technology in Japan, practical education that interpolates engineering and pure mathematics is considered necessary in future educational courses. Therefore, we are currently conducting a course to understand the mathematical theory of the finite element method, which is the basis of CAE analysis, as part of the advancement of technical college education. The course is implemented by means of online lectures and online learning materials for students belonging to five technical colleges: Suzuka College, Sasebo College, Nara College, Kurume College, and Oita College. To interpolate engineering and pure mathematics, we adapt the method of "learning calculation methods while clarifying what is black boxed" and then "understanding the mathematical theory that was black boxed" in this education.
In this study, we will discuss educational contents and effects of the "understanding the mathematical theory that was a black box" part.
The pandemic has accelerated the adoption of technology-enabled learning in many educational institutes to allow students to continue their learning despite the closure of the physical campus. One of Ngee Ann Polytechnic's responses to technology-enabled learning is to leverage Flipped learning where students learn content via Online Asynchronous Learning packages (OAL) independently and apply that knowledge during In-Person learning (IPL) sessions on campus.
This study aims to investigate the effectiveness of OAL to engage learners using Learner-centered Learning (LcL) design to allow for muti-faceted feedback, use of gamification element, collaborative learning, opportunities for application of learning in OAL and the use of OAL features such as multimedia-rich resources and ease of access to learning in the Learning management system - Brightspace learning management system (LMS) environment.
The study adopted a mixed-method approach, which included an analysis of the student's perception of their engagement level with learner-centred OAL designs as well as data generated from the LMS. The results showed a significant increase in learner engagement in the OAL especially in learning activities such as discussion forums and quizzes. Feedback from students on the use of badges as a form of reward was generally positive, and they appreciated the weekly consultation hosted in the Bongo virtual classroom. The study provided reflections and insights into the effectiveness of the features and learner-centred approaches. One suggestion is to include different tiers of badges for different levels of participation as well as a system to exchange badges for rewards to further incentivise the students. For future enhancement, the author is considering further dividing the learning content into more manageable bite-size segments and exploring text-based AI, which could engage students in extending their learning.
The study concludes positively on the effectiveness of the features and learner-centred approaches used in engaging learners in OAL and highlights the need for future research on the OAL implementation in courses and the efficacy of the platforms used.
Recent advances in artificial intelligence (AI) have led to the development of chatbots that can generate natural language responses to user queries. One such chatbot is ChatGPT, which is based on the GPT (Generative Pre-trained Transformer) language model. ChatGPT has been used in a variety of applications, including customer service, language translation, and content generation. Researchers have explored the use of ChatGPT to generate Teaching and Learning Packages (TLPs) automatically. ChatGPT can analyze a set of course materials and generate a TLP that is tailored to the needs of students which helps to reduce the time cost and prevent human errors. It can also help to transform an existing question bank in text into an online Moodle quiz at once, therefore, saving a lot of effort adjusting the layout and other settings. ChatGPT may act as a tool to help generating TLPs while must of the ideas are created by educators.
This paper explores the use of ChatGPT, to design and generate TLPs. The paper discusses the benefits and challenges of using AI-generated TLPs, which include notes, worksheets, and online quizzes. The findings are then discussed in terms of the benefits and challenges of using AI-generated TLPs in teaching and learning. The conclusions include a discussion of the limitations of the study and suggestions for future research directions in this area.
It is suggested that ChatGPT generated TLPs have the potential to enhance teaching and learning experiences by saving for time cost for creating TLPs. However, there are limitations to the use of AI, such as ensuring that the content generated is accurate and reliable. Moreover, TLPs typically include a collection of resources such as lecture notes, reading materials, videos, and assessments, all related to a specific topic or learning objective, but ChatGPT can only provide text content. The paper concludes by suggesting future research directions in the field of AI-generated TLPs.
In 2016, National Institute of Technology, Numazu College established a club activity IP- TKY（Intellectual Property Terakoya) with the aim of developing value-creating future industrial human resources who will be responsible for Society 5.0 by using TRIZ. TRIZ is an idea conception method born from the analysis of 2.5 million patents, and includes problem-finding tools such as the 9-screen method and problem-solving tools such as 40 inventive principles. In particular, Tongs Model of OTSM-TRIZ, which fosters solutions to technical problems by understanding the ideal and reality and clarifying the difference between them, is practiced.
The main activities are (1) Taking advantage of the regional characteristics of the future mobility industry, we are challenging the battery bicycle (KV-BIKE) race powered by 40 rechargeable AA batteries held at the International Racing Course in Suzuka Circuit and Mobility Resort Motegi. And the activity has cooperation with local environmental energy education.
(2) Conducting deep-sea research activities in Suruga Bay, which is the deepest bay in Japan (water depth 2,500m), we are taking advantage of its regional characteristics. And, the results of these activities are cooperated with the activities of local governments and companies.
(3) A program robot classroom using 3D blocks with the theme of regional characteristics, in addition, using the creativity nurtured through these activities, we are also challenging patent contests.
In 2021, in making a life-size model of coelacanth using educational blocks, we tried to solve the technical contradiction of shape and strength using the TRIZ Inventive Principles. The initiative was highly evaluated and was introduced at the commemorative event of World Intellectual Property Day (April 26,2022) of WIPO (World Intellectual Property Organization). Furthermore, in collaboration with Suruga Bay Ferry, we produced a video introducing the charm of Suruga Bay by Riz Chitera, a original Vtuber related to intellectual property, and developed 3D model teaching materials. In that activity, we tried to solve technical contradictions using TRIZ Inventive Principles. We created a Suruga Bay educational program and held a Suruga Bay classroom for elementary and junior high school students at the Suruga Bay ferry and Izu Shirakabeso. In order to revitalize the region, a new tourism model was created by adding value to conventional tourism such as transportation and accommodation by practicing intellectual property creation education using the Tongs model of OTSM-TRIZ.
After three years of isolation, Hong Kong is now going into the post-COVID era. The crisis has exposed a great challenge in the delivery of Cybersecurity training programme. During the last three years, there were almost no normal face-to-face classes, and practical sections. Most of the teaching activities must be delivered with online mode. Students were required to complete hands-on practice in penetration testing, system administration and network administration practices at home. With the application of virtualization technology, most of the students can complete practical exercises. However, it was extremely difficult to monitor the progress of students. In case there was any problem encountered by the student, it was almost impossible to troubleshoot in such a remote environment. Due to home Wi-Fi environment, it is not practical to pass through the student’s home Wi-Fi router to access the student home network to perform any kind of troubleshooting.
Because of such a challenge, remote access technology to support and monitor student progress especially for different kinds of server/system administration modules should be developed. In the cybersecurity world, remote access technology for penetration testing can be applied in this scenario. Shell code generation tool can be used to create a system monitoring agency for tracking the activities of students during their practical sections at home. Also, the command-and-control server (C2) can be used as the central console. In case troubleshooting is needed, the trainer/teacher can perform different kinds of operations through the C2 server console to the student virtual machine. This model may develop to become a full-fledge online training monitoring system for online delivery of cybersecurity practical labs.
Since the 1990s, amid the trend toward the internationalization of engineering qualifications, engineering ethics, which originated in the United States, has come to be recognized as an essential component of engineering education in Japan. Due to The Japan Accreditation Board for Engineering Education (JABEE) makes engineer ethics education an essential subject, almost University engineering departments and technical college in Japan began to educate engineering ethics.
However, preceding studies on engineering ethics education in Japan have mainly focused on the educator’s perspective. Teaching is a "complex activity involving diverse values and factors" and "an interaction that students develop with others over the content of the subject matter". In this sense, educational research in engineering ethics requires not only curriculum development using pre- and post-questionnaires to students, but also observing and describing how teachers and students act and discuss during class, how teachers teach, and how students acquire knowledge. Therefore, this study focuses on the interaction and learning process between teacher and students in an engineering ethics class, using discourse analysis and video review.
In our research, we conducted a trial class, recorded the group work on video, described the teacher's and student’s discourse, behavior, and actions, and reviewed the class. As a result, we found that students not only completed the assigned tasks, but also constructed better arguments, dynamically adjusting and integrating their knowledge through discussions. We concluded that discourse analysis and video review were effective means of analyzing and improving this learning process.
Furthermore, based on the results of these analyses, our research project will work on the development of new engineering ethics education materials. Since last year we have been trying to make learning materials with our students in our environmental studies classes. In this endeavor we have incorporated the Serious Board Game Jam. SBGJ is a combination of three words: serious game, meaning to think about social issues, board game, and game jam, meaning to make a game together. The term was named by Kazuhiko Ota, an associate professor at Nanzan University in Japan. After teaching basic knowledge in an environmental studies class, students worked in groups over several sessions to create games to think about the environment. This presentation will also report on the current status and challenges of developing teaching materials.
Traditionally, the purpose to learn network technology has been training engineers who can build and operate networks. In recent years, however, students who learn network technology do not always hope to be engineers, because their study purpose is investigating cybercrime or promoting security skill. We categorized them into two groups. The former are the engineer-oriented students, and the latter are the non-oriented group.
Network technology training often comes in classroom lecture and practical training; hands-on. The lectures are for learning the concepts necessary for network technology, and do not differ between engineer-oriented learners and non-engineer-oriented learners. The hands-on are to aim to learn the configuration skills of specific network vendor's equipment. However, device configuration is not a necessary skill for the non-oriented learners. Therefore, this tends to result in classroom-only training that omits hands-on for the for the non-oriented learners. However, since the daily work of non-engineers is not engineering, the lectured knowledge is quickly forgotten. So, hands-on is necessary for them. What kind of environment and content should be used for the hands-on of the non-engineer-oriented learner? This is the subject of this paper.
An example of such a non-oriented learner would be a police officer who does not specialize in cybercrime, but works in the criminal division, non-cyber security or a police department.
As a prerequisite for the development of hands-on materials, organizations of non-engineers do not have a test bed, space or budget to install network equipment, etc. So, we would like to do the hands-on using only PCs. The PCs should not have free access to the Internet for security reasons. The participants are not familiar with advanced command operations, but they hope to be able to use a minimum of commands through the practical training.
We present virtual machine environment working standalone PCs to learn network technologies. This environment contains three virtual machines running Linux, but it requires PC to come with 8GB memory and 50GB space in storage. This is not severe conditions, and they can do this practice with ordinary home PCs. In this material, participants could learn data link layer connection between machines, IP address assignment, difference between IP routing, NAT and proxy, and cache and load balancer functionality in reverse proxies in half day class of a police academy.
The aim of this study is to investigate the efficacy of using ChatGPT to support teaching in software engineering education, focusing on its impact on both the efficiency and effectiveness of teaching. The study will employ a mixed-method research design, collecting and analysing both qualitative and quantitative data related to students' academic performance, educators' preparation of teaching and learning material, and students' perceptions of the teaching methods.
The participants of this investigation will consist of higher diploma students in software engineering at the Hong Kong Institute of Vocational Education. These students will be allocated randomly to one of two groups: control group shall be provided with human-created learning content, while the experimental group will receive teaching material and interim feedback generated by ChatGPT.
ChatGPT-generated teaching and learning materials will encompass a variety of resources to support instruction, such as lecture presentations, tutorial notes, assignments and assessments, and marking schemes. These resources will be thoroughly validated and moderated by the lecturer to ensure alignment between the two groups.
Using ChatGPT as a pedagogical tool is expected to amplify the efficiency in teaching software engineering, leading to superior performance by the experimental group over the control group. A supplementary objective of the study is to assess and scrutinise the feasibility of relieving teachers from the burden in preparing instructional materials with the assistance of ChatGPT. The study's results will exemplify the value and usefulness of employing ChatGPT to assist teaching.
This research will contribute to the growing body of knowledge on the use of artificial intelligence in education and has implications for the broader field of teaching and learning. Future research can explore the use of ChatGPT in teaching other subjects and investigate students' perceptions of using ChatGPT as a teaching and learning tool.
A step-by-step education program of radio-frequency impedance matching in the electrical engineering course of National Institute of Technology, Ariake College (Ariake Kosen) is presented. Impedance matching in electrical engineering is a very important concept for radio-frequency electrical circuit design and fabrication. Circuits without considering impedance matching are not power efficient and do not lead effective telecommunication. Moreover, such incomplete impedance matching may cause breakdown or fire in high-power sources by the reactive power reflection. However, impedance matching is difficult to learn theoretically and practically because it requires deep understanding of both electrical circuit and electromagnetism. In our course, a step-by-step education process ranged over three grades in the Kosen system is established so that students learn it without difficulty. The education starts in the fourth grade from theoretical approach with the application of Maxwell's equations of electromagnetism including the skin effect and electromagnetic wave. Practical impedance matching in the audible KHz region with audio circuit fabrication is performed in the next fifth grade. Finally, in the sixth grade (the first grade of the advanced course), theoretical telegraphic equation is educated, following that impedance matching of a waveguide in the MHz and GHz regions is experienced with the S-parameter analysis using a vector network analyzer (VNA). VNAs are one of the most expensive apparatuses in electrical engineering. Fortunately, a low-cost VNA such as NanoVNA is released recently. With a NanoVNA, the whole impedance matching education system for many students is completed. Through this program, students will be expected as radio-frequency electrical engineers.
This paper presents the implementation of asynchronous lectures in the School of Electrical and Electronic Engineering (SEEE) at Singapore Polytechnic. The COVID-19 pandemic in 2020 has led to a sudden shift from traditional in-person lectures to fully asynchronous online lectures in the school. Guidelines were established for staff in developing such content to ensure consistency in the development, which emphasizes segmenting learning content into bite-sized videos, along with generative activities such as knowledge check questions and Self-Reflective Quizzes. The development of asynchronous lectures adheres to the basic principles of multimedia learning for students. These contents were progressively enhanced with multimedia and interactive elements such as animated graphics and interactive hotspots. However, such enhancements were often resource intensive. Thus, it was necessary to understand how the students perceive the created asynchronous lectures and which aspects they prefer that were beneficial for their learning experience to guide further development. To determine the effectiveness of these lectures and identify areas for improvement, SEEE conducted a survey in May 2022, which received 1214 responses from the students across all three years of the four diplomas in the school. Analysis was performed on the data stratified via the students' preferred mode of lecture delivery. The results of the study revealed that students found generative activities such as knowledge checks questions and Self-Reflective Quizzes beneficial to their learning; they also preferred short videos. Students also expressed the desire for the lecturer's "social presence" in the asynchronous lectures and the importance of having their questions answered during the learning process. The study also looked at the impact of the change in the delivery mode on the student performance. The results suggest improvements in the existing asynchronous lectures and their further developments. The paper offers recommendations for creating engaging asynchronous lectures that meet the needs of the students while considering the limited resources of the school's teaching staff.
In this research, we report on three international exchange events conducted in 2022 as part of the Global Engineering Development Project "Developing Students' Global Mindset through the 'Use' of English. Through these activities, the results of a questionnaire (Knowledge/Understanding, Skills, Attitudes/Values) based on global citizenship were reported and discussed.
An online video contest was held connecting Japan and other countries as an international exchange activity during the Corona Disaster. In this activity, a private company presented an issue to achieve the SDGs. Our students and students from overseas paired up and proposed a solution to the issue by creating a video. This project took about six months, from the presentation of the project's purpose to the completion of the final video. We also held the second TEDx Toyota KOSEN, inviting six groups of seven speakers from Japan and other countries. The theme of this TEDx was to propose ideas related to the SDGs. The students were involved in the planning, preparing, and implementing of the event for more than four months. As an international exchange activity after the Corona disaster, 19 students from KMUTT, Thailand's KOSEN, were accepted. The students participated in the event by leading class tours and introducing Japanese culture.
Sixty students who participated in these activities were asked to complete a questionnaire about their international-related skills and awareness. Comparing the mean values of each item before and after participation, we found that all items increased, suggesting that international exchange activities have contributed significantly to improving students' global citizenship. The items with the highest mean values, before and after participation, were those related to Attitude/Values. Conversely, the items with the lowest mean values were those related to Knowledge/Understanding. Among them, the items related to Knowledge/Understanding showed a tremendous increase before and after the activities than the other items. This change may be because the students were involved in the event for a long time, including the preparation period, and worked on the SDGs issues.
We explore a case study on an accident and show how it can be a pedagogical source of engineering ethics education for technical college students. We deal with a sight-seeing tour boat accident off the Shiretoko Peninsula caused on 23 April 2022. A tourist boat Kazu Ⅰ sank with twenty-six people on board in bad weather. The Japan Transport Safety Board (JTSB) issued a progress report on 15 December 2022. This report identified four causes of the accident but didn’t discuss any ethical problems from the point of view of engineering ethics. Among four cases, we examine the hull structure, a judgment by the captain, and the non-compliant attitude of an operating company as potential subjects in engineering ethics classes. According to the report, for instance, the boat was running with its hatch not fixed and closed for any reason, and the seawater flowing into it from the hatch is supposed to be one of the principal causes of the sinking. Can engineers predict the possibility of a shipwreck and advise the company to repair the hatch? Why did the captain exercise judgment on the departure from the port and continue sailing in bad weather? These questions can be the topics of discussion in engineering ethics classes. After looking into the causes of the accident spelled out in the report JTSB issued, we argue the pedagogical importance of new case studies in engineering ethics education. While classical cases we can see in textbooks of engineering ethics are easy to treat, new ones are difficult to argue because of the lack of previous research. There is, however, room for free discussion in a recent case, and it can attract students more because they may know it well in the latest news report. These advantages enable students to think about the case as a person concerned.
This paper documents an evaluation of a technology-driven framework ALeRT (Assessing Learning Regularly for Timely support) that incorporated Evidence-based Teaching (EBT) approaches to enhance students’ learning by providing timely focused feedback using the learning analytics features in a learning management system (LMS).
The initiative incorporated two engineering modules involving 22 lecturers and 874 students. The aim was to systematically utilise the LMS, especially the learning analytics features, to enhance specific aspects of the learning process through timely focused feedback. Student learning data will be extracted, dissected, and specific critical data relating to students’ performance on learning tasks will be visually presented in dashboards for easy access and immediate action.
Identifying what students were learning (and not learning) resulted in teaching faculty obtaining better insight into how their students were experiencing the subject content, enabling the design and facilitation of more effective personalized and differentiated instructions to meet immediate student learning needs. The overall approach is underpinned by recognizing that good pedagogic design is fundamental to effective learning and must incorporate EBT practices and principles. Also, technology is employed to enhance key aspects of the learning process, both for enhancing efficiency in providing timely focused feedback and personalized and differentiated instruction.
The methodology followed a broad action research approach incorporating both quantitative and qualitative data on the student learning experience. The primary focus was to understand better and improve key areas of practice; in this case, how an intervention utilizing the learning analytics features in LMS and differentiated instruction could enhance student assessment and feedback in a timely manner.
The findings provided valuable insights into how students experience their learning and identified the most useful (and less useful) aspects of the instructional approach employed. For example, the importance of focused and timely feedback for enhancing learning effectiveness and efficiency was well supported in the data obtained. This included evaluating various instructional methods and tools (e.g., quizzes, videos, exit polls) on their specific impact on the feedback process. Also, the data highlighted the important impact of the lecturer, both in positive (and negative terms), on how students experienced this intervention.
Kamijima Town, where the National Institute of Technology, Yuge College (NITYC) is located, is a municipality consisting of remote islands in the Seto Inland Sea. We propose the concept of "remote island engineering”. This concept is to solve island problems through an engineering approach, making full use of the island's resources and human resources, as well as the technical capabilities of the NITYC. At the NITYC, this concept of "remote island engineering" has been spreading from faculty to students over the past few years. Our laboratory involves 5th-year students, sometimes with lower-level students and local residents, in helping to solve regional issues as part of their graduation research.
For example, there are many abandoned bamboo forests in Kamijima Town, which are not well managed due to the aging of the population. Therefore, our laboratory proposed the "cascade use of bamboo” and came up with a method of using it in stages. As the primary use, bamboo houses designed by students are built, and as the secondary use, bamboo charcoal is made from the bamboo used in the bamboo houses. They also conducted an experiment to use the bamboo charcoal as a fishing reef by sinking it in the sea. Furthermore, remote islands are likely to be isolated in the event of a disaster due to the disruption of lifelines. For this reason, the company is actively involved in themes of disaster prevention and mitigation. One such theme is the "development of portable power generation equipment”. This is a combination of a rocket stove, which attracted attention after the Great East Japan Earthquake, and a Stirling engine, an external combustion engine, mounted on a cart so that it can be carried by human power. The students were responsible for all the design and manufacturing for this development.
This paper shows that laboratory management based on "remote island engineering" produces the educational outcomes of "independent spirit" and "cooperation with others" when students work on their own initiative and take responsibility for their own research. Students can experience the practice of the "PDCA cycle," in which they identify issues, set goals, gain new knowledge through experiments and observations, and present their findings at regular meetings to confirm the direction of the project. By having the students experience this cycle for one year, they were able to spend more time in the laboratory and conduct high-quality graduation research.
Stand-up paddle (SUP) is becoming increasingly popular as a water sport requiring balance, strength, and endurance. However, SUP-related accidents and incidents (including fatalities) are on the rise, and the use of wearable body monitors and activity trackers has been proposed to enhance SUP safety. These devices provide real-time feedback on posture, balance, and body movements, allowing instructors to identify potential risks and adjust instruction accordingly. Activity trackers also help people monitor their progress and set realistic goals, contributing to a more effective and enjoyable learning experience. This paper introduces the usefulness of the use of wearable technology in SUP, including fatigue assessment and a system that alerts humans to hazards in the natural environment such as wind and current, and suggests ways in which the device can be used by SUP instructors. In developing this system, we have built a program that can determine the limits of such maneuvers by acquiring data from actual offshore locations and using statistical methods to analyze the effects of drifting and wind. Based on the results of machine learning, we conducted interviews with experts and people with SUP experience to clarify the usefulness of the program in subsequent risk assessment. The results revealed that maneuvering limits due to drifting and wind are related to heart rate and SUP behavior. The findings also revealed the importance of organizing information on various situations, gender, physical fitness, etc. by their profiles to improve accuracy, which will be implemented in the future. In addition, personality and other factors are intervening in the behavioral awareness of participants who receive SUP instruction, and these factors will be examined in the future.
Oral Presentation is a core communication skills competence in Singapore polytechnics. Proficiency in delivery skills, in pitch, volume, and pace requires personalised feedback. Feedback closes the loop between students’ actual and desired performance (De Grez et al., 2012; Ko, 2019). However, students may not get enough personalised feedback in their practice sessions (Van Ginkel, Gulikers, Biemans, & Mulder, 2015).
Recently, AI has taken centre stage to enhance presentation effectiveness. Microsoft’s Presenter Coach (2019), with an improved version, Speaker Coach (2022), is a mechanism for oral presentation feedback. Students click “Rehearse with Coach” and get on-screen guidance on pace, volume, pitch, word stress and filler words, for better delivery (Microsoft, 2019). Personalised feedback is through a detailed metrics-based actionable insights report, also highlighting strengths. Research suggests that positive feedback directed at task performance enhances students’ self-efficacy (Hattie & Timberly, 2007).
A pilot study was conducted in 2020, with 125 part-time students, to measure the effect size of Presenter Coach on students’ oral presentation delivery. A quasi-experimental design was used in two formative assessment trial presentations, with comparison. For Trial 1, students presented without exposure to Presenter Coach. Tutors rated students’ delivery using standardised rubric. After Trial 1, students were exposed to Presenter Coach via a demonstration and practised asynchronously with Presenter Coach. In Trial 2, tutors assessed students’ presentation delivery, using identical rubric. In 2021, the study was replicated with 175 part-time students. Students completed a perception survey on the usefulness of practice with Presenter Coach. In 2022, 392 full-time students completed the same survey for the subject Effective Communication.
The results show that AI positively impacts delivery practice. The effect size for the pilot test was huge (d= 2.732), and in 2021, it was large (d= 1.206). Students in 2020 (97.3%) and 2021 (94.9%) found Presenter Coach useful. The top three areas of benefit were pace, filler reduction and intonation in 2020 and pace, pitch, and volume in 2021. 87.2% of the full-time students benefitted from Speaker Coach practice. Pace, filler reduction, and pitch were the top three benefits. The study will interest those keen on exploring oral presentation feedback, with AI data-driven insights for effective delivery.
Occupational safety and health (OSH) is an indispensable area across different careers. More and more employers and employees are concerning about their work safety and health and therefore requires high demand of labour entering the OSH industry. Relevant training on potential students would become important. The first critical criteria of establishing a safe and health work environment would be accomplished by workplace hygiene monitoring. By closely monitoring the workplace environment, this could reduce the risk of exposing employees to potential hazardous source. The continuous monitoring may include indoor air quality assessment, ergonomic assessment, physical and chemical risk assessment at the workplace. Students could acquire these practical skills through student initiative project based learning (PBL). Many previous studies showed that practical learning, hands-on activities, and student activism help them to grasp the difficult technological knowledge and hence develop their intellectual processes. As different workplaces may have different scenarios, project based learning provide an opportunity to let students to work on driving questions to simulate different work environment. Several workplace scenarios will be provided to students and they could work on the topics they are interested in. Then, fundamental workplace hygiene monitoring skills were introduced. Students are required to submit a proposal on the topics selected and they may have hand-on practice on using those monitoring equipment such as VOC and formaldehyde monitor, particle counter, heat stress monitor, sound level meter, etc. Students may discuss among themselves on sampling and measurement strategy, data processing and utilization. Leaning progress of students is closely monitored through a series of activities including brainstorming, interview, industrial visit, etc. Instructors would then give the appropriate feedback based on student performances from each activity. The overall learning outcomes would be evaluated by final presentation and a poster session. Positive feedback from different stakeholders received using project based learning approach. The feedback obtained will be used to improve the learning and teaching quality in the next cycle.
In order for students to live a socially independent life after graduation and start a life of financial comfort, they should acquire financial literacy while they are still in school and use their own motivation, money and time to invest in themselves. The KOSEN has many opportunities to demonstrate the achievements of their self-investment, such as robot contests. However, many students who do not voluntarily experience such oppotunities tend to lose their awareness of the significance of learning because they are desperate to complete immediate assignments and exams. Therefore, in this research, we discussed a method of incorporating elements of career education and financial education in specialized subjects for the purpose of students' continuous introspection and raising awareness of self-investment. In addition, we made a prototype of teaching materials to be applied to electrical subjects in the lower grades, and examined its validity.
In order for students to continuously introspect on themselves, it is necessary first of all to give them a clear reason for studying at school, and self-analysis is effective in this practice. Furthermore, in order to enable them to live a rich life without worrying about money, after giving concrete lectures on general matters of financial planning during their studies and after graduation, students are asked to describe their own life and career policies. While providing them the knowledge and opportunity to reflect on such continuous introspection, students take specialized subjects that incorporate the financial literacy that forms the basis of financial planning. Career and financial literacy encourage students' independence and motivation to study specialized subjects every time they interact with money in their daily lives.
Motivation for learning, career and financial literacy cannot be obtained overnight, so this initiative will not be a one-time class, but will continue to overlap. As an example of a specialized subject class that incorporates elements of career education and financial education, we made a prototype of a photovoltaic power generation investment teaching material for second-year students' electromagnetism. Compared to ordinary classroom lectures, 50% of the students who took classes using this teaching material gave positive evaluations, and 13% of them were negative. In order to increase the number of positive evaluations, it is necessary to improve the class further, such as adjusting the difficulty level.
In recent years, the aging of workers and the decrease in young human resources have progressed in the Japanese construction industry. Therefore, the lack of future successors has become a serious problem. In particular, it is difficult to secure successors in the Japanese tunnel industry due to the low recognition among young human resources and civil engineering students. Under the circumstances, it is necessary to have young people and civil engineering students recognize and understand about the tunnel industry in order to properly construct and maintain tunnels and hand down the technology to the next generation. it is essential to develop tools that support the early success of young successors and promote their retention in the tunnel industry. In order to solve such problems, simulated experience tools that utilize XR (Cross Reality) technology have been widely used in the construction industry. However, the tools have not been sufficiently developed for the purpose of securing successors in the tunnel industry and supporting their early success. Therefore, in this study, a basic Virtual Reality (VR) system that can simulate the situation (Especially, during tunnel face observation) during mountain tunnel construction was developed by using three dimensional model created based on photogrammetry and unity of game engine. And, questionnaire surveys targeting students was conducted in order to confirm the usefulness of this VR system. As a result, it is clear that it is useful for enhancing recognition of the tunnel industry and initial education for young human resources by utilizing this VR system.
National Institute of Technology, Yuge College (NITYC) has formed a partnership with Nakhon Phanom University (NPU) and continues to participate in short-term exchange programs. The two colleges share a common issue related to environmental surveys of water bodies, as NITYC is located near the Seto Inland Sea and NPU is located near the Mekong River. The Mekong River has undergone rapid changes in recent years due to upstream dam construction and other developments, and environmental surveys of the river are urgently needed. A project aimed to develop a system related to this issue has being carried out through the collaborative efforts of teachers and students from both colleges. In the past as a part of the project, an experiment was done with an autopiloted "environmental research ship" that scanned the bottom of the Mekong River. The project not only promotes the development of students' technical skills but also cultivates an international perspective and communication skills.
This paper outlines our short-term study abroad project between NITYC and NPU that aims to address the environmental survey of the Mekong River. In this term, the project focuses on the development of an Arduino-based "water supply system" and "pH survey system" to conduct water quality surveys of the Mekong River. The survey parameters include pH, COD, iron, total hardness, nitrite, and the number of coliform bacteria present. In addition to the joint development of the system, the students engaged in paper research, presentations, report writing, and recreational activities with Thai students to enhance their skills as international engineers.
Finally, to assess the effectiveness of our project, we have compiled the results of a survey of students.
This systematic literature mapping study aim to provide practical insights on the ethics of artificial intelligence (AI) in assessment. It is important to study the divide between what may be ethically permissible and not permissible, especially in fundamental societal institutions like education, when teaching practitioners or researchers apply AI in academic processes such as assessments. This study applied a systematic literature mapping methodology to scour extant research, so as to holistically structure the landscape into explicit topical research clusters. Through topic modelling and network analyses, research mapped key ethical principles to research archetypical domains, and reviewed the influence of these ethical principles in each thematic domain. Results of this study identified five key research archetypical themes, with presence across the system layers of cognitive, information and physical domains of an AI-based assessment pipeline, namely: (i) AI system design and check for assessment purposes; (ii) AI-based assessment construction and rollout; (iii) data stewardship and surveillance; (iv) administration of assessments using AI systems; and (v) AI-facilitated assessment grading and evaluation. Ten AI ethics principles, namely, (i) fairness, (ii) privacy, (iii) explainability, (iv) accountability, (v) accuracy, (vi) inclusivity, (vii) trust, (viii) human centricity, (ix) auditability and (x) cheating, epitomize the key ethics considerations across each of the five research themes; each manifesting varying levels of importance. The findings of this research can provide researchers and practitioners the insights into the application methods of AI in assessments and their intertwined ethical challenges, and in particular, the generalizable key research themes structured across the assessment pipeline, for follow up studies.
This paper summarizes the approach and outcomes of a remote lab for lifelong learning and the implementation of an active learning pedagogy in a lab-based Industrial IoT Analytics module, which is relevant to Industrial 4.0 transformation, at Temasek Polytechnic for three consecutive years. It also outlines the rationale for implementing remote labs, with the goal of lifelong learning, and employing active learning pedagogical framework. It then shares the full instructional strategy, which demonstrates how high-effect teaching methods, calibrated to cognitive scientific principles, were combined with appropriate educational technology tools to create highly effective learning experiences.
The 2020–2021 academic year was unique for many educators who had to adapt their courses to be conducted remotely due to COVID-19. Due to strict protocols, students returned home immediately after lessons. To prevent students’ learning from being unduly compromised, the teaching team adopted unconventional approaches to deliver lessons. An engaging, interactive e-learning module with self-assessment was created for the Industrial IoT Analytics module. The comprehensive nature of the e-learning modules improved students’ learning quality, with visual step-by-step procedures and guidance actively engaging them.
Despite the shift back to face-to-face teaching post-COVID-19, e-learning modules can still be accessed by Pre Employment Training (PET) and Continuing Education and Training (CET) students in Learning Management System (LMS), enabling repeated watching and long-term retention. This promotes inclusivity as all students can access the resources to learn crucial concepts. Allowing CET students to access the e-learning modules promotes lifelong learning and upskilling to meet current industrial needs, consequently opening new career prospects. Furthermore, Remote Access lab gave students real time industrial hands-on experience to access the shop floor machines in the SMART industry platform anywhere, anytime.
A 5-point Likert survey was conducted to assess students’ learning and engagement. 95% PET and 100% CET students gained confidence in doing labs through this teaching method. 91% PET and 100 % CET students strongly agreed that the e-labs were engaging.
The proposed remote labs with interactive e-learning modules suit lifelong learning because of the increased accessibility, ability to upskill the workforce and promotion of active learning. This approach is recommended to be adopted in similar subjects to aid students’ lifelong and active learning.
The mode of teaching and learning has been evolving in the past decades. New theories and methods kept popping up to facilitate teaching and learning. Worldwide in developed countries, 1960 to 1980 was the era that secondary education was stressed and became comprehensive. From time to time, teachers remodel teaching from vertical traditional mode to dynamic mode. Whereas, students started to receive education not only from the school, also from the environment such as the media.
Facing the constantly changing teaching and learning environment, it is necessary for both teachers and students to be open-minded. After Corona, people start to move on towards paperless education. Online lessons are conducted; learning videos could be recorded for education purposes. Some beneficial effects are clear including higher efficiency and affordability for students. On the contrary, drawbacks are observed. Technology issues may hinder the continuity in learning. In addition, students are found to be less focused and some of them may even develop a sense of isolation.
The mode of education in post-Corona era has been developing rapidly. Some advantages and disadvantages are raised. Not only the need of education should be fulfilled, maintaining the connection between teachers and students remains the most important goal.
This paper reviews the modes of teaching and learning in post-Corona era. It is believed that the world is still exploring on the transition from vertical traditional mode to paperless online education. Despite the pros and cons of the evolving education style, this paper stressed the importance of maintaining the connection between teachers and students.
In Japan, it has been said that, in the past, there were few opportunities for children to learn financial literacy. In reference to this, the country’s surrounding environment has been changing: low interest rates, the spread of the Internet, and the lower age of adulthood. Then, in 2022, financial education was introduced to high schools.
However, in the age of Society 5.0-the concept of a future society advocated by the Japanese government-there is a need for human resources with the skills to grasp things from multiple perspectives and solve problems, referred to as STEAM human resources. (STEAM is an abbreviation of science, technology, engineering, (liberal) art and mathematics.)
Since 2019, we have practiced STEAM education in the "Liberal Arts Special Lecture" with the 4th-year students at the National Institute of Technology, Kurume College (Kurume KOSEN). In the lecture, teachers give themes related to their own expertise. Through collaborative learning between students from various departments, we have led those students in integrating knowledge and creation so as to achieve deep learning.
We have formulated financial education material on simple interest and compound interest from the perspective of STEAM education, i.e., a fusion of economics and mathematics. Moreover, we have used this material in an open course for citizens by utilizing the abilities of liberal arts special course students and the 3rd-year students who studied both subjects as instructors. In addition, we have selected female students (RIKEJO) to serve as the instructors of this course, since we are informed that RIKEJO are studying in KOSEN. As a result, we have been highly rated by the participants and the female students have had a good opportunity to give back their acquired knowledge and ability to society.
This initiative has just begun, and so we must continue to develop education methods. In the current report, we propose financial education material which is relevant to economics and mathematics, while we also review the open course.
Data collected between 2021 and 2022 revealed that significant percentages of students perceived higher authenticity and increased involvement in the learning process when involved in an English course titled “Critical Thinking in English” than those student who participated a more standard “English Conversation” course. In fact, the former outperformed the later in nearly all surveyed categories, with the largest differences between the two courses were in Perceived Critical Thinking Awareness (21% in favor of CTE) and Perceived Educational Effectiveness (around 15% in favor of CTE). Furthermore, students rated CTE as more effective at increasing their interest in and confidence using English as a foreign language despite EC’s learning goal being to improve the students’ English conversation skills. This may have been because the students felt they were doing something with the English they were learning, and because they could see a use for the subject content beyond the classroom, which is something they may not have perceived in the English Conversation course. This paper is concerned primarily with detailing the methods used to obtain these results. “Critical Thinking in English,” taught in 2021, employed Content and Language Integrated Learning (CLIL) methodologies to enable students to perceive that using the foreign language (English in this case) had a direct and authentic application both inside and outside the classroom. In addition, the goal of using English as a tool for both examining and revising their own thinking processes and as a method of communication in the classroom was made an explicit goal of the course, and various activities enabled students to utilize a foreign language as a means of explicitly analyzing and communicating their thought processes to themselves and to others. Because “Critical Thinking in English” is an ongoing course in development, recent revisions to these activities and methods, and the students’ reactions to them, will also be detailed.
Fluid mechanics class that is a specialized basic subject in engineering education is difficult to learn for technical college students, and in order to earn the class credits, the study of students on fluid mechanics is easily limited to taking only the form of partial differential equations into account, and there is a problem in the quality of education that students are not able to understand and apply their knowledge of fluid mechanics very well.
In the flipped classroom, students prepare for new learning content by watching video lessons at home, and there is no lecture in the classroom. On the contrary, the teacher gives individualized instruction to each student on assignments that would traditionally be considered homework, and students work on them in collaboration with other students.
Since significant learning results can be expected from active and self-directed learning through active learning in flipped classrooms, it is assumed that flipped classrooms will gradually spread through experimental efforts, especially since it is considered to be a learning method compatible with online learning in the post-COVID19 era.
The purpose of this study is to introduce OpenFOAM that is a free software for fluid analysis into the flipped classroom, which has been attracting attention in the field of education, in response to the question of quality assurance in fluid mechanics classes in technical college education, and to find out how the simulation results of fluid phenomena visualized by students themselves can be connected to theoretical knowledge of fluid mechanics. From this educational practice in technical college, we aim to develop a remote flipped learning method to draw students' interests and make them feel "interesting and want to know more" by introducing the OpenFOAM into fluid mechanics class.
In this paper, we introduce a practical case study of a fluid simulation theme using OpenFOAM at Hiroshima College, in which students were asked to simulate fluid dynamics on their own by trial and error, following the operation manual of OpenFOAM, even they know less about theoretical knowledge of fluid mechanics.
An essential skill for information engineers is learning a new programming language based on ones they have already learned. In this study, a learning method is presented by practicing classes in which students learn Python by comparing it with the C language. Moreover, students are experienced this effectiveness. The students learn C language 6 months earlier. First, C code is presented to review the basics of the C. Next, the same and different points between Python and C language are explained. Then, Python code is presented. This allows students to efficiently learn new knowledge while using their pre-existing knowledge. This method enables them to use Python in a short period. We teach arithmetic, input/output, control statements (conditional branching, repeated statements), collections, and functions in eight classes. In order to evaluate the effectiveness of the method, we have confirmed the questionnaires done on the final class in the 2021 and 2022 academic year. The results are the following. First, more than 80% of the students have found the content appropriate or easy. More than 65% have felt that the learning speed was appropriate, and less than 20% have done that it was fast. More than 72% said that the comparison made it easier to understand contents. These results indicate that the transition of learning based on existing knowledge is realized in the class and that the students is able to experience the benefits of this transition. More than 88% of the students have felt that they understood the differences between C and Python, and more than 67% have done that their knowledge of C was deepened. Several statements about the perceived benefits of the comparison are identified in the feedback. The results of the survey indicate the following. First, this method allows students to experience the benefits of learning from comparison between new programming knowledge and understood one. Secondly, this allows students to learn new knowledge quickly. Finally, many students feel positively about this.
Republic Polytechnic (RP) adopts a learner-centred approach, acknowledging student voice as central to the learning experience by employing instructional strategies, such as problem-based learning, project-based learning, interactive seminars and cognitive apprenticeship. With technology revamping the way humans live, communicate and conduct business, e-learning is increasingly used as a mode of lesson delivery in the campus. Together with the other learner-centred instructional strategies, Microlearning (ML) which is an instructional design that delivers information in a smaller and easier-to-digest format, has the potential to be weaved into the curriculum to achieve the desired learning outcomes.
In this study, a conceptual framework is developed to implement microlearning in the curriculum at Republic Polytechnic for learner-centred environment. The framework covers the following aspects:
• What is microlearning?
• Why should microlearning be implemented in the curriculum?
• What are the key features of microlearning?
• How to implement microlearning?
This study assesses the effectiveness of the proposed framework for microlearning implementation in RP with regards to its alignment to the institution’s needs. It looks at how microlearning can be used to deliver content and complement traditional teaching and learning, and subsequently, reinvigorating students’ love for learning.
Four Sharable Content Object Reference Model (SCORM) packages were implemented in a lesson to gain useful insights into the learner's reaction and learning through microlearning. The results, derived from Focus Group Discussions (FGDs), indicated that the learners considered short duration of the microlearning courses helped enhance comprehension, enabled accessibility and increased interactivity.
This presentation summarizes the development of software that enables EFL learners to perform analyses of texts in order to build personalized word lists, which are stored in a cloud system for review. It will begin by explaining the pedagogical rationale for the system by surveying previous literature and reviewing related concepts in second-language vocabulary acquisition. A demonstration of the software in use will follow with an explanation of key features. The final portion of the presentation will consider various technical aspects of the platform and how these can aid in improving vocabulary acquisition. This project is a collaboration between instructors and students, who have lent their programming expertise and provided important feedback as learners hoping to optimize the software for their own study purposes.
The primary programming language utilized in this project is Python, along with open-source Python libraries such as Pandas and Natural Language Toolkit (NLTK), which allow users to perform text analyses and obtain information such as the frequency of a word, difficulty, and genre. In order to provide learners with more specific information about words they encounter in texts, the text-analysis tool uses data from commonly used word lists as well as custom lists developed within the researchers’ institutions to provide additional data. To aid efficient review, students can save the selected vocabulary in a spaced repetition system (SRS). SRS is a tool that optimizes learning by presenting information at increasing intervals of time based on the user's performance, thereby facilitating long-term retention. It is based on the Leitner System, which is a method of organizing flashcards into boxes that are reviewed at increasingly wider intervals of time in order to maximize the retention process. SRS utilizes algorithms to determine the optimal interval of time to review a vocabulary word for efficient retention.
While similar web-based tools exist, the combination of text analysis functions and SRS is unique and offers learners a flexible and convenient way to personalize their vocabulary lists. This will be particularly useful for learners studying a specific specialism. By drawing on word lists and vocabulary specific to their specialism, students can better prepare themselves to use English in their future professions. For students at institutes of technology, this software provides a way to tailor their own personal word lists to the subjects that they are studying and gain more autonomy and control over the learning process.
In the form of "Do, Check , Action and Plan"(DCAP)-style, my teaching practice and improvementse will be presented. Towards firm understanding of physics, we have to know students learning status. First we have to know how to sieze students' learning mind and motivate them to learn physics by on-cite demonstration (experiment) and looking back daily seen physics phenomena, sucessive questions and answer dialogues with students. Partly series of complex expreiment pre-recorded as movie are also shown after the on-cite experiments. (Do part). With such dialogue teacher can know the students' learning status and decide the effective starting point to teach physics, that is where to start including topics of past grade. And the evaluation of students are based on mid-term and final examination, which are analyzed in terms of cause of wrong answers and how they would understand the right notion in logical way without blindedly remembering series of fomula of physics(Check part). After taking quetionare of students' opinion, I made feed back to students' opinion and made some concrete suggestion intended for modification to right studying attitude(Action part). At last I will present next years' instructional design of physics(plan part) all with my 14 years' teaching experience of physics incooperated with the results of former Do-Check-Action of experience of teaching physics. Especially introduction of pre-required notion before starting the theme of physics in the sence that students can share required information they should understand and where they are and where they are going will be focused. Instruction in terms of verval understanding of physics formula is included.
Practice is essential to improve learners' acquisition of mathematical knowledge and skills. For the freshman Mathematics module in a Polytechnic in Singapore, exercise questions in PDF format have been provided as a form of further practice, which learners solve, after class, in their own time. This approach also attempts to foster students' self-directed learning (SDL) abilities. As technology advances, e-learning platforms can be utilised, along with adaptive learning technology, to enhance learners' engagement and independence in solving these exercises or practice questions. Our study adopted a quantitative research design to examine the impact of an in-house creation of interactive online exercises in the Sharable Content Object Reference Model (SCORM) format on 2383 learners' SDL abilities, mathematical knowledge, and skills. The design of the SCORM exercises incorporated the seven factors guided by an SDL index (Vedamuthu & Periasamy, 2022): Assess Task, Evaluate Expertise, Plan Approach, Monitor Progress, Adjust Strategies, Learning Motivation and Collaborative Communication. Independent sample t-tests were conducted on the assessment scores and raw module scores of learners who completed six or more SCORM exercises compared to those who completed three or fewer SCORM exercises. In addition, a paired sample t-test was carried out on the pre-SDL and post-SDL survey scores of learners who completed six or more SCORM exercises. Results from both sets of tests reveal that learners who attempted six or more SCORM exercises have significantly improved their mathematical knowledge, skills, and SDL abilities. It is recommended that interactive online exercises in SCORM format be included in technical modules to improve learners' academic performance and SDL abilities significantly.
The new curriculum guidelines promulgated by the Japan Ministry of Education, Culture, Sports, Science and Technology indicate that teachers must develop student-centered classes. Greater attention is recently being paid to active learning (AL) as a means of carrying out this guideline. English teachers in Japan should teach students the four skills of reading, listening, writing, and speaking, equally. However, traditionally, reading skills, and learning English grammar have received the focus under the Grammar-Translation Method. Little attention has generally been paid to speaking as a skill. In particular, when students learn English grammar, they sit down quietly, listen to the teacher’s explanation of the grammar, complete the grammar exercises, and check whether their answer is right or not. They have little chance to speak English. Teachers find it difficult to create a student-centered learning environment and encourage students to speak English when they present English grammar. This paper includes my practice report on English classes for first year students at Kushiro College, National Institute of Technology. I created a student-centered environment that I took advantage of when I taught English grammar to the students. This is a quiz-creation activity, which I call “Guess-de-show!” In this activity, students learn reading, writing, speaking, and listening skills through the creation of quizzes. After the students listen to an explanation of English grammar, they use their newly acquired grammar to create quizzes and hints. Students must read English documents to obtain the necessary information for creating quizzes and hints, providing them to the respondents. The respondents listen to the questioners and respond to the quizzes in English. This is an easy exercise that can be done in one class, and it is an example of AL.
In the department of Japanese (a part of General Education), National Institute of Technology, Fukushima College (Fukushima Kosen), continuous writing education is provided to students in the four engineering departments. In the 2nd year, an essay contest is held to cultivate the basis for persuasively communicating one's opinions based on written materials; in the 3rd year, students write summaries and opinion essays in the Japanese class to mutually improve reading comprehension and expression skills; in the 4th year, the course of “Japanese Expression Methods” is offered to develop practical expression skills for employment and higher education. This paper describes the approach to writing education at Fukushima Kosen, and analyzes its achievements and challenges based on the results of a questionnaire survey of students. At the same time, the possibility of teaching writing with digital devices will be discussed by adding an explanation of online class initiatives in the Corona Disaster, based on the results of a survey of students. This will provide a solution to the pressing issue of what kind of writing skills are necessary in engineering education and how they can be developed. Today, there is a need to produce many engineers with advanced expertise, and it is necessary to train individuals who can communicate with others and collaboratively work on issues. For this purpose, it is important to have the skills to persuasively convey one's ideas to others. The continuous writing education at Fukushima National College of Technology has been successful in fostering such human resources.
This is the second pilot study to create a self-learning support system based on an eye-tracking analysis of a dual task in English as a foreign language. In the previous pilot study, four students were recruited as subjects with their permission to use their experimental data for this research. Two subjects had scored above 500 on TOEIC🄬test and the other two had acquired less than 300 on TOEIC🄬test. Each subject participated in the experiment by solving the same question from TOEIC Listening Part 3 on a computer screen and their eye-movements were recorded. Then, by visualizing an individual student’s eye movements while listening and reading English on TOEIC🄬test, it was observed that the students with lower TOEIC scores had irregular eye movements that seem to indicate confusion, such as eye wandering, or getting stuck while listening and reading the text. By reviewing the patterns of their eye movements, they recognized the incomprehensible words or phrases that inhibited their comprehension.
For this second pilot study, one student was recruited as a subject who had a low TOEIC🄬test score under the consensus of using the data for the research. The purpose of this pilot study was to examine the eye movement data of the subject and to find out an appropriate self-learning style by helping him trace his eye movements, examining his confusion, and enhancing his meta-cognition through the comparison of his data with the ones of subjects above 500 on TOEIC🄬test score. The subject participated in the experiment twice: once by solving the questions of TOEIC Listening Part 3 and another time by eye-shadowing a text on a computer screen on a different day. His eye movements were recorded both times. Then, by visualizing the student’s eye movements, he noticed the patterns of his own irregular eye movements that seem to indicate confusion, such as wandering and going backwards while listening and reading the text. Through the observation of his eye movements, he recognized his attitude that inhibits English listening comprehension.
Cybersecurity education in engineering education is becoming increasingly important, and the cybersecurity human resource development project that began at KOSEN in 2015 has entered its mature phase. The author has been responsible for the practical technical aspects of this project and has developed many cyber security educational materials. Lectures using the developed educational materials have been practiced and educational effectiveness has been measured. The relationship between educational effectiveness and motivation has also been examined, and the latest research results show that a high educational effectiveness can be expected if the motivation score of the students in the course is 4 or higher (on a scale of 1 to 5 points).
In 2022, KOSEN started a credit transfer system among national institutes of technology, and National Institute of Technology, Kisarazu College, which is the base college of this project, offered "Information Security Exercise," which is the author's subject and enables students to learn about vulnerabilities in web applications through practical exercises. Thirty-seven students from National Institute of Technologys across Japan received credits for the course.
In light of previous research results, the 37 students were classified into two groups according to their motivation scores on a pre-course questionnaire: the ultra-high motivation group (mean score: 4.48) and the high motivation group (mean score: 4.00) (analysis of variance showed a significant difference in mean scores (F(1,35)=11.37, p <.005)). Students' scores on cybersecurity skills and knowledge (operational and construction, knowledge and law, certification, vulnerability, and defense in depth) were obtained by questionnaire before and after the course.
Analysis of variance showed that both the highly motivated group (Fs(1,100)>=10.65, ps<.005) and the ultra-highly motivated group (Fs(1,75)>=17.20, ps<.001) showed significant score increases on all five items. To examine consistency with the learning content, we also analyzed the magnitude of score increase for the five items and found a significant difference between the magnitude of score increase for vulnerability and the other items (ts(140)>=3.705, ps<.0003).
These results confirm that the assumed skill improvement was appropriately practiced, and replicate that a motivation score of 4 or higher is highly effective for learning. In order to effectively utilize these results in other subjects, it is important to set goals based on appropriate historical background and to prepare prior learning to further increase interest.
In the National Institute of Technology (KOSEN),Nara College curriculum, teach programming to students in grades 2-4. The unit of programming is 6 credits in total. Students learn the Java language for the first two years. Students learn C language in the last year. Students may also use other languages, such as python and C#, in class for experiments and exercises.
In this way, in the curriculum of this department, we teach programming firmly, but it cannot be said that students have programming skills. As the cause of this, there are a certain number of students who are not good at programming at the stage of the lower grades. We consider that students should submit assignments and pass exams instead of actively learning programming.
Therefore, to dispel students' weak perception of programming, on the other hand, for students who have advanced understanding, we will change the tasks according to their proficiency level so that they can challenge more advanced problems. This is possible by having multiple instructors conduct classes, and there were problems such as difficulty in evaluating students by dividing them according to their proficiency level.
Therefore, we gave a lecture using Scratch and the Java language in the programming basic class held in the second grade, which is the first introductory education, and we report the details in this paper.
In this class, the following procedures were carried out with the aim of helping students to understand the control structures that they should learn first: sequential, branching, and repeating.
(1) Visual programming (Scratch)
(2) Java language programming
(3) Exercises and assignments
We teach classes with (1) to (3) as one set.
This was not just a matter of teaching grammar and doing exercises, but to help students understand and maintain their motivation.
We compared and considered the results of classes conducted using this method for the first four years from 2019 to 2022 with classes conducted using only the Java language so far.
Although the time required to teach grammar content was shortened compared to the conventional class method that taught only Java, the grades did not deteriorate compared to before, and it is suitable for classes to learn Java language and C language from the third grade onwards. There were no obstacles.
While Covid-19 pandemic in 2020 saw all lessons moved online out of necessity, Singapore IHLs’ leverage on the affordances of blended learning remains elevated when the safe management measures have been lifted. In this paper, the author will share his experience in implementing differentiated instruction with blended learning for over 500 mixed-ability stage 1 learners in all IT-based diplomas in their learning of mathematics in the form of asynchronous online lecture and in-person tutorial.
Differentiated learning during asynchronous online lecture is achieved with the use of bite-sized content, a mixed of media-like text, infographics and instructional videos where learners can view and review them at their own time and pace. This, augment with monitoring of learners’ performance in learning-validation quizzes to address learning gaps at start of associated tutorial, help to ensure learners with mixed ability are adequately and effectively prepared to partake and benefit from the active learning activities in the tutorial sessions.
Through active engagement and interaction with learners during in-person tutorial classes averaging 20 learners, the tutor is able to further differentiate and monitor individual learner’s progress to provide immediate feedback and to identify learners who needed more attention and provide them with the necessary help while the faster learners are given additional challenging questions to stretch them further. The use of ALERT (Assessing Learning in Real Time) system at end of most learning topic allows learners to provide feedback on what they have learnt and raise question they might still have, to enable tutors to follow up and respond to those who still need clarification or further assistance.
The author will further share his recommendations for an effective and engaging blended differentiated learning which include using multiple types of instructional materials, leveraging on technology to identify online learning behavioural patterns and mixing up group composition in aspect of ability during in-person tutorials. The author reckons the education research paper will benefit technical institutes who wishes to implement differentiated blended learning in the teaching and learning of mathematics to mixed-ability learners.
This study examines individual learning and group interaction in our presentation activities to enhance group activities leading to more cooperative learning. We have positioned group presentations as part of the curriculum for the 2020-2022 academic year English classes for third-year students of technical college and have reflected on them with a reflection sheet based on the perspective of "independent, interactive, and deep learning (active learning)" (MEXT, 2017, 2018). We attempt to improve the class to enhance its group activities for more cooperative learning. From among forty-two groups, one presentation group with the highest values for our reflection sheet responses was selected through the 2022 practice. We analyzed their group interaction qualitatively referring to their reflection sheet responses. The following are the results: 1) This group had active communication and tried to fulfill their responsibility as a group to get all five members together to communicate, which resulted in high values for reflection. 2) Consideration should be given to students who are not fully aware of their specific roles, such as Students D and E. This is because, although they participated in the group discussion, they may not have been aware of their specific roles and responsibilities as individuals. 3) Only three of the five members responded with an evaluation of the group activity, which suggests that our reflection sheet needs to be improved in this regard. By dividing the free-response section of the reflection sheet into "Reflection as an Individual" and "Reflection as a Group," it may be possible to have the participants analyze the group activities themselves.
Classrooms today have learners with diverse learning preferences and backgrounds, making the traditional teaching methods inadequate. These methods disregard individual learning styles, pace, and strengths, causing some learners to fall behind or lose interest. To effectively support learning, personalized and inclusive teaching strategies are crucial. Adaptive learning personalizes education by providing tailored content, targeted focus on specific areas and frequent practice, resulting in immediate feedback, leading to improved learning outcomes.
In this study, we used the adaptive learning process in Brightspace AI suite to design lessons on two topics related to Differential Equations for 86 learners from the Diploma in Electronic & Computer Engineering at Nanyang Polytechnic in Singapore. The adaptive system adjusted the content to each learner's strengths and weaknesses, providing personalized questions for practice and assessment. Learners were able to track their progress and identify areas for improvement. If learners answered a question incorrectly, the adaptive system provides the correct answer and suggests additional reading materials for learners to gain better understanding.
Learners’ performance in the two topics and their learning experience were evaluated through pre- and post-tests and a survey. The results showed a significant improvement in learners’ performance and many positive intangible benefits, such as an improved confidence level in solving mathematical problems and more efficient use of time in learning. This paper presents findings and recommendations for implementing adaptive learning in education.
Adaptive Learning is a learner-centric tool that improves learner understanding, engagement, and performance. It saves time by focusing on areas where learners need more help. The results suggest that this approach is more efficient than the traditional teaching method. The strategy is not limited to mathematics but can be applied to other courses as well. Adaptive Learning is a powerful tool that can revolutionize the teaching and learning experience, and educators are encouraged to use it.
At the National Institute of Technology, Nagano College, from the fiscal year 2022, all first-year students enter the engineering department without choosing a major. The students will choose to major in one course out of Informatics and Electronics, Mechanics and Robotics, or Civil Engineering when they advance to the second grade. To provide an opportunity for students to select a major, these general subjects are provided - basic manufacturing engineering and basic manufacturing experiments. These subjects are provided based on the five original fields the school offered. We hope students will be motivated to select a major and increase their motivation for future study through these subjects. Each of these two subjects is arranged for 90 minutes, which totals 180 minutes per week. Each of the original fields will be covered for 3 weeks in the first semester and 3 weeks in the second semester, for a total of 6 weeks. The course of Informatics and Electronics(IE) consists of the former “Department of Electrical and Electronic Engineering” and “Department of Electronics and Computer Science”. The course of IE consists of the information and the electronics field. We examined the themes and content for the first three weeks and the second three weeks, for six weeks. Three themes were set: machine learning, information security, and application development. In the theme of machine learning, students will study image recognition and image generation, focused on machine learning such as AI and deep learning. In addition, we hope it will lead to a new curriculum on data science that will be established for all departments. In the theme of information security, students learn about the properties of files handled by computers and the information contained in files, focusing on image files mainly. Security is an issue in the information society, and security engineers are required. We believe this will lead to security-related subjects being offered in the following year’s curriculum. In the theme of application development, students will have experience programming a smartphone application. Students are familiar with smartphones and interested in programming through games, etc. In addition, our curriculum has many opportunities for programming as well. By using a tablet, we hope students can experience manufacturing through programming. In this paper, we show the results of implementing these themes, we have discussions based on the state of classes and the results of questionnaires.
Since 2022, National Institute of Technology, Fukui College (Fukui KOSEN) has been conducted Fostering next-generation Scientists Program that seeks to extend the abilities of young persons with outstanding talent and willingness in mathematics and science, and to produce future leaders in the field of science and technology. The program named “Fukui KOSEN type PBL for collaboration between traditional industries and digitalized generations” is supported by Japan Science and Technology Agency, JST.
In Fukui KOSEN, students experience problem-based-learning, PBL, to cultivate power of execution and motivation for course works. In the learning, they observe the company around the school, and trace business problems. Then, they consider solutions in group works and deliver the ideas.
This program involves similar process for 40 elementary and junior high school students to cultivate capacity for problem-solving and innovation for 2 years. In the 1st year, students of the program join workshops in traditional craft centers near Fukui KOSEN such as Echizen Japanese paper and Echizen traditional chest, and understand histories, techniques and present problems. Students also learn general and special subjects including ICT and IoT provided by Fukui KOSEN. Through the activities and some presentations about their interests, they decide the theme of sequential study. Then 10 students who can take the 2nd year are shortlisted among 40 students in the 1st year.
Each student is assigned to Fukui KOSEN laboratory working on related to their own theme, and studies supported by teachers and tutors.
So far, we had to change some workshops and lectures to remote operation due to COVID-19. However, we have found the validity of this program because participants made great presentation valued by external assessment committees.
In this paper, we describe the program detail even in COVID-19 situation.
In Hong Kong, the efficacy of engineering education in secondary schools is always difficult to measure. This is mainly due to the fact that there are limited eningeering-oreinted subjects and few teachers with backgrounds in engineering. Engineering education is often infused into the curriculum of secondary schools through science, technology and mathematics (STM) subjects. Students’ involvement in engineering related school-based and extracurricular activities are limited. Only a few technical schools in Hong Kong are offering engineering-oriented subjects such as Electronics & Electricity and Technology Fundamentals.
Some previous studies have identified that the lack of engineering education in secondary schools may affect the students’ aspiration to become engineers. While some studies have looked into the gap of eningeering education at the secondary-tertiary interface. Likewise, many post-industrial societies are facing the same challenges as Hong Kong, which have strong demand for engineers but struggled with the low intake of engineering programmes in higher education and subsequent careers.
This paper responds to the addressed issues of engineering education in Hong Kong secondary schools, and performs a practical study of the effectiveness of Applied Learning Courses (ApL) which are introduced to diversify the curriculum of senior secondary students by the Education Bureau of the Hong Kong SAR government. The design of ApL emphasizes the development of fundamental skill set, career-related competencies and generic skills of students, and explore their career aspirations and orientation for lifelong learning.
The overall design, curriculum and pedagogy of two selected ApL courses in engineering (Digital Construction and Electircal & Energy Engineering) will be studied to investigate how the courses can instill engineering knowledge, provide practical ‘hands-on’ experiences and enhance engineering aspirations among secondary school students.
The study also provides recommendations on improving the design and structure of ApL courses as an approach of effective engineering education in secondary schools.
We have developed tools to enhance the deep learning of physics, using video lessons to support preparations and review for class and interactive electronic books(ebooks) to visualize theoretical understanding, for third year students in national colleges of maritime technology.
The video lessons are composed of a summary of the key points of the class and answers to the questions. Using Teams group chat, we distributed a video lesson according to the progress of the class. To third year students, we have developed a total of 24 video lessons. They have watched about 50 videos since they were in first grade.
As a class exercise, the students solved the questions and watched the video lessons, and checked their answers.
Furthermore, the students replied to the video chat that they understood and noticed. And, the students reacted 👍 to each other's comments. Reacting to the comments of others, the students deepened their understanding from various perspectives.
The ebook contains key summaries of differential and integral calculus and mechanics and contains questions and answers from the achievement examinations.
Using the gallery function of ebooks, we teach a graphical understanding of the mechanics of a particle. For example, in graphical understandings, the slope at any point on a distance-time graph gives the speed at that point in time, and the area under a speed-time graph gives the distance travelled. Such a graphical method is very useful for deep understanding.
Moreover, using differential and integral calculus, in order to check their theoretical understanding, we gave the theoretical graph of physical quantities and formulas for gallery function of ebooks. For example, in a theoretical understanding, time integral over the equation of motion, we derive the formulas of velocity and displacement in linear motion of uniform acceleration.
Using video lessons and ebooks, students can study at their own pace any time and any place. Especially, class videos were useful in online classes when students were infected with the COVID-19 and stayed at home.
The ebook could be accessed via the homepage, http://www.hiroshima-cmt.ac.jp/faculty/ippan/007.html , and downloaded wirelessly to an iPad or iPhone.
The educational results of this approach are discussed on the basis of student questionnaires and results of CBT (computer based testing) at the National Institute of Technology (KOSEN).
Holistic building design, Integrated Design process (IDP), green-building rating and Building Information Modelling (BIM) are common terms within the built-environment discipline today. The framework of all these approaches dictates various consultants to synthesize their expertise towards achieving sustainability targets moving away from the conventional model of transferring drawings or concepts from one consultant to another. It is hence vital to step away from this traditional system starting with the education model. With ‘skills’ being the focus of technical education most modules are taught in isolation from each other creating perspective gaps. Experiential gaps (Bloom, 1956) within every level reduces iterative approach to address fundamental knowledge. These gaps have led to focussed learning but with disconnected perspectives. The teaching team of the diploma in Architectural Technology & Building Services (ABS), at the School of Engineering, Temasek Polytechnic has attempted to bridge these disconnections in learning gaps by the horizontal and vertical integration of knowledge and skills across various core modules. As a pilot initiative, effort was made to design projects and lab-sheets, to focus on a common authentic scenario, in this case a new building development. In another case, project timelines and deliverables were framed to drive knowledge and skill amalgamation satisfying the project needs of either module at the same time. Taken forward to the next semester, the same scenario was revisited and built-upon using a newly learnt skillset. Focused group interviews and surveys indicate critical thinking, deep-learning, and ability to inter-connect concepts were positive outcomes of the exercise. The integration of teaching materials had a greater impact on cognition than assessments, in this case projects. However, the ability of students’ grasp in one module impacted their performance across all the integrated modules. Changes in groups and peers across modules and levels also impacted learning integration and project deliverables.
Akashi College Architecture Department offered online international design workshops to replace the international exchange activities suspended due to the Covid-19 pandemic.
The first online design workshop started in November 2020 and ended in January 2021. It had 53 participants, including students from Japan, Brazil, Hong Kong, Indonesia, and Singapore. The second online design workshop started in October 2021 and ended in January 2022. It had 90 participants, 84 students from Japan, Brazil, Hong Kong, Germany, the Philippines, and Mexico, and Taiwanese teachers from six different Kaohsiung Municipals technical high schools. The third workshop started in November 2022 and ended in February 2023. It had 50 participants, including students from Japan, Brazil, Hong Kong, and Germany. All workshops had once a week an online meeting session of 90 minutes. The students worked in groups and developed the design of a tearoom. At the end of the workshop, they explained their designs using drawings and a five-minute video presentation. These workshops were part of an elective course for Japanese students, and they worked together in the same room while having online meetings with their international group members. Two instructors monitored the online sessions and assisted the students when necessary.
This paper offers practical teaching suggestions by comparing the results from three workshops. The methodology used here to evaluate the workshops are surveys with the students, observation of the students during the workshop, and an analysis of the results: the tearoom designs developed by the students. First, we explain how the workshops took place, from the recruitment of the students to the final presentation. We present difficulties and troubles experienced during the workshop. Later, based on the survey results, we will discuss the workshop's impact on the students. Then we will compare the tearoom designs of the online workshop with the previous offline workshop.
By 2030, the workforce in Singapore will be required to transition towards Industry 4.0 which will necessitate the presence of individuals within the force with proficiency in 3D modeling as one of the critical skills to acquire due to its highly transferable nature, applicable across a wide range of sectors (Skillsfuture, 2022). The purpose of this research is to develop a format for teaching basic and intermediate 3D modeling skills within the 3D computer animation context. The research will consider the unique challenges faced by adult learners in this field, such as spanning a broad range of experience or technical knowledge. The SkillsFuture learning platform will be used to deliver this course as it provides accessible learning to Singaporean residents, subsidized for citizens and PR. In addtions, the software Blender will be utilized to teach high-end computer animation, a powerful 3D creation software that is free and open source, making it an effective tool for adult learners. The development of three SkillsFuture courses for high-end computer animation was completed and released during the 2021/2022 period, and a total of 11 runs were conducted. The format used was in-person and small size classes which allowed personalized support and to alter the pace of the class according to the learners needs. Furthermore, microlearning (Boring & Tomei, 2022), project-based learning (Pusztai, 2021), and storytelling (Bonds, 2016) andragogy were implemented. The courses were well-received by adult learners spanning a broad range of ages and professional backgrounds and the feedback collected was overwhelmingly positive, confirming they were able to absorb and apply the knowledge imparted. The success of the courses suggests that this format can be used effectively to teach adult learners 3D modelling within the broader context of 3D computer animation. This could lead to the development of more specialized courses for learners who have already completed the introductory courses, providing them with advanced knowledge in the field.
KOSEN-KMITL has been established in Thailand as the first KOSEN to develop Japanese-style National Institute of Technology (NIT or KOSEN) abroad. KOSEN-KMITL has introduced the Model Core Curriculum (MCC) and other distinctive educational systems of KOSENs to encourage engineering education.
KOSEN-KMITL has also implemented pioneering initiatives that have not yet been implemented by Japanese KOSEN. One of the pioneering efforts is the distinctive class, ‘Reverse Engineering.’ This is a course in which students disassemble and examine products that are already in circulation. By disassembling a product and examining its design, students understand the engineering characteristics of the product and learn engineering design by themselves. 'Reverse Engineering' here has a different meaning from reverse engineering in so-called software engineering which is not to recode programming from a sequence of bytes.
This subject is provided to first-year students at KOSEN as part of their introductory education. First, KOSEN-KMITL has established a Mechatronics Engineering Department. At that time, it was reported that the educational impact of this subject has been positive. In the Department of Computer Engineering, the second department established at KOSEN-KMITL, "reverse engineering," which was introduced in the Department of Mechatronics Engineering, was also introduced directly. As a result, student satisfaction was very high. However, there was the problem that some of the analyses were not directly related to computer engineering.
Therefore, this year we will implement reverse engineering related to computer engineering. In this report, we describe in detail what we have implemented and report the evaluations from students through questionnaires. Furthermore, this subject is considered suitable as an effective introduction to universal engineering education. Therefore, it is a useful reference for the introduction of all engineering education, not only KOSEN education. In particular, since it is the result of modification from mechatronics to computers, we believe that it will be helpful in terms of its application to various fields.
This paper is a study and educational practice report to improve answering questions from students in order to cut working time.
Because of the COVID-19 pandemic, staff have more tasks than before. For these additional tasks, they should try to reduce time for other tasks.
When students study or think something deeply, they usually need discussion with teachers, and it often occurs after lectures.
Suppose that a quarter of the students want to discuss and that each of them spends 6 minutes after one lecture, the total time on the academic discussion with students (exclude lecture times) accounts for 20.6% of the total work time in week.
Therefore, it is useful to consider how to answer students' questions more efficiently in order to save time.
The author's conclusion is to upload discussion data to Learning Management System (for example “Blackboard Learn”), this is because after uploading data, all students can read it so, logically speaking, only one discussion need in one topic (actually, of course, other students may need more), and because it is also useful for students to get reading skills better.
Next, the author thinks how to get the discussion data easily. There are 4 ideas.
The first idea is to type summary after discussion.
The second one is to use A4 size papers. When he explains, he writes and draws on A4 size papers so that he can scan them after discussion.
The third one is to take photographs. When he explains, he uses blackboard or whiteboard and before erasing them, he takes photographs with digital camera.
The fourth one is to use the interactive whiteboard (the electric blackboard). After discussion, it offers the discussion data.
The author tries all of them and concludes that using the interactive whiteboard was the best idea. It is because there are three advantages.
The first advantage is that it allows teachers and students to concentrate discussion because it can provide the data after discussion.
The second one is its features, for example, copy the whole screen, cut/copy/delete/move letters and drawings. These make teachers explain more smoothly. Therefore, they can reduce discussion time effectively.
The third one is that it makes physical distance easily because its screen is wide and it can expand letters or drawings. On the COVID-19 pandemic, these features are important.
In this presentation, we will discuss a hackathon event focused on Sustainable Development Goals (SDGs) as a social issue, which employed AI and IoT technologies using the M5Stack microcontroller series. The event was organized by faculty members from Kanazawa University, Kanazawa Institute of Technology, Hokuriku University, and National Institute of Technology (Ishikawa College), along with several local companies. The hackathon consisted of three stages.
The first stage was a one-day ideation workshop, during which participants learned about Sustainable Development Goals (SDGs) and technology, chose the SDG topic they wanted to address, and engaged in team building.
The second stage was an online training session, where each participant received hands-on training on how to use the M5Stack.
In the third stage, lasting two days, participants worked on creating solutions to SDG-related problems. Throughout the hackathon, 27 participants worked on seven different projects.
Although Raspberry Pi is a well-known hardware platform for learning AI/IoT, and many hackathons have used Raspberry Pi, this event utilized the M5Stack. The M5Stack is a compact microcontroller module that integrates peripherals such as an ESP32 with Wi-Fi and Bluetooth wireless communication capabilities, color LCD display, buttons, speaker, microSD card slot, and battery into a 5cm x 5cm square package.
The M5Stack can be developed using UIFlow, a visual programming tool with a GUI, which allows even inexperienced programmers to learn from the documentation. There are numerous modules, such as sensors and actuators, that can be easily connected to the M5Stack. Additionally, a wide variety of libraries are available for using the sensors, making it accessible for those with no experience in electronics design to tackle the project.
This presentation shows the prototypes created by the students and the feedback received from the event. According to the results of a questionnaire given to the participants, more than 80% of the respondents rated the event as excellent, while the rest considered it good. All participants answered feedback expressing their satisfaction with attending the event.
The fast changing, information driven economy demands the ability to synthesise diverse sources of knowledge to solve multifaceted real-world problems. Therefore, researchers have highlighted the need to inculcate creative and critical thinking skills and dispositions (CCTD) through intentional, and scalable educational efforts. To facilitate honing of CCTD in final year students about to enter the workforce, it is vital to equip lecturers in institutes of higher learning (IHLs) with necessary competencies and resources. The study distilled the theoretical understanding of CCTD to develop a framework (RAINBOW) of guiding questions to build CCTD. A qualitative research design was employed to understand the experiences of lecturers and students in final year projects (FYP) and seek feedback on proposed framework and interventions. Focus group discussions (FGDs) were conducted with lecturers and final year students from multiple disciplines including Engineering, Infocomm Technology, Health, Hospitality, and Management. Findings revealed challenges faced in FYP, the skills and dispositions required to do well, indicating a clear need for suggested interventions. Key FYP challenges articulated by students included not knowing where to start or what questions to ask, finding the appropriate resources, and adapting to unexpected problems. Salient FYP challenges faced by lecturers included meeting project expectations, guiding students on how to get started and go through the process leading to the final presentation. Both students and lecturers indicated thinking critically, communicating well, and developing creative solutions as top 3 skills required to do well in FYP, while resilience, ownership, and openness were listed as the top three dispositions. They reiterated the need for guidance and resources to help them prepare better for FYP. These needs were mapped with CCT processes to refine RAINBOW framework of guiding questions to help them recognise real issues, ask the right questions, interlink the information, envision the solutions, balance the implications, observe the changes, and widen the possibilities, through project work. Interventions recommended include RAINBOW based e-course and Communities of Practice (CoP) for staff, complemented with parallel e-course and sharing of past projects for students. The paper also covers limitations and implications for future research.
This paper studies the effectiveness of Active-Collaborative Learning (ACL) in a pragmatic-based engineering module offered by the School of Mechanical and Aeronautical Engineering (MAE) in Singapore Polytechnic (SP). Being pragmatic is one of the essential components of Computer Aided Machining (CAM), a skillset that was addressed in one of the advanced modules in the second year of MAE studies. In essence, developing mastery in CAM requires students to attain the highest competency in the Bloom Taxonomy within the 15 weeks of study, which was often challenging. There have been few studies about the pedagogy in pragmatic-based modules as of this writing, which prompted the author to conduct research in order to develop a more comprehensive instruction method and find common ground with lecturers who teach modules of a similar nature. The implementation of ACL provided a two-way learning approach in the classroom setting, allowing for greater interactivity and knowledge exchange among students and lecturers. The two primary activities that facilitated ACL implementation were the pre-class preparation and the in-class activity. The pre-class preparation entails that students should first complete the assigned tasks before attending the subsequent lesson. Knowledge-exchange-based activities were then incorporated into the in-class activity, making it more participatory and, as a result, attaining the ACL objectives. Quiz components were considered to determine the effectiveness of this approach, with a total number of 208 entries comprised of the control group (n=103) and the experimental group (n=105). The findings indicated that ACL was effective for students enrolled in pragmatic-based modules, such as CAM. Quiz results revealed a positive correlation between the students went through ACL setup and the quiz scores. The statistical evidence that ACL was effective was supported by the fact that students who participated in ACL had higher mean quiz scores than those in control group, along with a high t-value and low Cohen's ds value. Following the conclusion of the learning of one major skill, a student perception survey was included. The survey's feedback scores showed that students were getting better at understanding and applying their acquired knowledge of CAM. In short, the higher degree of interactivity and knowledge exchange in ACL has produced a productive learning environment where the students are better able to comprehend and integrate the concept and subsequently complete the assignments.
Data-informed design thinking (DIDT) is a collaborative approach to problem-solving that combines design thinking principles with data analytics. By incorporating a range of data sources, multidisciplinary teams can effectively address complex issues and develop relevant solutions that better meet the needs of end-users. The AHL project serves as a case study demonstrating how DIDT enhances student learning by helping them to ground their design solutions in evidence and data.
The project involved collaboration between students from different schools to enhance the liveability and sustainability of a residential healthcare facility for patients with dementia. The students used digital technologies to manage and integrate spatial data to better understand and articulate architectural design and the physical environment. They also used the design process as a framework to integrate vast amounts of data and translate complex information into objective outcomes.
The empathy stage of DIDT involved research to gain an understanding of the needs of the users. The data collected informed the design, visualization, resulting in better-tailored solutions that improved the overall effectiveness of the design process. Students synthesized their research findings, analysed key data to generate and evaluate potential solutions, and prototyped and tested their solutions to ensure they met the needs and expectations of users and stakeholders.
The use of data analysis facilitated problem-solving by providing valuable insights into complex problems. It grounded designs in evidence and data, justifying design decisions and fostering accountability. Additionally, the integrative learning approach helped to nurture and train a new generation of critical thinkers and doers to be ready for our ever-changing job market.
Teaching DIDT to students is imperative due to the rising demand for data-driven decision-making in today's organizations. Adopting DIDT helps students create more efficient products and equip students with crucial skills for succeeding in the modern workplace while addressing user needs.
Data extracted from performance-based design analysis simulations such as air flow and solar analysis, energy-modelling, and carbon life cycle analysis, influenced the sustainable building design. The students used integrated spatial analytical models, including computational simulations, to quantify and measure sustainable design performance in AHL.
AHL Client engagement makes this IDL setting authentic for student learning, exposing them to realities of work-life. In conclusion, DIDT is an effective approach to problem-solving and decision-making that leverages data and analytics to drive innovation.
During the past ten years engineering and business education and research at Turku University of Applied Sciences have changed remarkable. This study uses qualitative methods and describes a case study on the actions taken at the Turku University of Applied Sciences in the field of engineering and business for curricula reform and faculty development. The main research question is “How engineering and business education has been steered with curricula reforms during the faculty development process?”.
Early 2010 our university had three faculties offering engineering and business education, and we had a pedagogical framework called Innovation pedagogy. The faculty of Engineering, Environment and Business (EEB) was one of the key developers and implementers of this pedagogy. At the same time the faculty of Telecommunications and e-Business (TEB) focused on implementing international CDIO framework. The third engineering faculty Life Sciences and Business (LIB) followed university’s general pedagogical framework. In addition, there were faculty for Arts and two faculties for health and wellbeing.
In 2013 two of these engineering and business faculties (TEB and LIB) where merged to a new faculty of Business, ICT and Chemical Engineering (BIC) and first major curricula reform was introduced. The reform leaned on the elements in the CDIO approach bringing for example Introductory and Capstone courses into the curricula.
In 2018 the two remaining engineering and business faculties (EEB and BIC) were merged into the current format of Faculty of Engineering and Business. At the same time second major curricula reform was implemented. It combined the main elements of Innovation Pedagogy and CDIO and created a common framework for all our bachelor programs in engineering and business.
At the end of 2022 third curricula reform was started with the aim of new curricula for autumn 2024. This reform had three main aims: 1) Professional core in focus, 2) Strengthen the quality of education and improve completion and 3) Personnel wellbeing.
Along with the mergers and curricula reforms the operational questions have been solved too as during this journey of ten years the number of students has increased heavily, the portfolio of degree programs has evolved, applied research has grown, and continuous learning has a bigger role. This paper describes how engineering and business activities have developed and how we have responded to the ever-growing demands and global challenges.
It is common for educational institutions to collect surveys on course modules so that students can provide open-ended qualitative feedback to course managers and lecturers. However, it is very difficult to make sense of students’ needs from a pedagogical point of view when reading hundreds of seemingly diverse student responses.
Generally, it would be more useful to have qualitative feedback tagged based on pedagogical-driven taxonomy which is well understood by educators. The pedagogical taxonomy includes sub-topics for assessments, projects, practicals, assignments, content, teaching plan, pace, difficulty and student preferences. For example, a sub-topic for student preference can be about dissatisfaction with specific methodology such as e-learning for flipped classrooms. Some of the students do provide lengthy feedback which necessitates tagging to multiple categories from the taxonomy.
This paper explores the use of Large Language Models (LLMs) in few-shot learning methodologies to automatically tag students’ qualitative feedback. LLMs such as GPT are able to attain good model outcome with task-agnostic, few-shot performance learning. This ensures that fewer samples of survey responses for each topic in the taxonomy, are required for the LLM to learn, relative to non-LLM approaches. The LLM can be further improved without the need for human-driven tagging in future learning iterations by deploying active learning strategies such as BALD (Bayesian Active Learning By Disagreement).
Using the proposed methodologies, the qualitative survey responses can now be automatically tagged and organised in pedagogically meaningful topics. This tagged feedback can be further merged with other relevant information such as student demographics and subject grades, that can be rendered visually as dashboards for easy understanding.
Qualitative feedback with its rich information, when properly organised and visually rendered as dashboards, could be foundational in helping stakeholders improve their course design, student engagement, and pedagogical approach, across the different semesters. The stakeholders come from a diverse group including lecturers, pedagogy designers and program administrators.
Virtual idols are not a new concept. The first generation of these artificial celebrities were developed for the ACG industry of Japan (animation, comic and games) in the 1980s. In recent years, the rapid advancements in social media platforms, Metaverse, cloud computing, big data and A.I. technologies, helps the development of photo-realistic digital characters to be applied in different areas to express themselves in more intimate, immediate ways and garner massive fan bases.
In China, the rise of Bilibili in 2020, a video platform that is favoured by ACG fans, stimulated the vast development and application of virtual idols on the platform. Based on the statistics provided by Bilibili released in 2020, there were around 32,400 virtual idols hosted livestreams on Bilibili in 2020. The people behind them are known as “Vtubers”.
Our project team has been investigating in the relevant field starting in 2020, and developed the Phase I virtual idol MetaHuman, supporting three distinguished characters, namely, IT Sarah, IT Hana and IT Sophia with Unreal Engine. IT Sarah and Hana are dubbed behind the scenes and captured in real-time, while IT Sophia is an AI chatbot.
With the enhanced experiments provided to the students through virtual classroom, workshop collaboration and project cooperation through the virtual idols, positive results have been found. The virtual idol project team therefore starts the Phase II focusing on the adaptation of AI technology which empower the virtual idols with higher degree of interactivity, content filtering and the latest advancements in natural language programming (NLP).
Keywords: metaverse, virtual idols, AR, VR, MR, XR NLP, artificial intelligence (AI), chatbot, google cloud service, Unreal Engine, OpenAI, Azure cloud service
In science and engineering education, many student experiments are conducted to confirm laws and learning techniques. However, because of this, student experiments have a "passive" character for students.
Students are evaluated based on the results of their reports, but the ``systematic guidance of lab notebooks'', which is the basis of their reports, is often not implemented.
However, it is important from the point of view of the "recording and thinking tool" that students write notes on the spot during experiments. Until now, we have been aiming to cultivate literacy accompanied by logical thinking and problem awareness through notebook instruction.
In other words, we have tried to convert student experiments, which have a passive character, into an active character through laboratory notebook guidance, and have presented the results several times.
Therefore, this time, we made the following two new attempts in the electrical and electronic experiment subjects for senior students of the Department of Electrical and Electronic Engineering.
In other words, 1) The use of a preliminary study sheet on experiment content and safety, and 2) A remote experiment attempt to respond to the Covid-19 disaster.
In 1), before the experiment, the students consider the contents described below and write them down on the sheet. That is, "specifically, possible troubles (especially safety) that may occur in experiments and how to deal with those troubles" and "matters to be noted when conducting experiments and countermeasures against them, etc."
Each student then brings the completed sheet to the experimental team. Then, based on each other's sheets, the experiment team members complete the "experiment content and safety preliminary review sheet" as a team. During the experiment, the students will post this sheet and share information.
Through this trial, we will develop the ability to perceive and consider various possibilities in advance and respond to them.
Regarding 2), the student experiment team will be divided into two groups, one of which will experiment, and the other will remotely instruct the experiment and analyze the data. The two groups will use the remote tool "Microsoft teams". This will ensure as much social distancing as possible. At the same time, we aim to cultivate accurate communication skills, such as conveying one's thoughts to others, which is considered necessary for various tasks such as remote work, which is expected to increase in the future.
Internship had always been considered a means for students to develop their professional identify. This paper shares the outcomes of a study aimed at determining a sense of professional identity among students from the Diploma in Chemical Engineering (DCHE) after they completed their internship. This is especially important as recent studies on the impact of Covid-19 pandemic has shown potentially negative influences on professional identity formation, as many students were largely confined to working from home. This paper first provides a literature review of how internship can enhance professional identity development. It then presents the DCHE spiral curriculum that strives to prepare students for the chemical process industries where professional identity is assumed to develop naturally as students went through their studies in campus. This is followed by a discussion of a survey findings (number of responses, n = 53) aimed at finding out the students’ impression of how well the DCHE course had prepared them for the development of their sense of professional identity as a chemical engineering technologist. These students had spent a good part of their internship working from home during the pandemic. This survey follows from an earlier focus group discussion that the author was involved in with a small group of 22 DCHE students who informed of the disorientation they faced and anxiety during their internship; over what they can learn when they were kept away from the workplace due to Covid-19. The survey findings indicated that while a good number of students reported on still having positive experiences, their feedback also indicate that more needs to be done. This paper concludes with ways in which the CDIO Framework can be used to leverage on other modules in the DCHE curriculum to enhance students’ professional identity formation during their studies in campus that support its continued development during internship.
Hong Kong has been promoting the use of electric vehicles (EVs) since early 2010. Based on information from the Hong Kong Environmental Protection Department, there were 49,005 EVs registered in Hong Kong as of January 2023, which is a significant increase from just 100 in December 2010. However, the growth rate of installed EV-chargers and charging stations in Hong Kong lags behind. Additionally, the lack of charging infrastructure is a major hurdle for EV adoption, particularly in the densely populated urban areas of Hong Kong. Therefore, Hong Kong VTC and their industry partner – Totex International Limited have collaborated on research project aimed at developing an automatic mobile EV charger platform to provide charging services for EVs. Collaboration with institutions and industrial organizations is an important aspect of education and research learning. Furthermore, collaboration between institutions and industry has many benefits, it can provide students with opportunities to work on real-world projects and gain practical skills. Provide students and institutions with networking opportunities and connections that can lead to internship and job opportunities.
The development of autonomous mobile EV-charger has provided opportunities and coached to Higher Diploma students via Project-Based Learning program. This project provided opportunities for students to carry out Final Year Projects and Industrial Attachments with themes relevant to their current study. Students can get involved in different phases of background research, design and development as well as testing and commissioning of the mobile EV-charger. The autonomous mobile EV-charger platform provides a fully automatic EV charging service to the user. In addition, it can automatically connect through the recharging station to a typical power outlet. The autonomous mobile EV-charger was equipped with different types of sensors and it can automatically move to the designated location through Simultaneous Localisation and Mapping (SLAM). Integrating the signal from a 3D camera and lidar, SLAM enables to create a location map and determine the wanted position. Furthermore, a smart phone app was developed and coupled with IoT hardware to provide real-time monitoring and current status of the mobile EV-charger. This collaboration projects emphasizes the provision of Project-Based Learning opportunities by exposing students early to the world of work, thereby nurturing work-ready graduates. The success of the collaboration project was founded in strong learning and teaching outcomes in Higher Diploma Engineering education touching on key industries driving economic growth in Hong Kong.
One of the reasons for studying mathematics is to acquire the ability to think freely.
In mathematics, one is free to formulate hypotheses as long as they are consistent (called axioms in mathematics). For example, in non-Euclidean geometry, the sum of the interior angles of a triangle can be greater than or less than 180 degrees. At first glance, this may seem counterintuitive, but it is equivalent to Euclidean geometry in terms of consistency. On the contrary, non-Euclidean geometry is an indispensable theory for the theory of relativity.
Hypothesis is not a concept used only in mathematics and science. Many hypotheses are used in our thinking, both explicitly and implicitly. Hypotheses enable us to think, but sometimes they constrain our thinking.
In the former sense, a person's hypothesis is his/her worldview. In response to this positive aspect of hypotheses, we call the attitude of confronting the world with the idea that "everything is a hypothesis" the "mathematical attitude" in this study. The reason for this is that in mathematics, there is freedom in setting up hypotheses, and all proofs of mathematical theorems start from axioms.
The latter can be freed by becoming aware of the implicit hypotheses within oneself and relativizing or abstracting them. This awareness is the essence of thinking freely. Therefore, it is an important part of the liberal arts.
In this presentation, I will discuss the relationship between "mathematical attitude" and liberal arts, and report on the importance of mathematics education.
The development of technology is changing society. The great social changes that have taken place in the past cannot be separated from technological innovations. Therefore, "mathematical attitude" is especially important in engineering education. If time permits, I would like to make a presentation on this topic as well.
Nagaoka University of Technology (NUT) has been promoting SDGs activities and NUT was appointed as the global hub university of the United Nations Academic Impact (UNAI) for SDG9 (Industry, Innovation and Infrastructure) for two consecutive terms, as a model university for innovative efforts related to the SDGs (Sustainable Development Goals). In 2019, the Office for the Promotion of Sustainable Development Goals (SDGs) was established in order to promote the university's activities toward the achievement of the SDGs in a comprehensive and effective manner through close cooperation with internal and external organizations. The following year, a student organization was established to encourage students to think freely about public relations activities and events to promote the SDGs, as well as initiatives to further build momentum for SDG promotion on campus, together with our faculty and staff members.
The student organization member “Student SDGs Promoter” was appointed by president. As a member of the first SDGs promoters, a total of 13 diverse students were appointed, consisting of four Japanese students and nine international students in a wide range of ages, from undergraduate students to students with a fulltime job. In September 2020, appointment ceremony for Student SDGs Promoter was held in a hybrid format considering the students who could not come to Japan due to the COVID-19 disaster. Currently, 28 students are enrolled as SDGs Promoters and involved in various SDG activities. In order to deepen children's understanding of the SDGs while having fun, SDG education materials and games developed by our university are introduced free of charge on our website. Through these content, the SDGs promoter organizes events, and event participants are given the opportunity to explain about a sustainable society and learn about the SDGs.
As the UNAI hub university of SDG9, we will introduce how the university works with local governments to achieve SDG4 and realize a world where no one is left behind.
The manufacturing industry is undergoing a rapid trend toward digitalization. As a result, information and manufacturing systems are integrated into today's industrial systems. In this context, damage caused by cyber-attacks has become apparent, and cyber-attacks on factories are on the rise domestically and internationally. As a result, there is an increasing need for cybersecurity measures and education in the manufacturing industry and factories.
The industrial automation industry has begun to develop designs with virtual commissioning based on digital twin models, and all of these development tasks are increasingly conducted in virtual space. However, no security education materials based on these technologies utilize cyber-physical space (CPS), which is free from time and space.
Therefore, in this study, we create a model that moves in a virtual space similar to that of the actual experimental equipment. These models can be configured as a simple digital twin of the experimental equipment that also exists in real space and can be linked to experiments and practical training using actual equipment as before. An environment will be created in which these models can be operated and exercised in a virtual space.
The models can control pressure and water level at the same time with control exercise equipment at NIT KOSEN Yonago College. The entire plant, including the pressure and water tank, will be modeled on a process simulator (Siemens SIMIT), and the controller (PLC) will be virtualized.
When experiments and practical training are conducted in a distance education environment using digital twin technology, the same educational effects can be expected as with conventional investigations and practical training using actual equipment. In addition, by combining experiments and practical training using existing equipment with extensive use of modeling and the distance education environment, it is possible to expand into large-scale, complex, and diverse fields that were previously unfeasible due to many constraints (space, cost, human resources, etc.), and to safely conduct practical cyber security exercises The new system also allows for safe and practical cyber security exercises to be undertaken.
The COVID-19 pandemic has resulted in a growing demand for innovative online educational tools, particularly in the field of engineering. In response, a team of students from the Hong Kong Institute of Vocational Education (Sha Tin) has developed Present AR, an AI-powered presentation tool that enhances the virtual presentation experience for engineering education. The project has successfully transitioned into a startup that has been funded by Hong Kong Science and Technology Park, and is currently collaborating with IVE to further develop the product.
Present AR is a presentation tool that leverages augmented reality (AR) technology and AI algorithms to create a highly interactive and engaging learning experience. The tool enables presenters to virtually interact with engineering models and diagrams, providing a more immersive and dynamic learning experience that can enhance understanding and retention of complex engineering concepts. One of the key features of Present AR is its AI-powered gesture recognition, which tracks the presenter's movements and integrates them seamlessly into the virtual environment, creating a more personalized and immersive learning experience.
The potential of Present AR to revolutionize engineering education lies in its ability to provide a more dynamic and interactive learning experience. For instance, a presenter could use Present AR to demonstrate the operation of a complex machine or process by virtually manipulating 3D models and providing detailed explanations, facilitating a more effective understanding of the machine or process than through traditional methods.
Furthermore, Present AR's interactive capabilities can also foster collaboration between students and instructors in virtual classrooms, allowing them to work together on projects and simulations in real-time. This approach can help students develop teamwork skills while providing a more engaging and effective learning experience.
The development of an AI-powered presentation tool like Present AR holds significant potential for engineering education in the post-pandemic era. By leveraging AR technology and AI algorithms, Present AR can offer a more dynamic and immersive learning experience, which can enhance understanding and retention of complex engineering concepts. Additionally, its interactive capabilities can facilitate collaboration and teamwork, providing a more engaging and effective learning experience for students. The tool's use of AI-powered gesture recognition allows for a more personalized and immersive learning experience, with the potential to improve the effectiveness of online engineering education. Further research could explore the potential applications of Present AR for other educational fields and settings.
As a method of operating a nurse call system for patients with cervical spinal cord injury, we have developed a simple method that does not require adjustment for each care, as positioning is difficult with conventional devices that use finger movements and exhalation. This is the voice input device for nurse calls that can be attached and detached without changing the conventional nurse call. We have also developed a simple angle measuring device to prevent aspiration.
In the manufacturing process, even if the mounting method requested by the medical institution was created as it is, many problems occurred when actually using it, and improvements had to be made.
In addition, although the functions met the requests (specifications), many unexpected problems occurred, and improvements were made repeatedly. For these reasons, in medicine-engineering collaboration, it is first necessary to have an actual product that embodies the idea. Based on the actual product, various problems such as additional functions and hidden needs will be clarified by discussing them. Therefore, first of all, it is necessary to actually commercialize the design specifications in order to quantify them in a short time. I learned that this is necessary and important for medical-engineering collaborative manufacturing.
Also, if it is difficult to evaluate the results of improvement, it will be difficult to keep students motivated as the repetition of improvement seems endless. In particular, if the discussion between the hospital side and the engineering side becomes heated in the development of the device, the priority shifts from the convenience of the patient to the convenience of the hospital staff.
Therefore, it became clear that it is important to evaluate the effect quantitatively of the product, rather than setting the goal as manufacturing. For that purpose, it became clear that close cooperation and the final goal (quantitative evaluation criteria) among the coordinators of medicine and engineer of the production side, and the staff in the medical field are indispensable. In this paper, we consider and discuss these issues in medical-engineering collaboration and their solutions.
While the number of online classes is increasing due to the spread of COVID-19 infection, it is difficult to implement practical classes using special equipment such as electrical circuit practice and experiment remotely.
In a remote learning system using actual equipment, the number of students is large and the hardware scale of individual systems (servers) is large, which increases the time cost and hardware resources required to build and multiplex the experimental environment. This research aims to reduce both hardware and management costs by multiplexing experimental training systems on containers. Therefore, this research will minimize server hardware by using container virtualization technology for server construction. Container virtualization is a technology that creates an area called a container on the host OS and runs one container as one virtual machine, allowing the virtual machine to run with fewer resources than other virtualization techniques.
In this research, a remote experiment system is constructed to learn digital circuit design with FPGA (Field Programmable Gate Array) board. Learners access the server container from a client PC via a browser to code, compile, and write a circuit configuration files to the practice board. The results of the experiment can be confirmed by immediately displaying the video captured by the FPGA board on the browser. The system is designed to enable this type of training. Build as many training containers as the number of training boards connected to the server using Raspberry Pi 3 to which the training boards and cameras are connected via USB. Docker will be used to build the training containers. It will implement and deploy a web server, web application, and FPGA development environment.
After introducing the system, we will ask students to use this remote training system and evaluate usability and comprehension through questionnaires. In addition, the system will be compared with other virtualization methods and evaluated for resource reduction.
The COVID-19 pandemic has caused significant disruptions to the traditional delivery of engineering education, as institutions and universities were forced to move to online and hybrid formats to prevent the spread of the virus. During the pandemic, the use of virtual laboratories replaced physical laboratories to a certain extent in supporting the learning process in most institutions. In view of the end of COVID-19 in sight, this shift to a virtual approach has presented a question for educators to understand the sustainability of virtual laboratories in the post-COVID-19 era and how virtual laboratories can be effectively integrated into the curriculum for future teaching and learning development. This research used a quantitative data collection method (i.e. a teacher survey; N=22) to evaluate the eight potential sustainability strategies that addressed the three main research questions. According to the research, the majority of respondents agreed that virtual laboratories could provide a valuable addition to the quality of education and help students meet the learning objectives of their courses. The study concludes that resilience strategies must be formulated to promote students' learning effectiveness and the sustainability of virtual laboratories in the future. Additionally, the study found that the proposed sustainability strategies influenced teachers' satisfaction and motivation, with mitigation measures, encouragement measures, and collaboration measures being more effective than actions for integration, quality assurance, and compliance mechanism. Overall, the research highlights the need for resilience strategies to ensure the effectiveness and sustainability of virtual laboratories in the future, and it provides insights for educators and institutions on how to implement virtual laboratories effectively in the post-COVID-19 era.
Given the emergence of technological advancements like the Internet of Things (IoT), Artificial Intelligence, Augmented and Virtual Reality, it is imperative for engineering education to keep up with industry demands. To achieve this, one promising approach is the utilization of virtual labs which provide students with practical training in a simulated environment. In this paper, the authors proposed the use of Matterport, a 3D camera and virtual tour platform, to create a virtual Thermofluids lab for Year 1 Engineering students in Ngee Ann Polytechnic. Matterport's ability to create highly detailed and accurate 3D models of physical spaces makes it an ideal tool for building virtual labs. The virtual environment was furnished with instructional videos and simulation data to enhance interactivity.
The Matterport virtual lab was used as a substitute for in-person instructor-led lab for peri-corona home-based learning and as a supplementary learning resource for post-corona hybrid learning. To evaluate the efficacy of the Matterport virtual lab, the authors conducted a comparative analysis of students’ laboratory performance results for three different semesters (pre-corona, peri-corona, and post-corona periods) involving cohorts of 400 students each. There was a 4.3% deviation in the mean and median laboratory scores between the pre-corona and peri-corona results, indicating that students achieved similar learning outcomes and competencies while completing the perfect gas experiment solely through the virtual lab during peri-corona as compared to in-person instructor-led lab during pre-corona. Based on the same metrics, it was also observed that the post-corona results showed a 7.36% improvement compared to pre-corona results. This suggests that students seemed to be able to effectively use the virtual lab as a supplementary learning resource to enhance their learning. Furthermore, an evaluation survey conducted with the students revealed that on average, each student spent an extra 28.5 minutes on the virtual lab in addition to the 1-hour instructor-led experiment weekly. The 47.5% increase in time spent by each student in the lab during post-corona as compared to pre-corona may have contributed to the observed improvement in grades. These findings indicate that virtual labs have the potential to be an effective and efficient alternative to traditional face-to-face labs. Additionally, they serve as a flipped learning and recap tool that extends students’ learning, thus offering possibilities for enhancing engineering education.
In the manufacturing industry, the trend toward digitalization is progressing rapidly. As a result, information and manufacturing systems are being integrated to realize Industry 4.0 and DX(Digital Transformation). However, in the midst of this trend, damage caused by cyber-attacks has become more apparent, and cyber-attacks are on the rise. As a result, there is an increasing need for cybersecurity measures and education in the manufacturing industry and factories.The Purdue model used for modeling industrial control systems represents the system hierarchically as follows:
1. ERP (Enterprise Resource Program): Management level [L4]
2. MES (Manufacturing Execution System): Planning level [L3]
3. SCADA (Supervisory Control and Data Acquisition): Supervisory level [L2]
4. PLC (Programmable Logic Controller)/DCS (Distributed Control System): Control level [L1 ]
5. Production Process: Field level [L0]
From the information technology perspective in operation, levels Two to Four can be classified as IT (Information Technology) and levels Zero to Two as OT (Operational Technology).The current production system is in the direction of being networked vertically and horizontally. In particular, the realization of Industry 4.0 and the utilization of IIoT(Industrial Internet of Things) require communication across hierarchical levels.Many technical colleges use stand-alone PLCs (not networked) for exercises. Unfortunately, this situation is also insufficient for pre-Industrory 4.0 production systems.Therefore, we will introduce a case study of upgrading control system exercises using Omron PLCs, which have been introduced in many cases at KOSEN. Specifically, examples and configurations of PLCs connected by Fieldbus (RS485, RS232C) and Ethernet will be presented to realize system network support. Next, we will offer a case study of IIoT support by connecting Node-Red to a controller. Finally, a cyber security exercise environment and educational materials for ICS will be developed by taking advantage of Omron PLC's features that allow multiple industrial protocols (Modbus, FINS, OPC UA) to be used
Nowadays, Vocational and Professional Education Training (VPET) aims for the development of professional knowledge, practical skills, and personal growth for academic and career prospects. With sustainable development with the master of skilled workers in trades, a well-structured training system has developed in different countries. Some developed countries such as the United Kingdom, United States, Germany, and Singapore, have developed their training system. These trades have required practitioners to conduct mandatory training before they admit to the trades. In China, a long tradition for the mode of skills transfer from the master to protégé has developed in construction tradesmen. In Hong Kong, starting from the 1950s, a dramatic increase of skilled workers was required for industrial development. At that time, apprentices only needed to acquire basic technical skills and on-job training to fulfil basic job requirements. To enhance the training scheme in Hong Kong, the Government enacted an Apprenticeship Ordinance in 1976 to promote apprenticeship training to young people, regulate the employment of apprentices in designated trades, and supply well-trained skilled manpower for industry development. The apprentice has a job in an industry at a designated trade and studies a complementary course in Vocational Training Council (VTC) for VPET. The Office of the Director of Apprenticeship (ODA) in VTC is statutory to monitor the progress of the apprentices and promote apprenticeship training. To enhance industry collaboration, institutions in VTC such as Hong Kong Institute of Vocational Education (IVE) and Youth College (YC) have maintained very close contact with relevant industries for collaboration, schemes including Industry Attachment, Work Integrated Learning, and Workplace Learning and Assessment to current students to apply their professional skills and acquire on-job training skills and industrial development in future careers.
This paper reviews the vocational training and apprenticeship in Hong Kong, discusses the current development of the collaboration of VPET and stakeholders between the institutions, and under the apprenticeship scheme with case studies; and summarises the overall strategies in VPET which can be referenced as a model to stakeholders to enhance the recognition of the industry for future development.
In recent years, studies and analyses on fine particulate matter (PM2.5) have been conducted, and environmental education on PM2.5 has become increasingly important. However, there are few reports on environmental education materials on PM2.5 that can be conducted in a short time. National Institute of Technology, Yuge College (NITYC) is located in Kamijima Town in the Seto Inland Sea, where high concentrations of PM2.5 have been observed despite the island's remote location. Therefore, we proposed and implemented several environmental education programs using a portable sensor for PM2.5 measurements developed at Nagoya University.
First, we observed the differences in PM2.5 concentrations between different fuels when burning rocket stoves. It was confirmed that combining pine cones with firewood as fuel resulted in a decrease in PM2.5 concentration and efficient combustion.
The cause of the high PM2.5 concentration in Kamijima Town is not only long-range transboundary air pollution but also from local pollution such as field burning. Therefore, we used a portable sensor to measure the PM2.5 concentration in Kamijima Town regularly by bicycle and created a PM2.5 distribution map to analyze the air pollution in Kamijima Town. At the beginning of the measurements, stable readings were difficult to obtain due to vibrations from the road and sunlight. However, using a box to shield the light and cushioning material made it possible to obtain stable measurements. These experiments and measurements were carried out by NITYC students and allowed them to deepen their understanding of the atmospheric environment through discussion and analysis.
Finally, we conducted an outreach class at an elementary school by combining small PM2.5 measurements with traditional gas detection tubes. NITYC students were the main teachers and gave lectures and explanations. The NITYC students and elementary school students who participated in these activities showed a great interest in the atmospheric environment, including PM2.5.
Project-based learning (PBL) is one of the popular teaching and learning method to promote self-directed, self-regulated and self-reflecting learning in order to cultivate students' positive values and attitudes to overcome with the challenges of the 21st Century. Vocational Training council (VTC) in Hong Kong has adopted Project based learning in recent years and encourage students to design, develop and implement a solution to solve real-world problems.
Self-Phy is a physiotherapy exercises learning platform developed by VTC’s students under the PBL framework with the support from industry and Non-Government & Non-Profit Organization (NGO&NPO) during coronavirus period. Self-Phy uses artificial intelligence technologies to distinguish whether the patient's movements are standard, records and reminds the patient whether s/he has completed the daily physiotherapy exercises. This software can provide guidance for patients who have turned to home physiotherapy training because of the pandemic, avoiding the impact of wrong postures on the treatment effect, and making physiotherapy no longer limited by time and place.
The Collaboration between academic, industry, NGO&NPO plays an important role in nurturing young talents as it offers a valuable opportunity for students to learn and adopt the state-of-art technologies from the industry and understand the needs of society by the events organized by NGO&NPO to better refine their solutions to the problems. However, previous studies paid less attention to investigating the collaboration framework between academic, industry and NGO&NPO. There is an absence of a clear collaboration framework between the three parties, especially in the area of healthcare technologies and the context of the Asia region. Therefore, the purpose of this study is to present the project details of Self-Phy, collaboration framework of Self-Phy between institute, industry and NGO&NPO during the coronavirus period, and to propose a post corona virus era collaboration framework in order to enhance the quality of engineering education as well as suggesting future research directions.
With the advent of technology and the internet, learners today have become more accustomed to interactive media and self-exploratory learning tools. As such, gamification and self-directed learning approaches can be attractive for learners due to the shift in the way they learn.
This paper presents an engineering simulation game built for a module called Thermofluids, offered to Year 1 Engineering students in Ngee Ann Polytechnic. The aim of the game is to uplift the teaching and learning of engineering concepts and principles particularly in the domain of Thermofluids by providing students with an engaging, interactive, and self-paced learning experience. The game was developed in-house using the Unity3D game engine that allows for the creation of interactive 3D simulations and games; designed for self-directed learning which permits students to begin at a level that they can understand to construct knowledge at their own pace. The player experiences the game from a first-person perspective and takes up an intern persona who works in a sci-fi themed factory. The gameplay requires the player to complete a series of lessons, tasks and quizzes related to the topic of water pumps and steam systems.
An initial small-scale study was undertaken to evaluate the efficacy of this learning approach, two methods were used: an evaluation survey of 200 students and a performance comparison between an experimental group (with exposure to the game) and a control group (with no exposure to the game) in their ability to answer a pump design exam question which requires students to apply their knowledge on sizing the pump to meet certain design specifications. A hypothetical p-test at a 5% significant value was conducted to compare the performance between these two groups. The probability was found to be less than 0.05, indicating strong evidence that the experimental group's performance was significantly better than the control group, thus further supporting the hypothesis of the game being an effective reinforcement learning tool. In addition, the evaluation survey results showed that 70.5% of students agreed that they were able to understand the engineering concepts presented through the gameplay and 61.5% of students agreed that the game was effective in delivering the concepts to them. This study suggests that the use of gamification and self-directed learning pedagogy in simulation games can be an effective approach for enhancing engineering education.
In recent years, there has been growing interest amongst institutes of higher learning (IHLs) to adopt learning analytics solutions to enhance the teaching and learning experience of students. Due to this interest, the 5 polytechnics in Singapore undertook a project to explore the use of analytics in education in 2019. 2 analytics use cases resulted from the project - a predictive model and a personal tutor facing dashboard. The predictive model generates predicted learning needs of students by running machine learning and statistical rule-based algorithms through data such as attendance rates, consistency and past academic performance. The dashboard then displays the predicted student learning needs as well as other pertinent information about the students such as choice order of diploma (this is a proxy for motivation level of students), academic performance progress, participation in co-curricular activities (CCAs), activity in learning management system (LMS) and other behavioural indicators. The intent of the use cases is for personal tutors (lecturers who take care of pastoral care needs and monitor academic progress of students) to be able to glean insights and devise and apply appropriate interventions based on the vast amount of data presented. With better support and interventions, it is hoped that student academic outcomes will be optimised.
After the 1-year pilot which involved 104 personal tutors of 5 polytechnics, a comprehensive evaluation exercise was conducted amongst the students and personal tutors to ascertain the effectiveness of the use cases. Evaluation included focus group discussions amongst personal tutors and survey inputs from students and personal tutors. Reception amongst both students and personal tutors was generally positive. Personal tutors found the use cases to be helpful in getting to know their tutees better and identify areas that require support. Students perceived that personal tutors had provided them with sufficient pastoral care and guidance. A task analysis exercise that measured time spent before and after using the use cases also revealed that, after the implementation of the dashboard, personal tutors now save tremendous amount of time not having to consolidate data from disparate sources on their own accord.
The successful pilot led to a second phase of the project, which is to implement similar use cases to other diploma courses.
In the review report published by the HKSAR Governement’s Task Force on Promotion of Vocational and Professional Education and Training (VPET) in 2020, the Task Force recommended that VPET should establish itself as a more prominent value-added pathway with the prestigious qualification it deserves, to match the perceived excellence enshrined in its academic counterpart. Professional Qualifications Pathways, like the Vocational Qualifications Pathways, should be developed for practitioners with a focus on recognised skill-based qualifications that are not underpinned by associated learning programmes.
In response to the recommendation made by the Task Force, the Vocational Training Council (VTC) started to undertake an initiative – Professional Qualifications Pathway for Skills Practitioners in 2020. This initiative aims to establish a value-borne progression pathway for in-service practitioners through a Qualifications Framework (QF) recognised skill-based qualification. In respect of this, the German Meister system offers a vaulauable reference for developing a Mesiter learning programme for skilled workers in Hong Kong as this system aims to equip Meister candidates with the occupational, pedagogical and managerial competences necessary for the chosen professions. It would also help further professionalise industry practitioners and strengthen the local VPET articulation pathway. As a start, lift and escalator engineering (LEE) was selected as the first industry where seasoned registered lift and escalator workers are provided with an opportunity to strive for the title of Meister, in the name of Skills Master or Indsutry Master through the Professional Diploma Meister in Lift and Escalator Engineering (PDM-LEE) programme, the first of its kind as a skill-based qualification at QF level 5, which is a major milestone of VPET development in Hong Kong.
Apart from traditional bachelor’s degree programmes in Hong Kong that are academically oriented, a variety of learning and teaching methods and activities will be used to develop students’ critical thinking, judgement, practical skills and active learning orientation. The learning and teaching strategy for this Meister Programme is built on a dual training model, combing on-job and off-job learning. This recognises that students will be working in an environment where they will be able to naturally apply the skills, knowledge and attributes they acquired throughout the Programme. This paper aims to examine the effectiveness of this innovative teaching and learning ideas, and how this programme helps the in-service skill-based practitioners to further develop their vocational progression pathways in Hong Kong.
Spatial concepts and intermolecular interactions play a pivotal role in chemistry. A thorough understanding of these concepts has long been sought by students at Institute of Higher Learnings and universities. There is a dire need for supplementary approaches to support meaningful learning in chemistry. In this study, the employment of ball-and-spoke and space-filled type coloured 3D-printed models in explaining spatial concepts such as aromaticity, stereochemistry and substitution reaction were explored. Specifically, the study examines the learners’ motivation (with respect to task value and self-efficacy) and perceived learning through mixed methods approach of quantitative survey and qualitative focus group discussion (FGD).
After a three-week exposure to three sets of 11 models, there is a statistically significant (p<0.05) increase in learners’ overall motivation. Data from the perceived learning survey confirmed: a) 3D-printed models help the learners in visualization of sub-microscopic spatial concepts; b) models were perceived to be useful for learning and c) dual usage of both ball-and-spoke and space-filled type models simultaneously helped them to remember substitution (SN) reaction. These results were triangulated by focus group discussion (FGD) which indicated that the learners find 3D-models aid clarity through 3D visualization; assist recollection of concepts through colour coding and add fun through interactions. The authors recommend the continued use of the 3D-printed models and the expansion to other lessons of the chemistry module. This study has the potential to influence the curriculum developers teaching these spatial concepts to include customized 3D models in pursuit of achieving higher learner motivation.
Industrial control systems such as factories, power grids, gas and transportation systems are used in a wide variety of social infrastructures. However, for the most part, industrial systems have been considered relatively safe from cyberattacks because they have been traditionally segregated from the public internet.
However, modern ICSs are networked to collect information through IoT devices, visualize information by dashboards, and use of remote control, so it can no longer be said to be safe from cyber attacks. However, most communication protocols for ICS were designed without cybersecurity in mind. A cyber attack on an ICS, as opposed to an attack on an information system alone, can directly affect the physical object. Incidents can shut down not only processes controlled by the ICS, but also services provided by the ICS, or deliver products that do not meet product requirements. Incidents can also result in lost opportunities by disrupting the production or shipment of products containing hazardous materials. Operational technology (OT) cybersecurity is therefore a critical element in the protection of the industrial environment and critical infrastructure. One way to address these threats is through training in a cyber range.
OT cybersecurity training requires the creation of a test environment that closely resembles a real-world environment, including PLCs and control devices. However, the use of vendor-supplied PLCs is subject to restrictions such as disclosure and confidentiality.
In this study, we developed cyber range for OT security using OpenPLC, an open source system without such restrictions. The human machine interface (HMI) was developed using the open source software Node-RED.
The developed system allows students to learn about the dangers of cyber-attacks on ICSs, such as information theft through man-in-the-middle attacks and malfunctions caused by cyber-attacks on vulnerable protocols.
This paper describes the project to developing entrepreneurship human resource. It has goals as the below.
a) Career development including after graduation (life plan, living expenses, insurance/pension system, etc.)
b) Revitalization of Japan through regional revitalization (regional policy, local finance, regional economy, etc.)
c) International expansion (related items such as the world economy and international law)
The education system is designed to realize start-up achievements through solving regional issues. It has characteristics such as;
a) Based on the established a regional platform (representative: Maizuru College)
b) In collaboration with Maizuru City, two IT companies have been invited to establish a branch office and a satellite office, and they hope to accept students.
c) Under the support of the Chutan Regional Promotion Bureau of Kyoto Prefecture, we established a corporate alliance called "Kyoto PMS" (Product Manufacturing Service).
d) Participation in the startup research subcommittee of the Cabinet Office's regional revitalization SDGs public-private partnership platform
Concerning to the framework of school organization, in addition to setting up a startup human resource development center within the regional joint techno center, we build a system with industry-academia-public finance advisory boards in the north Kinki region as an advisory board.
Also more than five equipment for this project are allocated to each facilities as the creative area that surrounds the centered creative studio.
Specific contents has three steps as below In the following themes, students will use the facilities and equipment they have applied for to create things.
a) Manufacturing that connects virtual reality (VR) and reality
b) Solving regional issues using embedded/IoT technology
c) Promotion of AI and data science education using cutting-edge GPU environment and social implementation
d) Problem solving with an advanced robot arm development environment
e) Activities to improve the environment, including the living environment, through regional collaboration
STEP 1: All technical college students learn about "entrepreneurship" for the future
STEP 2: Technical college students try to create things with free ideas (creative workshop, creative workshop area)
STEP 3: Startup for technical college students