Diversion of used foundry sand from land filling to manufacturing of concrete.docx

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Diversionofusedfoundrysandfromlandfillingtomanufacturingofconcrete

Sweptvolumewithself-penetration（orself-intersection）ofthecutteriswellgenerated.►Comprehensiveanalysisofenvelopeprofilesofthetoolisaccomplished.►Thenecessaryconditionofself-penetrationofthecutteratfive-axismovementisidentified.►Toolmovementtypesforaxis-varyingmovementarecompletelyanalyzed.►TheproposedmethodisprovedtoberobustandamenableforthepracticalpurposeofNCverification.

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Thecomputationalexperimentanditseffectsonapproachtolearningandbeliefsonphysics  OriginalResearchArticle

Computers&Education,Volume56,Issue3,April2011,Pages547-555

SarantosPsycharis

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Abstract

Contemporaryinstructionalapproachesexpectstudentstobeactiveproducersofknowledge.Thisleadstotheneedforcreationofinstructionaltoolsandtasksthatcanofferstudentsopportunitiesforactivelearning.Thisstudyexaminestheeffectofacomputationalexperimentasaninstructionaltool-forGrade12students,usingacomputersimulationenvironmentcreatedinJavaforthedomainof“linearoscillationswithoutdamping”.

Inthisstudyweusethecomputationalexperimentasanintegrationofthecomputationalsciencewiththediscoverylearningmethod.Thecomputationalexperimentsupportsbothtypesofresearch,theexploratoryaswellastheinventiveresearch,helpingthelearnerstodevelopnotonlyexploratorybutalsoexpressivemodels.

Theaimofthepaperisthreefold.Atfirstwewanttoexaminetheinfluenceofthecomputationalexperimentonstudents’learningperformance.Theothertwoaimsarerelatedtotheinvestigationoftheexperiment’sinfluenceonstudents’approachtolearningandtheirbeliefsonphysics.Ourresultsindicatethatthereisastrongshiftonstudents’conceptualunderstandingandtotheconsiderationofthecoherenceofphysics,aswellastotherealizationthatphysicsisstronglyconnectedtomathematics.Finallystudentsrealizedthatmathematics,physicsandinformationtheoryarestronglyconnectedcognitivedisciplines.

ArticleOutline

1.Introduction.ComputationalPhysics-modellingandsimulation

1.1.Modellingindicatorsandresearchspacesindiscoverylearning

1.2.Theapproachtolearningandbeliefsonphysics

2.Materialsandmethodology

3.Results

4.Discussionsandconclusions

References

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212

Whoneedstodowhatwhere?

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Usinglearningmanagementsystemsonresidentialvs.commutercampuses  OriginalResearchArticle

Computers&Education,Volume56,Issue3,April2011,Pages642-649

StevenLonn,StephanieD.Teasley,AndrewE.Krumm

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Abstract

LearningManagementSystems（LMS）areweb-basedsystemsallowinginstructorsand/orstudentstosharematerialsandinteractonline.ThisstudycompareddifferencesinLMSusebetweeninstructorsandstudentsatalargeresidentialcampuswithstudentsatasmallercommutercampus.ResponsestoanonlinesurveyaboutLMSactivitiesandtoolswerecategorizedbythreedifferentinteractiontypes:

Learner–Instructor（LI）,Learner–Content（LC）,andLearner–Learner（LL）.Aggregatedlogdatawasalsoanalyzedtoseeifstudents’usewasconsistentwiththeirbeliefs.RespondentsfrombothcampusesratehighlyallactivitiesandtoolswithintheLMS.FindingssuggestthatresidentialstudentsvalueactivitiesandtoolssupportingLCinteractionmorethancommuterstudents,whilecommuterstudentsvalueactivitiesandtoolsfosteringLLinteractionsmorethanresidentialstudents.TheaggregatedlogdatawasconsistentwiththesurveydatashowingahigherlevelofactivityinthemostheavilyusedLC-orientedtoolsfortheresidentialcampusandhigheractivityintheLL-orientedtoolsforthecommutercampus.

ArticleOutline

1.Introduction

2.Theoreticalframework

2.1.Comparingandcontrastingresidentialandcommuterstudents

2.2.InteractionwithinLMS

3.Methods

3.1.Datasources

3.2.Participants

3.3.Design

3.4.Procedure

4.Results

4.1.Generalinstructortrendsbycampus

4.2.Generalstudenttrendsbycampus

4.3.Analysisofpotentialfactorsaffectinginteractiontyperatings

4.4.Logdataanalysis

5.Discussion

References

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213

Usinganimationsandvisualcueingtosupportlearningofscientificconceptsand processes  OriginalResearchArticle

Computers&Education,Volume56,Issue3,April2011,Pages650-658

LijiaLin,RobertK.Atkinson

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Abstract

Thepurposeofthestudyistoinvestigatethepotentialbenefitsofusinganimation,visualcueing,andtheircombinationinamultimediaenvironmentdesignedtosupportlearners’acquisitionandretentionofscientificconceptsandprocesses.Undergraduateparticipants（N = 119）wererandomlyassignedtooneofthefourexperimentalconditionsina2 × 2factorialdesignwithvisualpresentationformat（animatedvs.staticgraphics）andvisualcueing（visualcuesvs.nocues）asfactors.Participantsprovidedwithanimationsretainedsignificantlymoreconceptsthantheirpeersprovidedwithstaticgraphicsandthoseaffordedvisualcueslearnedequallywellbutinsignificantlylesstimethantheircounterpartsinuncuedconditions.Moreover,takingintoconsiderationbothlearningoutcomesandlearningtime,cuedparticipantsdisplayedmoreinstructionalefficiencythantheiruncuedpeers.Implicationsandfuturedirectionsarediscussed.

ArticleOutline

1.Introduction

1.1.Instructionalanimation

1.2.Visualcueing

2.Overviewoftheexperiment

3.Method

3.1.Participantsanddesign

3.2.Computer-basedlearningenvironment

3.3.Measuresandinstruments

3.4.Procedure

4.Results

4.1.Priorknowledge

4.2.Learningoutcomes

4.2.1.Conceptretention

4.2.2.Processretention

4.3.Subjectivecognitiveload

4.4.Learningtime

4.5.Learningefficiency

4.6.Intrinsicmotivation

5.Discussion

References

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214

Evaluationofcomputertoolsforideagenerationandteamformationinproject-basedlearning  OriginalResearchArticle

Computers&Education,Volume56,Issue3,April2011,Pages700-711

OscarArdaiz-Villanueva,XabierNicuesa-Chacón,OscarBrene-Artazcoz,MaríaLuisaSanzdeAcedoLizarraga,MaríaTeresaSanzdeAcedoBaquedano

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ThemainobjectiveofthisresearchwastovalidatetheeffectivenessofWikideasandCreativityConnectortoolstostimulatethegenerationofideasandoriginalitybyuniversitystudentsorganizedintogroupsaccordingtotheirindexesofcreativityandaffinity.Anothergoalofthestudywastoevaluatetheclassroomclimatecreatedbythesetoolsandthemethod“ThinkActivelyinaSocialContext”（TASC）proposedbyWallaceandAdams（1993）andframedwithinproject-basedlearning（PBL）.Theresearchwasconductedwithasampleof34studentsinthethirdyearofaComputerEngineeringdegree,which,duringaperiodof15weeks,requiredthemtodesignandimplementaninnovativedistributedapplicationproject.TheprocedureconsistedoftheimplementationoftheeightphasesoftheTASCmethodintegratedtotheWikideasandCreativityConnectortools.Theinformationprovidedbythetools,interviewsandquestionnairesadministeredtostudentswereusedtoanalyzeourhypothesis.Theresultsshowthatthetoolshelpedthestudentstogenerate,evaluateandselectthemostrelevantideasandtoformteamsforprojectexecution.Theyalsorevealedthatteamswithhighindexesofcreativityandaffinity（typeα）achievedthebestgradesinacademicperformanceandprojectoriginality.Furthermore,researchdatashowthatWikideasandCreativityConnectoralongwiththeTASCapproachcreatedapositiveclassroomclimateforstudents.Basedonthiswork,severalsuggestionscanbeextractedontheuseofthetoolsandtheTASCmethodforproject-basedlearning.

ArticleOutline

1.Introduction

2.Computertools

2.1.Wikideas

2.2.Creativityconnector

2.2.1.Brainstormingnetworkcreation

2.2.2.Formationofcreativeteams

3.Purposeofthestudy

4.Method

4.1.Participants

4.2.Procedure

4.3.Instruments

4.3.1.Interviews

4.3.2.Questionnaire

4.3.3.Registrytools

5.Results

5.1.Tooldata

5.2.Interviewdata

5.3.Questionnairedata

5.4.Projectdata

6.Discussion

6.1.Ideageneration

6.2.Teamformation

6.3.Classroomclimate

6.4.Limitations

6.5.Conclusion

Acknowledgements

Appendix.Questionnaireontheperceptionsofstudentsabout.

Tools

TASCmethod

Classroomclimate

References

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215

Acasestudyofonlineinstructionalcollaborativediscussionactivitiesforproblem-solvingusingsituatedscenarios:

Anexaminationofcontentandbehaviorclusteranalysis  OriginalResearchArticle

Computers&Education,Volume56,Issue3,April2011,Pages712-719

Huei-TseHou

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Abstract

Insomehighereducationcoursesthatfocusoncasestudies,teacherscanprovidesituatedscenarios（suchasbusinessbottlenecksandmedicalcases）andproblem-