Causal reasoning represents one of the most basic and important cognitive processes that underpin all higher-order activities, such as conceptual understanding and problem solving. Hume called causality the ''cement of the universe'' [Hume (1739[Hume ( /2000. Causal reasoning is required for making predictions, drawing implications and inferences, and explaining phenomena. Causal relations are usually more complex than learners understand. In order to be able to understand and apply causal relationships, learners must be able to articulate numerous covariational attributes of causal relationships, including direction, valency, probability, duration, responsiveness, as well as mechanistic attributes, including process, conjunctions/disjunctions, and necessity/sufficiency. We describe different methods for supporting causal learning, including influence diagrams, simulations, questions, and different causal modeling tools, including expert systems, systems dynamics tools, and causal modeling tools. Extensive research is needed to validate and contrast these methods for supporting causal reasoning.

No abstract

In the design case presented, an online component was designed for an existing introductory energy course targeted at providing pathways to employment in the utility industry. The online component included testing modules, scenario based assessments, and reading materials. The existing pencil and paper course was now to be an instructor-led, blended-learning course. While technologies have advanced in recent years, the question of how to blend computer technology with sound instructional design practices is very much alive and may be even more important when targeting content portability. This paper explores the challenges faced when attempting to use open-source applications in the design, development, and deployment of the online component of this course when primary objectives are outreach, access, portability of content, and ease of future updates.Ioan Gelu Ionas is a Research Assistant Professor at the University of Missouri. He received his Ph.D. in Information Science and Learning Technologies from the University of Missouri-Columbia. He also holds a BS in Mechanical Engineering, an MBA degree from the University of Missouri-Columbia as well as a Ph.D. in Management from the University of Sibiu, Romania. Gelu has taught for more than 10 years in engineering, business and education. His research interests focus on instructional design, causal reasoning and understanding, online learning, and cross-disciplinary research at the confluence of learning, cognition and technology.Matthew Easter is an associate research professor at the University of Missouri. He recently earned his doctorate in Educational Psychology from the University of Missouri. His research includes investigating how conceptual change theories relate to cognitive theories of motivation. He also assists in the development and study of online learning environments in the College of Engineering at the University of Missouri. William H. Miller is Professor Emeritus in the Nuclear cOnTexTThe aging workforce has become a major problem in the utility industry (Ashworth, 2006), with reports estimating that 30 to 40 percent of current employees will reach retirement age in the next few years (e.g., Ashworth, 2006;Farrell, 2011;Sen, 2012). In response to the coming workforce shortage, a non-profit consortium of electrical, natural gas, and nuclear utilities and their association, the Center for Energy Workforce Development (CEWD) (http://www.cewd.org/) was formed to help utilities work together to develop solutions. The Energy Industry Fundamentals (EIF) course is part of CEWD's efforts to provide pathways towards employment in the utility industry through education. CEWD's initial efforts in developing this course focused on designing and developing the skill and knowledge content for entry level technical occupations in a paper-based format, as well as awarding successful students the opportunity to receive a American National Standards Institute certificate for successful completion of the EIF. The Design prOBlemThe EIF course provides a broad un...

The U.S. Department of Labor awarded a $2.3 million grant to the University of Missouri-Columbia (MU) in 2006 in response to the need for well-trained Radiation Protection Technicians (RPTs). The RPT curriculum initiative resulted from significant collaborations facilitated by MU with community colleges, nuclear power plants, professional organizations, and other nuclear industry stakeholders. The objective of the DOL project is to help increase the pool of well-qualified RPTs to enter the nuclear workforce. Our work is designed to address the nuclear industry’s well-documented, increasingly significant need for RPTs. In response to this need, MU and AmerenUE’s Callaway Nuclear Power Plant first partnered with Linn State Technical College’s Advanced Technology Center (LSTC/ATC) to initiate a two-year RPT degree program. The success of this program (enrollments have been increasing over the past four years to a Fall 2007 enrollment of 23) enabled the successful proposal to the DOL to expand this program nationwide. DOL participants include the following partners: Linn State Technical College with AmerenUE – Callaway; Central Virginia Community College with AREVA; Estrella Mountain Community College with Arizona Public Service – Palo Verde; MiraCosta Community College with Southern California Edison – San Onofre; and Hill College with Texas Utilities – Comanche Peak. The new DOL grant has allowed redevelopment of the LSTC/ATC curriculum using a web-based, scenario driven format, benchmarked against industry training standards. This curriculum will be disseminated to all partners. Integral in this curriculum is a paid, three to four month internship at a nuclear facility. Two of the six new RPT courses have been developed as of the end of 2007. Four of five partner schools are accepting students into this new program starting in the winter 2008 term. We expect that these institutions will graduate 100 new RPTs per year to help alleviate the personnel shortage in this critical area of need.

No abstract