Key Factors for Determining the Suitability of Converting a Fluid-Mechanics Laboratory to Remote-Access Mode

Anwar, Faisal; Lindsay, Euan; Sarukkalige, Ranjan

doi:10.1080/22054952.2011.11464053

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…Ngo et al 24 developed a courseware for their fluid mechanics and heat transfer lab where they introduced a pilot project termed “virtual laboratory.” This allowed them to create a laboratory environment where students were able to learn the operation of specialized equipment without being present onsite. This idea is beneficial for two reasons: any experiment where safety is a concern for in-person trials is no longer a problem, and students can learn how to operate specialized equipment in national laboratories or government agencies that is typically not carried by universities due to high cost Anwar et al 29 converted their flow through pipes lab to a remote one since the equipment was easily configured for remote access; the sensors could be digitized and pump speed could be varied via digitally operated actuators. The lab is a high traffic one with over 500 students, so remote transition was very beneficial in easing scheduling burden.…”

Section: Literature Reviewmentioning

confidence: 99%

Lessons Learned: Hands-on Fluids Lab in Remote Delivery Mode

Fleischmann

Manoharan

2022

International Journal of Mechanical Engineering Education

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With the advent of the COVID-19 outbreak, major disruptions were witnessed in the engineering education community, especially with regards to course delivery. With the subsequent cancelation of in-person classes, transition to remote delivery had to be swift, and both faculty and students had to face many challenges, not the least of which was how to handle course-integrated laboratory exercises. At Grand Valley State University, while the traditional in-person classrooms were converted to virtual classrooms with relative ease, a major concern was the delivery of the accompanying laboratories for certain courses, especially fluid mechanics. The fluid mechanics lab, which requires extensive hands-on experience, is woven into the lecture component; therefore, it was concerning that the students would miss this vital component, resulting in a greatly diminished experience. Several possibilities ranging from canceling the lab to simply providing data for the students to analyze were considered. Ultimately, to preserve the conceptual and mechanical literacies, it was decided to incorporate the hands-on approach by requiring students to conduct certain experiments at-home using readily available (or easy to purchase) supplies and analyze the collected data. This paper demonstrates several innovative ideas that were implemented to enable students to better comprehend fluid mechanics concepts through engaging hands-on experiments. A total of eleven different labs and a project were conducted during the remote semester. Of the eleven labs, six required students to conduct at-home experiments in addition to the experiments conducted onsite. For ten of the eleven labs, the authors conducted experiments onsite and provided students with data for further analysis; aspects of some, but not all, onsite experiments were video recorded for the students, but the at-home experiments were demonstrated by video. The students welcomed the at-home experiments and indicated that it was vital in their understanding of certain fundamental concepts while being fun at the same time. Assessment indicated that this approach seemed to be effective in terms of outcomes with respect to fluid mechanics (cross-sectional study), but the aspects of deep learning and confidence did significantly decrease performance in the subsequent advanced course, heat transfer (long-term study).

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Section: Literature Reviewmentioning

confidence: 99%

Lessons Learned: Hands-on Fluids Lab in Remote Delivery Mode

Fleischmann

Manoharan

2022

International Journal of Mechanical Engineering Education

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“…El proyecto Labshare, financiado por el Departamento de Educación de la Universidad Curtin en Australia, tiene como objetivo principal desarrollar tanto la infraestructura técnica y como una estrategia de apoyo al intercambio permanente de las instalaciones de laboratorio y recursos remotos. Labshare trata de establecer una comunidad compartida de laboratorios de control remoto y fomentar el desarrollo de laboratorios de alta calidad y rentables para la educación [9,127,128,142].…”

Section: El Proyecto Ilabs Liderado Por Los Profesores Del Mit Jesús ...unclassified

“…Posteriormente se ha desarrollado una segunda versión (RoboLab II) basada en Java y Java 3D 9 . Las últimas versiones de RoboLab utilizan el software Easy Java Simulations 10 (EJS) (simulaciones sencillas en Java) y también están basadas en Java y Java 3D.…”

Section: Figura 39 Arquitectura Del Laboratorio Remoto Implementado E...unclassified

“…En la Figura 3.11 se 8 VRML (Virtual Reality Modeling Language) es un formato de archivo normalizado que tiene como objetivo la representación de escenas u objetos interactivos tridimensionales; diseñado particularmente para su empleo en la web. 9 El API Java 3D permite la creación de aplicaciones gráficas tridimensionales y applets basados en Internet en 3D. 10 Easy Java Simulations es una herramienta libre escrita en Java que ayuda a los no programadores a crear simulaciones interactivas en Java, principalmente para fines de enseñanza o aprendizaje.…”

Section: Figura 39 Arquitectura Del Laboratorio Remoto Implementado E...unclassified

“…El desarrollo de la práctica puede ser visualizado a través de una cámara Webcam (12) dedicada a la realimentación visual. Esta visualización es transmitida por streaming por medio del servidor de video (9).…”

Section: Figura 410 Vista General De La Infraestructura Del Sld Bloqu...unclassified

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Herramientas para la Docencia en Automática Orientadas hacia la Metodología ECTS

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Knowledge based educational framework for enhancing practical skills in engineering distance learners

Vijay

Lees

Chima

et al. 2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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This paper presents a concept of knowledge-based education (KBEd) framework and method in capturing, mapping, reusing and automating the knowledge of on-campus engineering laboratory instructor for imparting and assessing practical skills in engineering distance learners. The concept of distance learning in engineering science subjects like mechanical and automotive is still in its infant stage. As laboratory plays a vital role in engineering curriculum, delivering these programs and evaluating them have been the two major challenges for universities offering distance learning engineering courses. In order to overcome these challenges; an instructional system automated through experts knowledge with more granularity in monitoring the learners transition throughout the learning process is required.

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Key Factors for Determining the Suitability of Converting a Fluid-Mechanics Laboratory to Remote-Access Mode

Cited by 6 publications

References 7 publications

Lessons Learned: Hands-on Fluids Lab in Remote Delivery Mode

Lessons Learned: Hands-on Fluids Lab in Remote Delivery Mode

Herramientas para la Docencia en Automática Orientadas hacia la Metodología ECTS

Knowledge based educational framework for enhancing practical skills in engineering distance learners

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