This document summarizes a report on assuring best practices in technology-enhanced learning environments. It finds that focusing on learning design allows sharing of effective practices. Authentic, engaged learning through all aspects of curricula benefits students. Successful academic development involves sustained, action-oriented professional learning. The report recommends that institutional support, curriculum integration, evaluation, and modeling of designs can help ensure sustainable best practices in technology-enhanced learning.
Learning, technology and collaboration in mobile environmentsThe Open University
The document discusses methodological challenges in evaluating learning and technology use in informal mobile settings and proposes a task model based on cultural historical activity theory to systematically represent user activity and capture the complexity of these settings. Case studies from two mobile learning projects are analyzed using the task model to identify how the technological and semiotic layers interact and where they provide support or cause conflicts.
This document describes a presentation about designing meaningful pedagogical practice in the virtual world Second Life. It discusses relevant learning theories and the presenter's PhD research studying how a community of practice responds to being remediated through Second Life. Key findings include that 3D remediation influences participants' sense of presence, identity, community, and practice. The design strategy must balance respectful and radical remediation to change people, places, and practices.
This document summarizes the findings of a study on the Extended Tutorial Center (ETC) program at a community college. The ETC program provides group study sessions for courses with high proportions of basic skills students. The summary shows that students participating in the ETC program had higher rates of retention, passing grades, and overall GPA compared to non-participating students in the same courses. The ETC program has grown significantly in attendance and number of courses supported. The document concludes that the ETC program increases student success rates.
Introduction to Amateur (Ham) Radio - For Elementary School Students by VE7NZSlidingaround
Amateur radio, also known as ham radio, is a hobby that involves experimenting with radios, antennas, and other equipment to communicate around the world. To participate, one must obtain an amateur radio license, similar to a driver's license. Hams can set up radio transmitters to talk to people worldwide, build their own antennas and equipment, play games locating hidden transmitters, provide emergency communications when other systems fail, contact the International Space Station, and more. The document introduces various activities and uses of amateur radio.
Brennan Price discusses new challenges and opportunities for amateur radio from developments in technologies like 5G, Internet of Things, and intelligent transport systems. These technologies could impact amateur radio spectrum through proposed allocations at upcoming international conferences. However, Price argues amateur radio is well positioned to experiment with disruptive technologies within its allocations. While some amateur bands may face pressure, amateurs exploring new areas like millimeter waves and small satellites are pushing boundaries. Price concludes amateur radio licenses provide flexibility to advance these fields in ways that benefit the hobby.
This document summarizes a report on assuring best practices in technology-enhanced learning environments. It finds that focusing on learning design allows sharing of effective practices. Authentic, engaged learning through all aspects of curricula benefits students. Successful academic development involves sustained, action-oriented professional learning. The report recommends that institutional support, curriculum integration, evaluation, and modeling of designs can help ensure sustainable best practices in technology-enhanced learning.
Learning, technology and collaboration in mobile environmentsThe Open University
The document discusses methodological challenges in evaluating learning and technology use in informal mobile settings and proposes a task model based on cultural historical activity theory to systematically represent user activity and capture the complexity of these settings. Case studies from two mobile learning projects are analyzed using the task model to identify how the technological and semiotic layers interact and where they provide support or cause conflicts.
This document describes a presentation about designing meaningful pedagogical practice in the virtual world Second Life. It discusses relevant learning theories and the presenter's PhD research studying how a community of practice responds to being remediated through Second Life. Key findings include that 3D remediation influences participants' sense of presence, identity, community, and practice. The design strategy must balance respectful and radical remediation to change people, places, and practices.
This document summarizes the findings of a study on the Extended Tutorial Center (ETC) program at a community college. The ETC program provides group study sessions for courses with high proportions of basic skills students. The summary shows that students participating in the ETC program had higher rates of retention, passing grades, and overall GPA compared to non-participating students in the same courses. The ETC program has grown significantly in attendance and number of courses supported. The document concludes that the ETC program increases student success rates.
Introduction to Amateur (Ham) Radio - For Elementary School Students by VE7NZSlidingaround
Amateur radio, also known as ham radio, is a hobby that involves experimenting with radios, antennas, and other equipment to communicate around the world. To participate, one must obtain an amateur radio license, similar to a driver's license. Hams can set up radio transmitters to talk to people worldwide, build their own antennas and equipment, play games locating hidden transmitters, provide emergency communications when other systems fail, contact the International Space Station, and more. The document introduces various activities and uses of amateur radio.
Brennan Price discusses new challenges and opportunities for amateur radio from developments in technologies like 5G, Internet of Things, and intelligent transport systems. These technologies could impact amateur radio spectrum through proposed allocations at upcoming international conferences. However, Price argues amateur radio is well positioned to experiment with disruptive technologies within its allocations. While some amateur bands may face pressure, amateurs exploring new areas like millimeter waves and small satellites are pushing boundaries. Price concludes amateur radio licenses provide flexibility to advance these fields in ways that benefit the hobby.
Ham Radio Introduction Texas Country Air Rally Oct 2015Dale Finley
Amateur Radio is a hobby where operators use radio transmitters and receivers to communicate with each other. Hams engage in various activities like emergency communication, technical experimentation, contests, and communicating with astronauts. To get licensed, one must pass an exam to demonstrate knowledge of radio regulations, safety, and electronics. Entry-level licenses allow operating on VHF/UHF bands, while higher licenses provide access to communicating over long distances on the HF bands. A basic station can involve a handheld radio, while more advanced setups include mobile radios, antennas, and home base stations. Local ham radio clubs offer resources for license training and activities.
The document discusses the Automatic Position Reporting System (APRS) used by radio amateurs for tracking and rescue services. APRS uses GPS and packet radio to transmit position reports over VHF radio networks and the internet. It describes the infrastructure including trackers, repeaters, and internet gateways. The document also outlines projects by a Norwegian group to develop a compact Polaric tracker and web application to display APRS data on maps. It provides examples of how APRS tracking has supported rescue operations and discusses ongoing work to improve the system.
Complete Overview of MESH for Amateur Radio (Updated Nov. 2014)va3bco
This is a comprehensive introduction to MESH for amateur radio enthusiasts. It is particularly useful for anyone new to MESH but will also include some nuggets sure to be helpful to the experienced operator. Topics include:
1. HSMM MESH vs. traditional digital modes
2. Router review & comparison
3. Firmware selection & configuration
4. Antenna considerations
5. Application scenarios for ARES and experimentation
6. Updates on local efforts & recent software announcements
Visit VA3BCO.COM for more details.
Radio amateurs provide a pool of technically competent personnel that contribute to information engineering and communications and other technical professions in countries in which it is an established hobby; countries such as Japan and the USA. In the Asia-Pacific region, while Japan has more radio amateurs than any other country, governments of the lesser developed countries tend to ignore amateur radio as a source of the indigenous personnel needed to help provide the benefits of 21st century technology. This paper first addresses the problem of educating good systems engineers by suggesting that potential students be preselected from pools of candidates who show characteristics deemed desirable in systems engineers. The paper then shows that one source of partially trained personnel maybe found among the technical members of the amateur radio community and similar technical hobbies. The paper then discusses some of the technical achievements of amateur radio followed by the twelve engineering roles of amateur radio in the manner of (Sheard 1996) and proposes that there is enough similarity between amateur radio’s technical activities and the role of systems engineering so that amateur radio can provide a source for students with experience in systems engineering activities. The last section of the paper then mentions some amateur radio failures that systems engineering should have prevented and concludes with a discussion on recruiting young systems engineers via amateur radio clubs, some synergy between INCOSE and amateur radio clubs and suggestions for future research
This document discusses using a Raspberry Pi for various amateur radio projects. It begins by explaining what a Raspberry Pi is - an inexpensive single-board computer running Linux. It then provides examples of using a Raspberry Pi for software defined radio with an RTL-SDR dongle, receiving ADS-B aircraft signals, using WSPR for weak signal propagation reporting with the WsprryPi software, acting as a D-STAR access point with a DVAP dongle, using it for packet radio with software like Direwolf and hardware TNCs, setting up a packet BBS with PiLinBPQ, and using it for APRS with clients like Xastir and YAAC.
Systems engineering is an interdisciplinary approach that focuses on understanding stakeholder needs, exploring opportunities to meet those needs, and synthesizing and evolving solutions while considering the complete problem from concept to disposal. It deals with complexity by taking a holistic view. The Apollo program is an example of successful systems engineering, landing 12 astronauts on the moon and returning 382kg of lunar samples to Earth between 1969-1972. Systems engineering standards and documents provide guidance on structuring principles, life cycle processes, and architecture descriptions.
This document provides an overview of operating amateur radio satellites. It discusses why people use satellites when HF propagation is poor, lists operational FM and SSB/CW satellites, describes satellite tracking software options, recommends antenna and radio equipment, and provides guidance on operating protocols for FM, SSB, and digital modes like APRS and PSK31 via satellites.
This document provides an introduction to complex system engineering. It defines what a system is, provides examples of complex systems like information systems, and discusses key aspects of systems engineering including the system lifecycle, iterative processes, requirements, architecture, integration, and verification and validation. Key definitions and concepts in systems engineering are explained at a high level.
AVR_Course_Day6 external hardware interrupts and analogue to digital converterMohamed Ali
The document discusses external hardware interrupts and analog to digital converters (ADCs) for AVR microcontrollers. It covers:
1. External interrupt registers and programming, describing how to enable/disable interrupts using SREG and EIMSK registers.
2. ADC features of AVRs, including its 10-bit resolution, registers like ADMUX for selecting channels and references, and ADCSRA for control.
3. Programming ADC using polling or interrupts in C, with examples provided. ADC polling requires waiting for conversion to complete by checking ADIF, while interrupts use ADIE.
AVR_Course_Day8 motor drive and pwm techniquesMohamed Ali
The document discusses various topics related to motor drive and PWM techniques. It covers DC motors, including their parameters and speed control using PWM. It also discusses stepper motors, including their basics, components, types, driving modes for unipolar and bipolar stepper motors, and drive circuits. PWM modes for 8-bit and 16-bit controllers are explained for both DC and stepper motor control applications.
1. Calibrate the line sensor readings by taking multiple samples while turning left and right to determine the minimum and maximum values.
2. Continuously read the line sensor position and calculate the proportional, integral, and derivative terms based on the error from the center.
3. Determine the difference in motor powers needed to turn toward the center based on the PID values, without allowing negative powers.
4. Set the motor speeds based on the power difference to steer toward the center line.
Resistors are used to limit current or divide voltage and can generate heat. Capacitors store energy in the form of charge and are measured in Farads. Diodes only conduct current in one direction, while transistors can amplify or switch electronic signals and have emitter, base, and collector terminals.
This document provides an overview of the C programming language. It discusses C basics, the differences between C and C++, and various C concepts like data types, variables, operators, input/output, decision and loop statements, functions, arrays, pointers, and preprocessor directives. It also covers topics like the preprocessor, compiler, linker, program structure, and integrated development environments. The document is presented as a slideshow with explanatory text and examples to illustrate key C programming concepts.
This document discusses flip-flops and sequential circuits. It begins with an introduction to sequential circuits and flip-flops. There are several types of flip-flops discussed including SR flip-flops, clocked SR flip-flops, JK flip-flops, and T flip-flops. SR flip-flops can be constructed using either NAND or NOR gates. The document provides details on the logic diagrams, truth tables, and operation of SR flip-flops. It also discusses using a clock signal to control synchronous sequential circuits and provides examples of waveforms and exercises for SR flip-flops.
Presentation on using new technology to change teachingchurley
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more work is needed in 2012 to expand these initiatives and increase student participation.
Ham Radio Introduction Texas Country Air Rally Oct 2015Dale Finley
Amateur Radio is a hobby where operators use radio transmitters and receivers to communicate with each other. Hams engage in various activities like emergency communication, technical experimentation, contests, and communicating with astronauts. To get licensed, one must pass an exam to demonstrate knowledge of radio regulations, safety, and electronics. Entry-level licenses allow operating on VHF/UHF bands, while higher licenses provide access to communicating over long distances on the HF bands. A basic station can involve a handheld radio, while more advanced setups include mobile radios, antennas, and home base stations. Local ham radio clubs offer resources for license training and activities.
The document discusses the Automatic Position Reporting System (APRS) used by radio amateurs for tracking and rescue services. APRS uses GPS and packet radio to transmit position reports over VHF radio networks and the internet. It describes the infrastructure including trackers, repeaters, and internet gateways. The document also outlines projects by a Norwegian group to develop a compact Polaric tracker and web application to display APRS data on maps. It provides examples of how APRS tracking has supported rescue operations and discusses ongoing work to improve the system.
Complete Overview of MESH for Amateur Radio (Updated Nov. 2014)va3bco
This is a comprehensive introduction to MESH for amateur radio enthusiasts. It is particularly useful for anyone new to MESH but will also include some nuggets sure to be helpful to the experienced operator. Topics include:
1. HSMM MESH vs. traditional digital modes
2. Router review & comparison
3. Firmware selection & configuration
4. Antenna considerations
5. Application scenarios for ARES and experimentation
6. Updates on local efforts & recent software announcements
Visit VA3BCO.COM for more details.
Radio amateurs provide a pool of technically competent personnel that contribute to information engineering and communications and other technical professions in countries in which it is an established hobby; countries such as Japan and the USA. In the Asia-Pacific region, while Japan has more radio amateurs than any other country, governments of the lesser developed countries tend to ignore amateur radio as a source of the indigenous personnel needed to help provide the benefits of 21st century technology. This paper first addresses the problem of educating good systems engineers by suggesting that potential students be preselected from pools of candidates who show characteristics deemed desirable in systems engineers. The paper then shows that one source of partially trained personnel maybe found among the technical members of the amateur radio community and similar technical hobbies. The paper then discusses some of the technical achievements of amateur radio followed by the twelve engineering roles of amateur radio in the manner of (Sheard 1996) and proposes that there is enough similarity between amateur radio’s technical activities and the role of systems engineering so that amateur radio can provide a source for students with experience in systems engineering activities. The last section of the paper then mentions some amateur radio failures that systems engineering should have prevented and concludes with a discussion on recruiting young systems engineers via amateur radio clubs, some synergy between INCOSE and amateur radio clubs and suggestions for future research
This document discusses using a Raspberry Pi for various amateur radio projects. It begins by explaining what a Raspberry Pi is - an inexpensive single-board computer running Linux. It then provides examples of using a Raspberry Pi for software defined radio with an RTL-SDR dongle, receiving ADS-B aircraft signals, using WSPR for weak signal propagation reporting with the WsprryPi software, acting as a D-STAR access point with a DVAP dongle, using it for packet radio with software like Direwolf and hardware TNCs, setting up a packet BBS with PiLinBPQ, and using it for APRS with clients like Xastir and YAAC.
Systems engineering is an interdisciplinary approach that focuses on understanding stakeholder needs, exploring opportunities to meet those needs, and synthesizing and evolving solutions while considering the complete problem from concept to disposal. It deals with complexity by taking a holistic view. The Apollo program is an example of successful systems engineering, landing 12 astronauts on the moon and returning 382kg of lunar samples to Earth between 1969-1972. Systems engineering standards and documents provide guidance on structuring principles, life cycle processes, and architecture descriptions.
This document provides an overview of operating amateur radio satellites. It discusses why people use satellites when HF propagation is poor, lists operational FM and SSB/CW satellites, describes satellite tracking software options, recommends antenna and radio equipment, and provides guidance on operating protocols for FM, SSB, and digital modes like APRS and PSK31 via satellites.
This document provides an introduction to complex system engineering. It defines what a system is, provides examples of complex systems like information systems, and discusses key aspects of systems engineering including the system lifecycle, iterative processes, requirements, architecture, integration, and verification and validation. Key definitions and concepts in systems engineering are explained at a high level.
AVR_Course_Day6 external hardware interrupts and analogue to digital converterMohamed Ali
The document discusses external hardware interrupts and analog to digital converters (ADCs) for AVR microcontrollers. It covers:
1. External interrupt registers and programming, describing how to enable/disable interrupts using SREG and EIMSK registers.
2. ADC features of AVRs, including its 10-bit resolution, registers like ADMUX for selecting channels and references, and ADCSRA for control.
3. Programming ADC using polling or interrupts in C, with examples provided. ADC polling requires waiting for conversion to complete by checking ADIF, while interrupts use ADIE.
AVR_Course_Day8 motor drive and pwm techniquesMohamed Ali
The document discusses various topics related to motor drive and PWM techniques. It covers DC motors, including their parameters and speed control using PWM. It also discusses stepper motors, including their basics, components, types, driving modes for unipolar and bipolar stepper motors, and drive circuits. PWM modes for 8-bit and 16-bit controllers are explained for both DC and stepper motor control applications.
1. Calibrate the line sensor readings by taking multiple samples while turning left and right to determine the minimum and maximum values.
2. Continuously read the line sensor position and calculate the proportional, integral, and derivative terms based on the error from the center.
3. Determine the difference in motor powers needed to turn toward the center based on the PID values, without allowing negative powers.
4. Set the motor speeds based on the power difference to steer toward the center line.
Resistors are used to limit current or divide voltage and can generate heat. Capacitors store energy in the form of charge and are measured in Farads. Diodes only conduct current in one direction, while transistors can amplify or switch electronic signals and have emitter, base, and collector terminals.
This document provides an overview of the C programming language. It discusses C basics, the differences between C and C++, and various C concepts like data types, variables, operators, input/output, decision and loop statements, functions, arrays, pointers, and preprocessor directives. It also covers topics like the preprocessor, compiler, linker, program structure, and integrated development environments. The document is presented as a slideshow with explanatory text and examples to illustrate key C programming concepts.
This document discusses flip-flops and sequential circuits. It begins with an introduction to sequential circuits and flip-flops. There are several types of flip-flops discussed including SR flip-flops, clocked SR flip-flops, JK flip-flops, and T flip-flops. SR flip-flops can be constructed using either NAND or NOR gates. The document provides details on the logic diagrams, truth tables, and operation of SR flip-flops. It also discusses using a clock signal to control synchronous sequential circuits and provides examples of waveforms and exercises for SR flip-flops.
Presentation on using new technology to change teachingchurley
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more work is needed in 2012 to expand these initiatives and increase student participation.
A FRAMEWORK TO GUIDE AND STRUCTURE THE DEVELOPMENT PROCESS OF MOBILE LEARNING...Morgan Ericsson
This document introduces a framework to guide the development of mobile learning initiatives. It proposes using an extended socio-technical system approach with stages, areas of concern, and focus/equilibrium concepts. The framework aims to provide guidance, not dictate specific tools/methods, and be understandable to non-experts. Key concepts include stages representing development activities/goals, areas of concern capturing social, technical and personal systems, and focus/equilibrium mediating complexity and steady states between stages. The goal is a theoretical foundation and systematic process for development that can also aid evaluation.
NTLTC 2011 - Using new technology to change teachingNTLT Conference
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more student involvement is needed in the following year.
Doing Science Properly in the Digital Age: Software Skills for Free-Range Res...Neil Chue Hong
Keynote given at Digital Research 2012, Oxford, on the current challenges and opportunities for changing the way that software development is taught to researchers. Can we get to the point where the "why" of programming is as important as the "how"?
The document summarizes Janice Chia's presentation about NTU Libraries' models for library instruction at NTU. It describes a collaborative information literacy program model implemented in 2004 with online and in-person workshops. It also details a Library Instructional Matrix version 1 with 39 modules divided into 4 tracks. Feedback led to developing Matrix version 2 to better meet needs with limited resources and a changing university environment. The presentation reflects on improvements and moving instruction programs forward with clear objectives and support from subject heads.
Presentation on using new technology to change teachingchurley
The document discusses using new technologies to improve teaching and learning practices at Wellington Institute of Technology (WelTec). It describes the current situation of poor pedagogical practices and lack of engagement. The vision is for a more student-centered, blended learning approach. An action research model is proposed to evaluate technology use, improve reflective practice, and address deeper issues through small projects like creating lecture recordings ("pencasts") with smartpens, integrating iPads, and using document cameras. Early pilots show potential but more work is needed in 2012 to expand these initiatives and increase student participation.
Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.
Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)
This technology plan outlines a 3-year vision and strategy for integrating technology at a school district. It establishes a planning team to assess current technology use, needs, and resources. The team will develop goals and objectives, conduct a needs assessment survey, provide ongoing staff training, and continually evaluate and update the plan. The overall goal is to create technology-rich learning environments that support 21st century skills and prepare students for the future.
The document discusses adoption-centric knowledge engineering (ACKE). It proposes taking a more human-centered approach to knowledge engineering tools by leveraging existing tools that users are familiar with, understanding current practices, and ensuring tool interoperability. The Jambalaya project aims to implement information visualization in Protégé to help users understand and interact with ontologies, conducting user studies to evaluate the approach and identify adoption barriers. Suggestions for ACKE include supporting common tools like Office and email applications, as well as web technologies, and customizing on a case-by-case basis through qualitative analysis.
This document introduces the Learning Cell (LC) system. [1] The LC is a new form of learning resource for ubiquitous learning environments. [2] It consists of six key modules: Learning Cell, Knowledge Group, Knowledge Cloud, Learning Tool, Learning Community, and Personal Space. [3] The LC system aims to support resources library construction, digital resource publication, knowledge management, and organizational learning.
Primavera _ Rebecca King _ Mind the Gap - Strategies and tools to help bridge...InSync2011
This document discusses strategies for addressing skill gaps in project controls tools. It begins with an introduction of the presenter and their background in user adoption. The document then outlines common reasons for and signs of skill gaps, such as new system implementations, changes in project resourcing, and an inability to provide full classroom training. It also discusses typical training challenges on projects like limited funding, waves of new starters, and loss of knowledge when specialists depart. The document proposes six solutions to address these issues, such as analyzing learning needs, moving learning online, managing training by user roles and groups, providing ownership of learning to users, using assessments and reporting, and minimizing administration. An example is given of managing learning by user groups through role-
LST Plus is a one-year training program for students entering class 12 or recently completing class 12 to prepare for entrance exams in 2011. It has classroom training with 124 hours of instruction over 4 terms and access to the LST Beacon online and postal course. The classroom component covers subject fundamentals, practice tests, and exam preparation. LST Beacon provides course materials designed by legal experts, answer keys to past papers, and an online platform with customized exercises and feedback. Students can enroll by visiting an LST center with a photo and payment.
This document outlines a presentation by NASA on adapting project management practices to research-based projects. It discusses the challenges of managing science research using traditional project management techniques due to differences in culture and goals between scientists and project managers. It provides perspectives from both scientists and project managers and examples of how NASA has worked to bridge this gap on human research projects through matrix organizational structures, collaboration between project managers and scientists, and involvement of scientists in requirements development.
Thinking Critically about Classroom Technologies using the TPCK Frameworkkslovesbooks
Margaret G. Grotti (University of Delaware) and I (University of Colorado Denver) presented this as a poster session at the American Library Association's Annual Conference 2012. TPCK framework is currently used to select technologies for teaching in K-12 settings. We have adapted this useful set of tools for use in academic libraries. We hope that our colleagues around the world will find it useful for selecting classroom technologies.
This document summarizes three initiatives at the Open University of Sri Lanka to support educators in integrating open educational resources (OER) and adopting open educational practices (OEP). The initiatives used design-based research approaches and frameworks to analyze challenges, design solutions, test and refine those solutions, and reflect on results. Through carefully planned workshops and online environments, the initiatives helped educators shift from traditional, content-focused teaching to more innovative, learning-centered practices using OER. This supported significant changes in educators' thinking, perspectives and teaching methods over time. The initiatives provide insights into effectively designing interventions to enact changes in how educators integrate OER and OEP.
Integrating user experience and instructional designBill Jerome
The document discusses integrating user experience (UX) and instructional design in open education. It provides an overview of the Open Learning Initiative (OLI) process, including collecting student interaction data to improve courses. UX incorporates usability testing into design, development and evaluation. Motivations for UX in course design include making learning tasks less taxing. The document describes bringing UX into OLI's course development process through user studies and ongoing evaluation. It provides an example of improving a crossword puzzle activity and discusses broader UX considerations like accessibility, authoring tools, and refining the integrated process.
Presentation by University of Leeds staff Professor Richard Hall (Spinal Biomechanics) and Rachel Proudfoot (RoaDMaP Project Manager) on data management planning developments from academic and administrative perspectives. Presentation given during the Data Management Planning strand of JISC's "Components of Institutional Research Data Services" workshop, 24th October 2012
Similar to An innovative introductory course to systems engineering teaching.pptx (20)
managing complexity by partitioning the situation, Slides for the INCOSE 2014 presentation accompanying the paper (http://therightrequirement.com/pubs/2014/The%20nine-system%20model-15b.pdf)
Simplifying managing stakeholder expectations using the 9 systems 4Joseph KAsser
A useful way to identify stakeholders and manage their expectation written as a Case Study. Slides for the INCOSE 2014 presentation for the paper (http://therightrequirement.com/pubs/2014)
complexity can be reduced by partitioning the system correctly in the first place. Slides for presentation at INCOSE 2015 for paper (http://therightrequirement.com/pubs/2015/Guidelines%20for%20creating%20a%20system-4%20hdr.pdf)
The document provides a critical perspective on the International Council on Systems Engineering (INCOSE). It claims that after 25 years, INCOSE has made no significant contributions to the field of systems engineering and lacks true systems thinking. Specific criticisms include that INCOSE projects do not follow systems engineering processes, symposia do not advance the field, working groups produce nothing useful, and the organization structure is better suited to a social club than a professional society. The document questions where the value of INCOSE lies and concludes it primarily provides international social networking opportunities rather than advancing the discipline of systems engineering.
A program of research into systems engineeringJoseph KAsser
This paper provides an overview of a number of research areas that include investigating the nature of systems engineering and its underlying concepts, defining the properties of object-oriented requirements, producing prototype object-oriented tools for systems engineering, and applying of systems engineering to various domains.
Eight deadly defects in systems engineering and how to fix themJoseph KAsser
Any organization desirous to adopt or improve systems engineering needs to be aware that research into the nature of systems engineering has identified a number of defects in the current systems engineering paradigm. This paper discusses eight of these defects and ways to fix or compensate for them.
Seven systems engineering myths and the corresponding realitiesJoseph KAsser
The document discusses seven myths of systems engineering and the corresponding realities. It summarizes that there is no single agreed upon systems engineering process and standards cover different parts of the process rather than the whole. The "V model" is presented as a simplified representation but does not actually represent a process and does not cope with change. Successful systems engineering relies more on people factors like involvement and support rather than strictly following a process.
A Proposed Paper Template for improving the Quality of Practitioner Written P...Joseph KAsser
Conference papers are a major source of information in postgraduate education and research. However, the quality of many practitioner-written conference papers describing their experiences is less than optimal. This paper suggests a template to try to improve the quality of practitioner presentations and papers in the Case Study genre (prototyped at SETE 2004) to format practitioner papers as a way to link their experiences into the literature to provide data to assist researchers improving the practice of systems engineering. Examples of the use of the template are included.
Applying systems thinking & aligning it to systems engineeringJoseph KAsser
This is a paper on thinking about thinking. Systems engineering is an emerging disciple in the area of defining and solving problems of (Wymore, 1993). The emerging paradigm for problem solving is “systems thinking”. Both systems engineering and systems thinking have recognized the need to view a system from more than one perspective. This paper proposes a set of perspectives for applying systems thinking in systems engineering and then defines a systems thinking perspective set of views for a system, the use of which will provide one way of aligning systems thinking to systems engineering and contains an example of applying the set of perspectives to the Royal Air Force Battle of Britain Air Defence System and shows that not only does the set of perspectives provide a way to model the system; it also picked up two potentially fatal flaws in the system.
The paper then adapts an existing approach for measuring the application of systems thinking and concludes with some observations on the state of systems engineering from the STPs.
This presentation points out gaps in what we teach in systems engineering using a simulation of the ARRL Sweepstakes contest as an example or case study in developing part of a simulation.
Applying holistic thinking to improving your sex lifeJoseph KAsser
Optimizing complex systems represents a challenge. Traditional approaches to complex systems development either ignore the issue or optimize subsystems. Some approaches might even iterate through a number of architectures to identify the best one. This paper investigates an alternative approach, namely architecting the complex system to optimize the interactions between the subsystems at design time. The paper uses the interactions in the sex life of males and females (the system) as a case study and shows that better (more pleasurable) results can be achieved by optimizing the system for the interaction at the interface than for the individual (subsystem) experience. The paper then provides diverse examples where systems were or could have been optimized for interactions if seen from the holistic perspective. These instances include weapons systems, logistics systems, the Apollo program, the human cardiovascular system, an online classroom, the INCOSE Australia chapter and a library. The paper concludes with recommendations for further research
Simple problems can often be remedied with simple solutions; however, complex problems need to be remedied in a different manner. This paper discusses the traditional problem solving approach and then applies holistic thinking to introduce a modified problem solving methodology for remedying complex problems. The paper uses urban traffic congestion as an example of a complex problem and explores the development of a mixture of partial solutions that remedy different contributors to the problem in an interdependent manner.
Yes systems engineering, you are a disciplineJoseph KAsser
Systems engineering is currently characterized by conflicting and contradictory opinions on its nature. The paper begins by describing the evolution of systems engineering in the National Council on Systems Engineering (NCOSE)/ International Council on Systems Engineering (INCOSE) and the difficulty in defining and differentiating systems engineering as a discipline. The paper then identifies and discusses six different and somewhat contradictory camps or perspectives of systems engineering. After identifying the cause of the contradictions the paper suggests one way to reconcile the camps is to dissolve the problem to distinguish between the activity known as systems engineering and the role of the systems engineer with a return to the old pre-NCOSE systems engineering paradigm. The paper then continues by testing the hypothesis and shows that systems engineering is a discipline that can be differentiated from other disciplines. However, it is not a traditional engineering discipline.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
An innovative introductory course to systems engineering teaching.pptx
1. An
innova(ve
introductory
course
to
systems
engineering:
Teaching
a
problem
solving
approach
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
1
2. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Today’s
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
Problem
Based
Learning
(PBL)
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
2
3. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
The
stakeholders
• Academia
• Students
• Industry
• Government
• Others
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
3
4. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Academia
• A
marketable
course
• A
teachable
course
– using
both
full-‐Bme
and
part
Bme
instructors.
• Contain
components
that
can
easily
be
incorporated
in
exisBng
engineering
and
informaBon
technology
courses.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
4
5. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Students
• Enhanced
career
opportuniBes.
• Study
workload
that
is
appropriate
to
the
lifestyle
of
a
full-‐(me
employee
with
a
family.
• An
understanding
of
– what
systems
engineering
is
all
about
– how
to
do
systems
engineering
– why
every
system
engineer
describes
it
differently.
– how
what
is
being
learnt
in
the
class
maps
into
their
employer’s
processes
• A
course
experienced
in
a
manner
that
makes
learning
effecBve.
– through
the
use
of
modern
concepts
in
educaBon
and
cogniBve
psychology
• Affordable
text
books.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
5
6. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Industry
and
Government
• To
be
near
the
top
of
the
value
chain
in
the
new
global
economy.
• A
pool
of
skilled
personnel
for
the
acquisiBon
and
maintenance
of
the
systems
that
underpin
21st
century
civilizaBon.
• Competent,
skilled
and
knowledgeable
systems
engineers
– capable
of
effecBvely
working
on
various
types
of
complex
mulB-‐
disciplinary
integrated
systems
– in
different
applicaBon
domains,
– in
different
porBons
of
the
system
lifecycle,
– in
teams,
alone,
and
– with
cognizant
personnel
in
applicaBon
and
tool
domains.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
6
7. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
More
Industry
and
Government
• Coursework
is
not
to
interfere
with
employment.
– Flexible
delivery
modes
to
allow
students
to
take
the
course
as
and
when
they
can
from
whatever
locaBon
they
happen
to
be
in.
• Knowledge,
skills
and
competencies,
that
are
useful
immediately,
and
in
the
short
and
long
terms.
• Ability
to
communicate
systems
engineering
principles
to
others.
• In
the
acquisiBon
porBon
of
the
system
lifecycle,
– facilitate
the
effecBve
acquisiBon
of
systems
that
meet
the
customer’s
needs
• at
the
Bme
the
system
is
specified,
• is
actually
delivered
and
• during
the
full
length
of
its
operaBonal
life.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
7
8. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
8
9. Steps
for
CriBcal
Thinking
Developed
under
a
grant
from
The
4
April
2013
9
Leverhulme
Trust
10. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
10
11. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
11
12. Steps
for
CriBcal
Thinking
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
12
13. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
13
14. Integrated
Mul(disciplinary
Engineering
for
the
21st
Century
Not
just
your
average
systems
engineering
course
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
14
15. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
AssumpBons
• A
single
course
cannot
meet
all
the
needs
of
the
industrial
and
government
stakeholders.
• This
class
is
not
one
in
which
the
students
do
in-‐depth
systems
engineering
• This
is
an
introductory
“breadth”
class
which
examines
systems
engineering
from
various
perspecBves
(Kasser
&
Palmer
2005).
– The
assumpBon
is
that
students
will
conBnue
their
studies
and
take
“depth”
classes
in
the
requirements,
test
and
evaluaBon,
etc.
in
which
they
will
apply
systems
engineering
to
tradiBonal
technical
systems
in
the
appropriate
phases
of
the
lifecycle.
• Each
Knowledge
Unit
is
a
“breadth”
unit
– references
will
be
provided
to
the
students
for
in
depth
study
during
the
assignment
and
aeer
the
course
is
completed.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
15
16. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
More
AssumpBons
• The
knowledge
for
this
course
comes
from
– the
lectures,
the
readings
and
the
PBL
exercises.
• Students
are
expected
to
1. have
at
least
a
rudimentary
knowledge
of
systems
engineering
and
project
management.
2. put
in
addiBonal
out
of
class
hours
on
their
studies.
3. review
the
readings
before
doing
the
in-‐class
exercises.
• In
block
mode
classes,
Bme
should
be
given
for
the
students
to
scan
the
readings
as
part
of
the
exercises.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
16
17. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Outcomes
• Improved
cri(cal
thinking
skills.
• Understand
the
nature
of
mulBdisciplinary
and
interdisciplinary
engineering.
• Understand
the
reasons
for
the
different
definiBons
of
the
term
“system”,
and
the
various
viewpoints
on
systems
engineering.
• Understand
the
need
for
systems
engineers
with
different
competencies,
skills
and
knowledge
in
different
parts
of
the
system
life
cycle.
• Be
able
to
idenBfy
the
various
types
of
problems
faced
by
systems
engineers
in
different
phases
of
the
system
lifecycle.
• Be
able
to
idenBfy
an
appropriate
tool
or
methodology
to
solve
the
problem.
• Understand
that
there
isn’t
always
a
single
“right”
soluBon
to
a
problem.
• Be
beger
than
average
systems
engineers
for
their
level
of
experience
(hopefully).
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
17
18. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Delivery
Modes
• TradiBonal
13-‐week
semester
classroom
• Online
asynchronous
13-‐week
semester
– allowing
for
some
synchronous
acBviBes
if
desired
• Block
mode
lasBng
one
week
– with
post-‐class
Bme
for
compleBng
assignments.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
18
19. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Course
Components
1. A
set
of
PowerPoint
slides
for
a
lecture.
2. The
accompanying
instructor’s
notes
for
what
knowledge
to
highlight
during
the
lecture.
3. Exercises
– accompanied
by
suggesBons
of
• what
to
do,
• what
to
expect
the
students
to
produce
and
• how
to
assess
the
results.
4. Instructor’s
summaries
of
the
readings
– to
use
when
discussing
the
exercises
with
the
students
during
the
classroom
exercises.
5. Chapters
in
a
text
book
that
supplement
the
lecture.
– However,
since
there
is
no
single
textbook
that
fits
this
class,
a
set
of
readings,
listed
in
each
knowledge
unit
will
be
provided
to
the
students
unBl
the
book
is
wrigen.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
19
20. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Design
Goals
for
Components
1. The
components
should
be
designed
to
ensure
the
students
need
to
use
and
hence
develop
cri(cal
thinking
skills
– moving
up
the
five
steps
published
by
(Wolcog
and
Gray
2003).
2. Each
knowledge
unit
should
be
split
into
three
one-‐hour
sessions
with
a
short
break
between
them.
3. The
lecture
component
should
be
no
more
than
45
minutes,
– preferably
in
two
15
minute
sessions
with
the
remaining
15
minutes
used
in
a
facilitated
discussion.
4. The
lectures
should
supplement
the
readings
rather
than
contain
the
same
content
as
the
readings.
5. When
possible
students
should
be
asked
to
deliver
the
lecture
components
in
units
6
to
11
for
a
porBon
of
their
grade.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
20
21. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
More
Design
Goals
for
Components
6. The
remaining
two
hours
of
the
session
should
be
devoted
to
PBL
in
a
team
environment.
7. The
team
exercises
should
be
set
within
a
single
context.
– This
will
minimize
the
Bme
the
students
spend
becoming
familiar
with
the
context
before
actually
performing
the
exercise.
8. Each
team
should
work
on
the
same
project
independent
of
the
others.
– This
is
to
allow
comparisons
of
approaches
to
demonstrate
that
there
need
not
be
one
“right”
soluBon.
9. The
course
notes
should
provide
the
instructor
with
subtle
ways
of
guiding
the
teams
along
different
paths
but
not
misleading
them.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
21
22. RüR
ü
June).
NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
Even
More
Design
Goals
for
Components
10. Ideally
teams
should
be
composed
of
at
least
one
male,
one
female,
one
experienced
and
one
novice.
– In
an
open
class,
students
from
different
organizaBons
and
naBonal
cultures
should
be
mixed
into
teams.
– One
person
may
meet
more
than
one
of
the
criteria.
11. Students
should
be
given
the
opportunity
to
choose
– who
they
would
like
to
team
with,
and
– who
they
would
not
like
to
team
with,
and
12. Each
team
exercise
should
terminate
with
a
presentaBon.
– Aeer
the
students
have
presented
their
work,
the
similariBes
and
differences
of
the
student
teams’
presentaBons
should
be
discussed.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
22
23. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
23
24. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Purpose
• To
pracBce
criBcal
thinking,
systems
engineering,
and
problem
solving
• To
understand
the
scope
of
mulBdisciplinary
and
interdisciplinary
engineering
• To
enable
the
students
to
grow
intellectually
and
deal
with
ambiguity
and
complexity
(Perry
1981)
• To
learn
about
systems
engineering
by
doing
systems
engineering
• To
understand
the
need
for
the
various
competencies,
skills
and
knowledge
and
develop
them.
– These
skills
and
knowledge
needed
by
systems
engineers
over
the
system
life
cycle
can
be
divided
into
• Those
needed
in
several
if
not
all
phases
of
the
system
life
cycle.
• Those
needed
in
specific
phases
of
the
system
life
cycle.
• Knowledge
in
the
domain
in
which
the
system
being
developed/
maintained/upgraded
exists
or
will
exist.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
24
25. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Context
–
Federated
Aerospace
• A
major
conglomeraBon
with
systems
engineering
experBse
in
several
commercial
and
defence
domains.
• Has
five
current
projects.
• Has
just
been
awarded
a
major
mulB-‐billion
pound
systems
development
contract
for
Project
Sukumu.
– must
raid
its
current
projects
for
the
core
personnel
as
well
as
hiring
new
people
in
order
to
meet
the
schedule
of
Project
Sukumu.
– each
current
project
is
going
to
lose
people,
• much
to
the
chagrin
of
the
team
leaders
&
the
personnel
lee
behind.
• Needs
to
hire
replacements
for
the
personnel
being
taken
off
the
current
projects.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
25
26. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Federated
Aerospace’s
Current
Projects
Project
Phase
in
the
Applica(on
Lifecycle
Domain
Nemesis
Ship
Needs
acquisiBon
Radiator
Requirements
Aerospace
Dataweight
Design
Database
Terminal
Test
&
EvaluaBon
InformaBon
(T&E)
Technology
Orrible
O&M
(In-‐service)
TransportaBon
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
26
27. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Project
Sukumu
Exercise
• Purpose
of
the
exercise
is
for
each
team
to
– develop
examples
of
systems
engineering
process-‐
products
(documents)
• from
a
problem
solving
perspec(ve
– develop
an
understanding
of
the
links
between
them
– begin
to
understand
the
consequences
of
poor
• documentaBon
in
earlier
phases
of
the
SLC.
• management
(ineffecBve
or
wrong).
• Designed
so
that
Project
Sukumu
could
be
classified
as
more
than
one
type
(Shenhar
and
Bonen
1997).
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
27
28. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Project
Sukumu
AcBviBes
• The
students
will
prepare
a
high
level
Concept
of
Opera(ons,
Requirements
Summary,
Systems
Engineering
Management
Plan
and
Test
and
Evalua(on
Plan
as
a
PowerPoint
presentaBon
to
be
made
in
Unit
13.
– As
secBons
of
later
documents
are
developed,
the
students
will
find
that
the
earlier
documents
are
incomplete
and
will
need
updaBng.
• The
team
will
first
iden(fy
the
type
of
project
as
discussed
in
unit
2
as
classified
by
(Shenhar
and
Bonen
1997).
• The
focus
will
be
on
the
nature
of
the
problems
to
be
faced
in
each
phase
of
the
lifecycle
and
the
approaches
to
be
used
to
overcome
those
problems.
• The
students
will
be
requested
to
reflect
on
this
process
at
the
end
of
their
presenta(ons
in
unit
13
in
order
to
increase
their
grade.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
28
29. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Staffing
Exercise
• Purpose
-‐
To
allow
the
students
to
develop
an
understanding
of
the
competencies,
knowledge
and
skills
needed
in
different
types
of
projects
in
different
phases
of
the
system
life
cycle.
– The
students
will
have
to
understand
competencies,
skills
and
knowledge,
as
well
as
the
phase
in
the
lifecycle
in
order
to
map
the
competencies
to
the
needs
for
staffing
a
project.
• The
students
will
be
shown
how
to
use
a
systems
engineering
approach
to
–
developing
the
requirements
(what
is
being
done
to
determine
and
solve
problems
(use
cases),
– idenBfy
the
competencies
needed
to
develop
a
job
descripBon
(requirements
for
personnel),
– perform
a
gap
analysis
between
the
exisBng
project
team
skills
and
select
from
a
set
of
resumes
to
fill
the
gap
in
an
opBmal
manner
(design
and
integraBon).
• The
comments
on
the
presentaBon
of
their
work
by
the
instructor
and
other
students
will
fill
the
test
and
evaluaBon
funcBon.
• By
having
the
students
develop
a
non-‐technical
system
the
students
will
be
exposed
to
the
concept
that
systems
engineering
applies
to
all
sorts
of
systems.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
29
30. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Staffing
Exercise
AcBvity
• Each
team
will
be
associated
with
one
of
Federated
Aerospace’s
current
projects.
• For
units
6
to
11
inclusive,
each
student
team
will
be
given
the
resumes
of
the
remaining
project
personnel
and
asked
to
produce
the
job
descripBons
for
addiBonal
staff
members
to
round
off
the
project
teams’
skills
for
the
lifecycle
phase
associated
with
the
unit.
– The
students
will
also
have
to
take
into
consideraBon
constraints
such
as
the
salary
budget,
so
they
cannot
adverBse
a
large
number
of
posiBons.
– The
students
will
present
what
they
would
be
looking
for
in
a
resume
at
the
end
of
the
unit
and
defend
their
choices.
• As
a
variaBon,
in
some
units
the
student
teams
will
be
given
a
set
of
resumes
from
applicants
and
asked
to
jusBfy
to
which
ones
they
would
recommend
that
offers
of
employment
be
made.
• As
by-‐product,
they
should
also
learn
how
to
recognize
and
hence
write
a
good
resume.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
30
31. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
31
32. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Knowledge
Units
• Units
1
to
5
– provide
the
contextual
background
to
mulBdisciplinary
and
interdisciplinary
engineering,
systems
engineers
and
systems
engineering.
• Units
6
to
11
– provide
the
knowledge
about
what
systems
engineers
do
in
the
various
phases
of
the
systems
life
cycle
and
what
problems
they
face.
• Using
the
FRAT
cycle
(Mar
1994).
• Unit
12
summarises
modelling,
simulaBon
and
other
tools
and
techniques
used
in
the
system
lifecycle.
• Unit
13
wraps
up
the
course.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
32
33. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Drae
Unit
Titles
1. What
are
mulBdisciplinary
engineering,
interdisciplinary
engineering
and
systems
engineering
(SE)?
2. Why
projects
fail
3. An
introducBon
to
lifecycles
4. A
framework
for
systems
engineering
5. The
competencies
of
a
systems
engineer
6. SE
in
the
needs
definiBon
phases
of
the
system
lifecycle
(SLC)
7. SE
in
the
requirements
phases
of
the
SLC
8. SE
in
the
design
phases
of
the
SLC
9. SE
in
the
integraBon
phases
of
the
SLC
10. SE
in
the
test
and
evaluaBon
phases
of
the
SLC
11. SE
in
the
operaBons
&
maintenance
(in-‐service)
phases
of
the
SLC
12. Modelling,
simulaBon
and
other
methodologies,
tools
and
techniques
for
SE
13. Student
presentaBons
and
wrap
up
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
33
34. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Unit
1
Purpose
To:
1. provide
an
answer
the
ques(on
in
the
(tle
of
the
unit,
2. iden(fy
the
existence
of
confusion
amongst
systems
engineers
as
to
the
nature
of
systems
engineering
3. understand
the
nature
of
the
differences
between
systems
engineering
and
project
management.
Lecture
1. MulBdisciplinary
and
interdisciplinary
engineering;
a
brief
history
of
systems
engineering
and
project
management.
2. Discusses
the
many
different
definiBons
of
the
word
“system”,
the
various
viewpoints
on
systems
engineering
and
presents
a
hypothesis
for
the
reason
why
there
are
so
many
definiBons.
Exercise
The
students
compare
the
definiBons
of
systems
engineering
and
group
them
to
determine
common
denominators
and
determine
support
or
refutaBon
of
the
hypothesis.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
34
35. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Unit
2
Purpose
To
provide
the
students
with
an
understanding
of
the
need
to
make
use
of
lessons
learned
from
past
projects.
Lecture
Introduce
the
context
for
the
class
team
exercises
in
the
course;
discusses
a
number
of
lessons
learned
from
high-‐tech
project
failures
and
successes;
mulBdisciplinary
and
interdisciplinary
engineering.
Exercise
IdenBfy
reasons
why
things
go
wrong
if
the
causes
are
known
and
published.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
35
36. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Unit
3
Purpose
To
provide
the
students
with
the
background
for
the
ac(vi(es
performed
by
systems
engineers
in
various
stages
of
system
development.
To
explain
the
difference
between
systems,
products,
processes
and
lifecycles.
Lecture
Introduces
the
systems
development
lifecycle,
project
life
cycles,
waterfall,
spiral,
DERA
and
Cataract
models
of
the
lifecycle,
systems
engineering
standards,
architecture
frameworks
and
the
nature
of
changes
during
the
lifecycle.
Exercise
Compare
the
different
lifecycles
and
recommend
and
defend
the
choice
of
an
opBmal
life
cycle
for
Project
Sukumu.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
36
37. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Unit
4
Purpose
To
provide
a
framework
for
systems
engineering
which
provides
an
understanding
of
why
there
are
many
defini(ons
of,
and
viewpoints
on
systems
engineering.
Lecture
Presents
the
Hitchins-‐Kasser-‐Massie
Framework
(HKMF),
maps
the
lifecycles
discussed
in
Unit
3
into
the
HKMF.
Exercise
The
students
determine
the
nature
of
the
different
types
of
problems
faced
by
systems
engineers
in
the
various
phases
of
Layer
2
of
the
HKMF.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
37
38. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Unit
5
Purpose
To
iden(fy
the
quali(es,
knowledge
and
experience
needed
by
junior,
intermediate
and
advanced
systems
engineers
in
various
phases
of
the
system
lifecycle.
Lecture
Discusses
the
role
of
the
systems
engineer
in
projects,
the
skills
needed
to
perform
those
roles,
and
systems
thinking.
Exercise
The
students
will
map
the
skills,
knowledge
and
experience
requirements
from
the
lecture
and
readings
components,
and
external
sources
into
Layer
2
and
Layer
3
areas
of
the
HKMF.
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
38
39. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Units
6-‐11
Purpose
To
iden(fy
the
quali(es,
knowledge
and
experience
needed
by
junior,
intermediate
and
advanced
systems
engineers
in
various
phases
of
the
system
lifecycle.
Lecture
Discusses
the
role
of
the
systems
engineer
in
projects,
the
nature
of
the
problems
being
faced,
the
skills
needed
to
perform
those
roles,
and
systems
thinking.
Exercise
Staffing
exercise
Project
Sukumu
exercise
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
39
40. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Unit
12
• Modelling,
simulaBon
and
other
methodologies,
tools
and
techniques
for
systems
engineering
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
40
41. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Unit
13
• Project
Sukumu
student
presentaBons
• Wrapup
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
41
42. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
HKM
Framework
VerBcal
Dimension
(Hitchins,
2000)
• Layer
5
-‐
Socioeconomic,
the
stuff
of
regulaBon
and
government
control
• Layer
4
-‐
Industrial
Systems
Engineering
or
engineering
of
complete
supply
chains/
circles
• Layer
3
-‐
Business
Systems
Engineering
• Layer
2-‐
Project
or
System
Layer
• Layer
1-‐
Product
Layer
42
43. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
HKM
Framework
Horizontal
Dimension
(Kasser
and
Massie,
2001)
A. IdenBfying
the
need
B. Requirements
analysis
C. Design
of
the
system
D. ConstrucBon
of
the
system
E. TesBng
of
the
system
components
F. IntegraBon
and
tesBng
of
the
system
G. OperaBons,
maintenance
and
upgrading
the
system
H. Disposal
of
the
system
43
44. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
HKM
Framework
Problem
solving/risk
miBgaBon
Shenhar
and
Bonen,
1997
• Three
levels
of
system
scope
– Hitchins’
lower
three
layers
• Four
levels
of
technological
uncertainty
(risk)
– Type
a
—
Low-‐Technology
Projects.
– Type
b
—
Medium-‐Technology
Projects.
– Type
c
—
High-‐Technology
Projects.
– Type
d
—
Super-‐High-‐Technology
Projects
44
46. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Topics
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
• Summary
• QuesBons
and
comments
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
46
47. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
ObjecBves
in
assessment
and
grading
• Provide
a
measure
of
criBcal
thinking
skills*,
deep
learning
(modified
Biggs
1999)
and
systems
engineering
knowledge.
Step
Descrip(on
Grade
Grade
(Oz)
(US)
0.
Confused
fact-‐finder
E
P2
1.
Biased
jumper
D
P1
2.
Perpetual
analyser
C
C
3.
PragmaBc
Performer
B
D
4.
Strategic
re-‐visioner
A
HD
*
From
Wolcog
and
Gray
2003
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
47
48. NSSSE
2007
(2007
NaBonal
Symposium
on
System
Science
and
Engineering
in
Taiwan,
21-‐22
RüR
ü
June).
Summary
• The
stakeholders
• The
stakeholder
needs
• The
design
of
the
course
• The
PBL
exercises
• The
knowledge
units
• Assessment
and
grades
4
April
2013
Developed
under
a
grant
from
The
Leverhulme
Trust
48