شرکت مجازی: پوسته باز تنظیم مجدد برای یادگیری مبتنی بر مسأله در مهندسی صنایع
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|7232||2004||24 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Computers & Industrial Engineering, Volume 47, Issues 2–3, November 2004, Pages 289–312
The interactive multimedia e-learning system (IMELS) is an e-learning courseware for industrial engineering developed at the University of Hong Kong. The system adopts a problem-based learning approach to the teaching and learning through the delivery of realistic case problems using interactive multimedia technology over the World-Wide-Web. The main features of the system include a multimedia portfolio of industrial engineering, an electronic knowledge base and the virtual company suit that presents the case problem that exists in two virtual enterprises. As the system is designed to enhance the effectiveness of teaching industrial engineers who will become more capable individuals to fit into their future careers through the exposition of vivid case problems in their learning process, one of the main features of the system is its ability to create computer-based material for case problems in a flexible and efficient manner. In this respect, the open-shell architecture of the virtual company, which consists of a client-based interface that runs on user PCs and a server-based repository, enables web-based materials to be loaded and organized in real time so that the content of individual virtual companies can be dynamically configured to cater for each case problem. Apart from the introduction of the IMELS, this paper focuses on the design and the functionality of the virtual company. The unique feature of the configurable animated entities will be explained and is illustrated with a case problem that exists in the GX Port Holdings Corporation virtual company.
In recent years, there has been a rapid growth in the Interest of applying information technology (IT) for teaching and learning in a wide range of subject areas at all levels. This development has been accelerated by the significant reduction in cost of the Internet infrastructure and the easy accessibility of the World-Wide-Web. In tertiary education, popularity of introducing computer-based learning tools that provide interactive multimedia effects, computer graphics and animations, and online features is ever increasing. In addition to the audio-visual richness of IT-courseware, these computer-based teaching and learning tools provide a learning environment that overcomes the limits of space and time in knowledge delivery and capturing, as well as allow students to determine their own learning path and pace. This is clearly a big advantage in knowledge acquisition over traditional teaching methods that mainly rely on classroom lecture and demonstrations. The use of the Internet and IT infrastructure for teaching and learning, commonly known as e-learning, has vastly enhanced flexibility and effectiveness of knowledge delivery. In a typical e-learning system, interactive and multimedia features including computer animations, sound and video, 3D graphics, on-line databases, and other Internet-based features such as email, ICQ and chat room facilities can be integrated to create a cyber-platform for learning. This stimulating learning environment engages students into a deeper learning process that can often elicit a high rate of information retention, and result in a shorter learning time (Ng & Komiya, 2000). In addition, this multimedia education platform can be interactive, which enables the students to control the content and flow of information capturing (Vaughan, 1998). The result is that students become active participants in learning and they take control of their learning processes. Furthermore, with the easy accessibility of the World-Wide-Web and development of peer-to-peer, distributed computing framework (Balakrishnan, Kaashoek, Karger, Morris, & Stoica, 2003), a flexible e-learning system can be created where students can learn at their own pace, wherever and whenever they want. In commerce, the use of multimedia for information dissemination and employee training have become widely used, especially in management consultancy, banking, insurances, airlines, government agencies, etc. Companies such as IBM, Compaq, Telstra, Morgan Stanley, P&G, Unisys, PeopleSoft, and Dell are heavily involved in deploying e-learning in their training programs. In the academic community, a number of web-based, e-learning platforms have been developed for teaching (Anido et al., 2001 and Bonk et al., 1998). Some of these systems are designed for general educational purposes that provide online forum and libraries, virtual classroom and peer networks (Bonk et al., 1998 and Hiltz, 1994); internet-based virtual experimental systems and virtual laboratories for complex process studies in chemical engineering (Shin, Yoon, Park, & Lee, 2000); control engineering (Schmid & Ali, 2000); computer science and engineering (Barua, 2001); and electrical engineering and electronics (Coleman, Kinniment, Burns, Butler, & Koelmans, 1998). In many cases where e-learning are adopted, very encouraging feedbacks from both teachers and students are obtained (Chassie, 2002, Jarvela and Hakkinen, 2002 and Khalifa and Lam, 2002). The Department of Industrial and Manufacturing Systems Engineering of the University of Hong Kong has designed and developed a interactive multimedia e-learning system, known as the IMELS that provides a learner-oriented and problem-based learning environment for teaching industrial engineering. This e-learning system is designed to complement the traditional methods of teaching industrial engineering with the incorporation of a number of key components in problem-based learning (Jarvela & Hakkinen, 2002), including (a) active learning through posing questions and seeking answers; (b) integrated learning by tackling problems which require a general knowledge across various disciplines; (c) cumulative learning by providing problems with increasing complexity; and (d) learning for understanding to provide time for reflection, feedback and for practicing the skills learned. The benefits that our system provides include the effective delivery of the materials of industrial engineering through a problem-based approach as well as providing a flexible platform to support continual development of the entire teaching system. Some of the main features of the IMELS include an interactive and comprehensive industrial engineering knowledge portfolio and repository, realistic case problems that are set in the scenes of various virtual companies, a macro-engine for system configuration and a web-based learning management system that enables teachers/tutors to effectively track and manage student's learning activities. This paper focuses on the design and architectural aspects of the IMELS, which supports, facilitates and enables interactive learning activities. The learning process that is taken by students is presented through a walk-through of a case problem solving exercise in the virtual company environment. The paper also highlights the feedbacks obtained from students’ survey and assessment on the effectiveness of the system in teaching and learning industrial engineering.
نتیجه گیری انگلیسی
An interactive e-learning open-shell that incorporates a multimedia interface and web-based knowledge repository is developed for industrial engineering. The system is first of its kind in the discipline that adopts a problem-based learning approach to the teaching and learning of industrial engineering through the case problems presented by the two virtual companies. The architecture of the system supports flexible reconfiguration, modification and updating of content materials via the control of a number of XML-based configuration files such that the learning materials can be crafted to suit different courses and curricula. Through the exploration and working through of the three maim modules, a comprehensive and stimulating learning tour is provided to students. By using IMELS, the idea of exposing students to a learning environment that is realistic and seemingly full of complex problems is achieved. In particular, the introduction of the concept of the virtual company concept where realistic and computer animated sceneries, personnel, dialogues and documentations has greatly facilitated the learning of the subject matters. The operation of the system is demonstrated through a walk through of a particular case problem that happens in the virtual GX Port Holdings Corporation. Though the system is designed to be self-contained and autonomous for learning, it provides supports for teachers and subject experts to support students in learning through the web-based interface to accomplish their learning objectives. From the very positive feedback obtained from the evaluations undertaken by experts, industrialists and students, it is believed that the IMELS can facilitates the formation of a collaborative learning environment whereby creating learning communities in industrial engineering amongst practitioners and students. As the system is designed to be an open shell with a scalable architecture for both case problems and subject areas, the entire system can be flexibly configured and extended to form an information portal for industrial engineering where academics and industrialists can share their experiences and exchange ideas. It is envisaged that the introduction of IMELS will arouse similar interest among other higher educational institutes that teach industrial engineering; and provides a potential linkage to local secondary schools, as well as the general public in appreciating the industrial engineering profession and its contributions to the society.