One way to understand teaching is to view it as a people process rather than a presentation of knowledge. It follows that the role of an educator often extends beyond the primary subject matter and into the realm of classroom management. With this in mind, our research aimed to capture the various teaching practices, participation patterns, and communication climates that occur in virtual computer science classrooms. We sought to answer the following research questions related to virtual computer science classrooms at our institution: Who participates in virtual computer science classrooms, and is participation proportional to student demographics? Is there any correlation between the use of teaching best practices and student participation? Is there any correlation between communication climate and student participation? To answer these questions, we designed and conducted a mixed-method content analysis study on 14 instructor-provided synchronous video lectures. We created a rubric composed of teaching best practices and supportive and defensive communication behaviors. The resulting design employed ethnographic content analysis (ECA) and quantitative content analysis (QCA) methodologies to produce contextually relevant knowledge. Correlational analysis was conducted using Kendall's tau-b correlational algorithm. Our findings suggest female participation was not proportional to student demographics, and no significant correlations between teaching practices and participation patterns were found. However, several significant correlations between communication climate and participation patterns were identified. Specifically, increased communication behaviors displaying equality were positively correlated with classroom dialogue count, unique female participants, female participation, and female first responses.

Inom den högre utbildningen är det fortfarande vanligt att använda traditionella undervisningsmetoder även om det finns andra metoder som går att tillämpa. En faktor som påverkar införandet av nya metoder är digitaliseringen. Många lärosäten använder sig idag av en digital plattform för undervisningen, ibland också flera stycken olika plattformar och där dessa då kräver en teknisk kompetens för att kunna användas på ett bra sätt i undervisningen. Speciellt är kurser inom datalogi som har goda förutsättningar för att kunna nyttja nyare metoder. Dock kräver detta kunskap i metoden, hur de tekniska hjälpmedlen går att tillämpa för kursens ändamål och att man vågar pröva nya metoder i kurser. Målet med denna studie är hitta nya sätt som kan mäta en undervisningsmodells effektivitet. Lösningen kommer att bestå i att undersöka existerande forskning inom området, specifikt implementation av metoden, vad gav metod för effekt och hur denna effekt har mätts. Av den existerande forskningen pekar på att detta är en svår fråga att analysera, det är många faktorer som vi behöver ta i anspråk för att kunna komma till konsensus i hur den potentiella lösningen bör skapas. Den gemensamma faktorn är att det finns en positiv inverkan på studenternas resultat baserat på att det har införts en ny undervisningsmodell. Det vi kom fram till är att skapa en mätmetod som använder studenternas lösningar för befintliga uppgifterna i kursen, genom att vi fick göra ett antal antaganden för de problem som ansågs kunna påverka mätmetoden. Av detta kunde vi sedan dra slutsatser av metodens effektivitet. / In higher education, it is still common to use traditional teaching methods, although there are other methods that can be applied. One factor influencing the introduction of new methods is digitalization. Many higher education institutions today use a digital platform for teaching, sometimes also several different platforms and where these then require a technical competence to be used in a good way in teaching. Especially are courses in computer science that have good conditions for being able to use newer methods. However, this requires knowledge of the method, how the technical aids can be applied for the purpose of the course and that you dare to try new methods in courses. The goal of this study is to find new ways that can measure the effectiveness of a teaching model. The solution will consist of investigating existing research in the area, specifically implementation of the method, what gave method for effect and how this effect has been measured. From the existing research indicates that this is a difficult issue to analyze, there are many factors that we need to take into account in order to be able to come to a consensus on how the potential solution should be created. The common factor is that there is a positive impact on student outcomes based on the introduction of a new teaching model. What we came up with is to create a measurement method that uses the students’ solutions for existing tasks in the course, by making several assumptions for the problems that were considered to affect the measurement method. From this we were then able to draw conclusions from the effectiveness of the method

<p>Purdue University is facing an increasing undergraduate student enrollment every year. Laboratory courses in fluid mechanics at the School of Aeronautics and Astronautics and the School of Mechanical Engineering are facing challenges due to increased enrollments. On the other hand, the internet and computer technology have made education more conveniently delivered in recent years. The onset of these technologies has made way for innovative forms of teaching. One such application is virtual laboratories. This document will describe the challenges in the current method of teaching and learning fluid mechanics laboratory courses, explain how a virtual lab is a potential solution to supplement the current learning methods, and discuss its development. This document will discuss the virtual fluid mechanics laboratory development from the fluid mechanics perspective- generating flow data and designing realistic measurement probes. The use of CFD to generate flow data sets, along with their post-processing for virtual labs, will be discussed. Furthermore, simulation results for flow around cylinders and through pipes will be presented. And finally, design ideas conceptualized for developing a virtual pitot-static probe and a virtual hot-wire anemometer will also be presented. Finally, this document summarizes the work done till now and presents conclusions on what has been achieved along with recommendations that could be completed in the future.</p>

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[pt] Veículos autônomos são um problema recente, com aplicação em carros e motocicletas ainda nos estágios iniciais. Além das dificuldades inerentes de fazer um veículo mover-se independentemente, a motocicleta autônoma deve permanecer estável em qualquer velocidade e trajetória. O objetivo principal deste trabalho é desenvolver uma motocicleta elétrica autônoma com sistema de instrumentação de baixo custo. Para tanto, foi analisado um modelo dinâmico de motocicleta, capaz de reproduzir o comportamento real e permitindo a implementação de estratégias de controle linear em tempo real. O controlador tem dois objetivos diferentes: manter a motocicleta estável e seguir uma trajetória desejada, de forma autônoma. Experimentos foram realizados com a motocicleta de escala reduzida com o objetivo de caracterizar seus elementos; as estratégias de controle propostas foram simuladas com o modelo dinâmico ajustado. Por fim, os algoritmos de controle são aplicados ao sistema real através de uma plataforma atuada capaz de reproduzir a dinâmica de veículos de duas rodas. O presente trabalho é uma ferramenta para o ensino de engenharia, envolvendo estudantes de diferentes níveis em torno de um problema complexo. O sistema permite uma aprendizagem contínua com dificuldade crescente, envolvendo temas como dinâmica de multicorpos; análise de resultados através de simulações de software; eletrônica e filtros na instrumentação embutida e técnicas de controle para manter o sistema estável em todos os caminhos desejados, culminando na aplicação experimental dos conceitos citados. / [en] Autonomous vehicles are an interesting and recent problem, with its application in cars and motorcycles still in its early stages. In addition to the inherent difficulties in making a vehicle move independently, the autonomous motorcycle has to be able to remain stable at any speed and trajectory. The vehicle s stability can be achieved by different solutions and control techniques. The main objective of this work is to develop an autonomous electric motorcycle with low cost sensing system. For this, a dynamic model of two-wheeled vehicles is analyzed, capable of describing the dynamic behavior while being simple enough to allow the implementation of real-time linear control strategies. The controller has two different objectives: to maintain the motorcycle stable and to follow a desired trajectory, in an autonomous way. Experiments were carried out with the small scale motorcycle aiming to characterize its elements for the theoretical model; then the proposed control strategies were simulated with the adjusted dynamic model. Finally, the control algorithms are applied to the real system through an actuated platform capable of reproducing the dynamic behavior of single-track vehicles. At last, the present work is a tool for teaching engineering, involving multilevel students around a complex, but familiar, problem. The system allows for continuous learning with increasing difficulty, involving multibody dynamics, experimental results analysis via software simulations, electronics and filters present in the embedded instrumentation and many control techniques to keep the system stable in every desired path, culminating in the experimental application of cited concepts.

<p> Universities have increased the number of fully or partially online courses they offer to meet students' family, work-life, and academic needs. As a result of this shift, the HyFlex learning paradigm, which provides hybrid and flexible learning options, has gained traction in academia in recent years. The COVID-19 pandemic has altered the standards for academic levels of success in higher education for the foreseeable future. In order to offer a sense of belonging and sustain an equal or greater degree of engagement, instructors have been compelled to try and replicate the rich interaction of face-to-face situations in a virtual context. During the pandemic, the results of studies and surveys revealed a story of student dissatisfaction due to a lack of involvement, participation, sense of community, lack of faculty readiness, and technology concerns. Evidence from the past has supported the fact that synchronous online modality not only facilitates the tasks of a traditional face-to-face learning environment, but also has some distinct advantages over conventional approaches. Students' commitment to stay connected in the learning experience is linked to their sense of belonging to a learning cohort. It is vital to create a learning environment in which students feel a part of a learning community and actively participate in the learning process in order to foster knowledge generation. An Interactive Synchronous HyFlex model, intended to help students feel committed and engaged in their learning community through these uncertain times and beyond, is being explored as part of this research. The approach is studied using a Community of Inquiry (CoI) framework, as communities are a crucial part of effective student-centered learning settings. A convergent parallel mixed methods case study design was used to gain a deeper knowledge of the usefulness of the new HyFlex model under study. Students enrolled in the Interactive Synchronous HyFlex design thinking course during the Fall 2020 semester were the study's participants. The quantitative phase of the study looked into a) the students’ perception of overall teaching, social and cognitive presences in the HyFlex design thinking classroom; and b) if there was any change in students’ perception of community of inquiry based on their mode of participation (face-to-face/remote). The qualitative part of the study looked in-depth at the lived experiences of students in the HyFlex design thinking classrooms throughout the semester. The integration and interpretation of the two phases provides a positive student perspective of the Interactive Synchronous HyFlex model, and it helps to observe how the community of inquiry has played out in HyFlex design thinking classrooms. </p>

<p>  </p> <p>This research study aims to explore the understanding and implementation of CT and its core concepts by CS High School teachers. This research study examined CS teachers' understanding of CT’s core concepts; a) decomposition, b) pattern recognition, c) abstraction and d) algorithm design. Furthermore, the study also explores how these CS teachers applied these core concepts to their instructional practice. </p> <p>The qualitative case study utilized the Pedagogical Content Knowledge (PCK) framework as a lens to explore the teachers’ understanding. For this qualitative research study, purposeful sampling was employed to recruit participants with specific knowledge or experience about a topic of interest. In-depth semi-structured interviews were performed with five CS high school teachers for data collection. The researcher used coding and thematic analysis to analyze the data. Teachers shared their understanding of CT, its core concepts, and how they incorporate these into their instructional practice.</p> <p>The findings in the study present the different understandings of the teachers regarding CT’s core concepts and how each of them applied such concepts through different pedagogical approaches to their instructional practice. The findings in the study could provide an opportunity for high school teachers to explore different understandings from other high school teachers and potentially provide collaborative opportunities. </p> <p>The research study concludes with two significant findings and their implications for the field of CS education. It also recommends other researchers and provides collaborative opportunities with other high schools. Moreover, this research contributes to and enriches the current literature on CT in education. </p>

For society to move towards sustainability, competent engineers able to tackle systemic socioecological challenges are needed. To ensure this, integrating sustainability in engineering education is instrumental. This research aims to examine the current state of sustainability integration within Swedish engineering programs, as well as identifying challenges, needs, and drivers for integrating sustainability from the perspective of educators. Using a survey (P=55)and interviews (E=7) with educators of engineering master’s programmes in Sweden, the findings showed that: - Sustainability is not being strategically integrated. Tools as the framework of Sustainability Competencies have potential to help with the integration. - The main challenges inhibiting integration include a lack of resources, time, relevant sustainability teaching materials, and perceived relevance of sustainability to engineering courses. - The main drivers of integration are management directives, funding, educator’s personal convictions, and the increase of sustainability as a topic in common discourse. - Some main needs include building competence in educators, increased collaboration with sustainability experts, and learning from other universities regarding the process of integration. Whilst all educators show sustainability awareness, most educators lack knowledge and right conditions for integrating sustainability into engineering education. Considering the interconnectedness of all factors, adopting a systemic approach is necessary in order tostrategically integrate sustainability in engineering education.