Constructive Alignment als didaktisches Konzept

Auf den Zusammenhang von Lehre, Lernzielen und Prüfung basiert auch das didaktische Konzept des Constructive Alignment, ein Konzept das Ende der 1990er Jahre von John Biggs eingeführt wurde. Der Beitrag von Britta Baumert und Dominik May zeigt anhand jeweils eines Beispiels aus den Ingenieurwissenschaften und der Theologie, wie man dieses Konzept in der Praxis auf völlig verschiedene Weise anwenden kann

Mobile Learning in der Hochschullehre

Sowohl Daniela Schmitz als auch Dominik May und Karsten Lensing haben in ihren Lehrveranstaltungen bereits "mobile learning" eingesetzt. Wie sich mobile learning sinnvoll umsetzen lässt, was bereits im Vorfeld bei der Planung berücksichtigt werden muss, und in welche Fallen man leicht tappen kann, zeigen sie sehr anschaulich in ihrem Beitrag

Enabling Innovation in Engineering Education by providing Flexible Funds for teaching Staff

This study evaluated the influence of addition of 10% calcium chloride (CaCl(2)) on the setting time, solubility, disintegration, and pH of white MTA (WMTA) and white Portland cement (WPC). A test of the setting time was performed following the #57 ADA specifications and a test of the final setting time according to the ASTM. For the solubility tests disintegration and pH, Teflon rings were filled with the cements and weighed after setting. After 24 h in a desiccator, they were once again weighed. Thereafter, they were immersed in MiliQ water for 24 and 72 h and 7, 14, and 28 days, with maintenance in the desiccator and weighing between periods. The pH of water in which the rings were immersed was measured immediately after contact with them and in the other periods. The addition of CaCl(2) provided a significant reduction (50%) in the initial setting time of cements. The final setting time of WMTA was reduced in 35.5% and the final setting time of WPC in 68.5%. The WMTA with CaCl(2) absorbed water and gained weight with time, except for in the 24-h period. The addition of CaCl(2) to the WPC reduced its solubility. The addition of CaCl(2) increased the pH of WMTA in the immediate period and at 24 and 72 h and for WPC in the immediate period and at 24 h. The addition of CaCl(2) to WMTA and WPC reduced the setting times and solubility of both and increased the pH of cements in the initial periods. (J Endod 2009;35:550-554

Cold and intense OH radical beam sources

We present the design and performance of two supersonic radical beam sources: a conventional pinhole-discharge source and a dielectric barrier discharge (DBD) source, both based on the Nijmegen pulsed valve. Both designs have been characterized by discharging water molecules seeded in the rare gases Ar, Kr, or Xe. The resulting OH radicals have been detected by laser-induced fluorescence. The measured OH densities are (3.0 ± 0.6) × 10(11) cm(-3) and (1.0 ± 0.5) × 10(11) cm(-3) for the pinhole-discharge and DBD sources, respectively. The beam profiles for both radical sources show a relative longitudinal velocity spread of about 10%. The absolute rotational ground state population of the OH beam generated from the pinhole-discharge source has been determined to be more than 98%. The DBD source even produces a rotationally colder OH beam with a population of the ground state exceeding 99%. For the DBD source, addition of O2 molecules to the gas mixture increases the OH beam density by a factor of about 2.5, improves the DBD valve stability, and allows to tune the mean velocity of the radical beam

Teaching Tips – Gute Lehre ist kein Glücksfall!

Fragen wir die Teilnehmerinnen und Teilnehmer unserer hochschuldidaktischen Weiterbildungen nach ihren Erwartungen, so nennen sie an erster Stelle immer „konkrete Hilfestellungen für den Lehralltag“. Schauen wir genauer hin, wie diese Hilfestellungen aussehen könnten, so zeigen sich deutliche Unterschiede in den Zielgruppen der Lehrenden. Stehen sie noch am Anfang ihrer Lehrkarriere, wünschen sie sich besonders Hilfestellungen, die den Einstieg in die Lehre erleichtern bzw. ihnen helfen, effektiv zu lehren und effiziente Lehrende zu werden. Für erfahrene Lehrende hingegen, die zudem mit Prüfungen betraut sind, stellt sich darüber hinaus oft die Frage nach der Auswahl von Prüfungsformen und die Bewertung von Prüfungsleistungen, vor allem da ihnen die Modulabschlussprüfungen eine größere Bandbreite an Formen alternativer Leistungsbewertung eröffnen. Beiden Zielgruppen gemein ist die Suche nach praktischer Hilfe bei der Professionalisierung ihres didaktischen Handelns. Mit Patentrezepten ist ihnen dabei nicht gedient. Das Interesse der Lehrenden an Methoden wird gleichwohl als ein legitimes Interesse gesehen, denn Methodenwissen spielt bei der Vermittlung von Wissen eine große Rolle. Besonders im Kontext von Medialisierung werden die Vermittlungsmethoden wichtiger. Die hochschuldidaktische Weiterbildung will den Lehrenden bei der Entwicklung ihres individuellen und professionellen Lehrprofils theoretisch begründet, serviceorientiert zur Seite stehen. Seit Mitte der 1990er Jahre ist die didaktische Ausbildung für die Lehre nicht mehr dem Zufall überlassen, ebenso wie es keine Notwendigkeit mehr ist, sich hochschuldidaktisches Wissen autodidaktisch anzueignen. Die Entwicklung der Hochschuldidaktik und damit einhergehend die Entwicklung von curriculumbasierten, modularisierten und systematisch aufgebauten Weiterbildungsprogrammen hat in den letzten Jahrzehnten nicht zuletzt dank verschiedener Programme und Initiativen (z.B. Länderprogramme „Qualität der Lehre“, „Exzellenzinitiative“, BMBF, Stifterverband) eine enorme Steigerung erfahren. Die Qualität der Lehre an Universitäten ist zu einem Wettbewerbsfaktor unter den Universitäten geworden und kann zu ihrer Profilbildung beitragen. Die Lehrkompetenz kann als Schlüssel für die Qualität der Lehre gesehen werden und ist ein Merkmal akademischer Personalentwicklung. Dieses Journal soll in kleinem Rahmen als praxisorientierter Ratgeber auftreten. Es soll darüber hinaus das Interesse an hochschuldidaktischer Weiterbildung wecken, Lust machen, sich mit der eigenen Lehre auseinanderzusetzen, sich den kollegialen Fragen der anderen Teilnehmer/inne/n in den Workshops zu stellen, gemeinsam mit ihnen und uns, den Hochschuldidaktikern und Hochschuldidaktikerinnen, mögliche Antworten aufzuspüren und so das eigene Lehrrepertoire zu erweitern

Do tight nosebands have an effect on the upper airways of horses?

Background/Objectives The public perception relating to the welfare of horses involved with equestrian sports is associated with training methods used and the presentation of horses at events. In this context, very tight nosebands, which are intended to prevent the horse from opening its mouth, also attract a lot of attention. Various studies have evaluated the impact of tight nosebands on stress parameters, whereas the effect of tight nosebands on upper airway function is unknown. Therefore, the aim of the study was to use overground endoscopy to evaluate changes in pharyngeal and laryngeal function when a tight noseband is fitted. Moreover, the ridden horse pain ethogram (RHpE) was applied to investigate signs of discomfort (Dyson et al., 2018). Study design A randomized, blinded, and prospective study was performed. Methods Sixteen warmblood horses consisting of twelve mares and four geldings with a mean age of 11.63 ± 3.53 years were ridden on 2 consecutive days with either loose or tight nosebands (two fingers or no space between bridge of the nose and noseband, respectively) and inserted endoscope in a random order. Videos were taken in a riding arena during a standardized exercise protocol involving beginner level tasks for 30 min in all gaits. For video analysis, freeze frames were prepared and analyzed at the beginning of the expiration phase. Pharyngeal diameter was measured using the pharynx-epiglottis ratio. Other findings (swallowing, pharyngeal collapse, soft palate movements, and secretion) were also evaluated. Moreover, the RHpE was applied. Descriptive statistics and generalized linear mixed effects models were used. Results with a p-value < 0.05 were considered statistically significant. Results While the pharynx-epiglottis ratio did not change significantly in horses ridden with loose versus tight nosebands, there was an increase in mean grade and total counts of parameters assessed in the pharyngeal region, for example, grade of secretion (1.5 [±SD 0.89] vs. 3.13 [±SD 0.96]; p = 0.0001), axial deviation of the aryepiglottic folds (0.29 [±SD 0.73] vs. 1.33 [±SD 1.44]; p = 0.01), and pharyngeal collapse (0.69 [±SD 0.87] vs. 1.88 [±SD 1.54]; p = 0.005) in horses ridden with tight nosebands. There was no RHpE score above 8 indicating musculoskeletal pain, but the RHpE scores were significantly higher in horses ridden with tight nosebands (p < 0.001). Main limitations Video quality was limited when horses showed large amounts of secretion. Another limitation was the small number of horses. Conclusions Results add to the evidence obtained in other studies that tight nosebands do not only cause adverse reactions based on the RHpE score such as head behind the vertical or intense staring but also contribute to changes in the pharyngeal region, such as increased secretion and collapse of pharyngeal structures. This may provide further support for future decisions regarding regulations on nosebands

Online laboratories in engineering education research and practice

Instructional laboratories have long been an integral part of engineering education and technical degree programs. Today, online laboratories using remote, simulation, or even immersive virtual reality technologies offer additional innovation potential for teaching with a wide variety of pedagogical approaches, of which some are possible only because of the introduced technology and its new affordances. Educational research in this field is focused on developing new educational settings for the use of online laboratories and on fundamentally understanding how these new types of instructional laboratories influence both the faculty and the student experience. Gaining this fundamental understanding of the sociotechnical instructional reality introduced by online laboratories is highly relevant, as students should be given the opportunity to use all laboratory formats, depending on the targeted learning goal, the available equipment, or individual personal preferences of students or even faculty. This chapter takes a closer look at engineering education research and the specific field of instructional online laboratories in higher education, with a focus on remote and virtual laboratories. In this context, the chapter covers the overall background, advantages and challenges, educational research, pedagogy, history and examples, and the innovation potential of online laboratories for current as well as future engineering education.info:eu-repo/semantics/publishedVersio

View planning in the visual inspection for remanufacturing using supervised- and reinforcement learning approaches

Visual inspection in remanufacturing, despite technological progress, is still mainly performed by humans. A rough assessment of the product’s general condition and the dedicated inspection of individual product features or defects is necessary to identify the typically unknown product variant and assess the reusability of a used product and its components. Therefore, a system for automated visual inspection must be flexible and runtime-adaptive, as defects to be inspected in detail may occur anywhere on the product. In the present work, this problem is framed as a view planning problem solved by means of supervised learning and reinforcement learning using a specially developed simulation environment. Three variants of neural networks (PointNet, PointNet++, and Point Completion Network) are compared in the supervised learning case, whereas a deep learning SAC algorithm using the Point Completion Network as network structure is evaluated in the reinforcement learning case. Considering the specific boundary conditions prevailing in remanufacturing, the results are obtained from the use case of electric starter motor remanufacturing. The results show that supervised learning and reinforcement learning are suitable for determining the poses of an acquisition system at system runtime to react to an initially unknown inspection task

Internationalization and Digitalization in Engineering Education

[EN] Digital, virtual and E-learning elements have increasingly become a part in higher education and, most recently, the high potential of digitalization for processes of strategic internationalization of higher education institutions is coming into focus. The collaborative project of three German universities, XYZ, is working on strategies for the internationalization and virtualization of engineering education. While these topics used to be different key areas of the project, a combination of both distinguished itself as a potential new working field. This paper introduces two pilot concepts that were implemented and evaluated at the universities Y and Z which both aim at the complementation of incoming students’ experiences in Germany by digital means. At Y, a transnational online class explores means of preparing degree-mobile engineering students from all over the world for their master’s studies in Germany. At Z, an online course was designed to accompany a summer school research exchange for US-American engineering students in order to prolong their short-term mobility by digital elements. These pilot projects were well-accepted by students and faculty at both universities and their evaluations between 2014 and 2017 have revealed valuable results for further optimization. This paper presents the results and discusses future potential.Strenger, N.; May, D.; Ortelt, T.; Kruse, D.; Frerich, S.; Tekkaya, AE. (2017). Internationalization and Digitalization in Engineering Education. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 558-565. https://doi.org/10.4995/HEAD17.2017.528955856

Testing the accuracy of feldspar single grains to date late Holocene cyclone and tsunami deposits

Quartz is the preferred dosimeter for luminescence dating of Holocene sediments as optically stimulated luminescence (OSL) signals reset rapidly upon light exposure, and are stable over time. However, feldspar is required where quartz luminescence properties are inappropriate for dating, as is often the case in geologically young mountain ranges and areas with young volcanism. Here we aim to evaluate the potential of single grain feldspar luminescence dating applied to late Holocene cyclone and tsunami deposits, for which complete signal resetting can a priori not be guaranteed. To address potential problems of feldspar dating of such deposits associated with heterogeneous bleaching, remnant doses and anomalous fading, we use a low-temperature post infrared infrared stimulated luminescence protocol (pIRIR150) on single grains. For most samples, good agreement between fading corrected IR50 and non-fading corrected pIRIR150 ages is observed. Both feldspar ages generally also show good agreement with age control provided by historical data and quartz luminescence ages. pIRIR150 remnant ages in modern analogue samples are shown to be 150, IR50 and quartz ages, indicates that a significant number of grains must have experienced relatively complete signal resetting during or immediately prior to transport, as the three signals are known to bleach at different rates. Since light exposure during the event is expected to be limited, we deduce that a significant portion of the grains in the cyclone and tsunami deposits was already bleached prior to the event of interest. These well-bleached grains were likely eroded at the beach, while other grains with larger remnant ages probably originate from the shallow subtidal, coastal barriers or even further inland sources. Additional signal resetting during storm and tsunami transport is indicated by slightly younger quartz than feldspar ages for grains with incomplete pre-transport resetting that were eroded at the Holocene coastal barrier.</p