Information and Communication Technology (ICT) is an enabler, not a goal. It simply makes desirable ends like sustainability, higher quality, faster construction, lower cost and making competitiveness more attainable. In modern design and manufacturing, ICT is a useful support tool because it can make design and manufacturing more robust, effective and efficient by using computer-based system, such as virtual system and computer simulation. Discusses the role of new information and communication technologies (ICT) on engineering education. Role of the International Association of Universities affected by information technology; Limitations to the implementation of ICT in universities; Cost factors; National telecommunication support structure. This paper is based on an evaluation of a mixed mode course called Learning Numerical Methods for Partial Differential Equations from the Web. The author (Christie, Michael F(2002). Europe Journal of Engineering Education) discuss the impact of information communication technology (ICT) on the provision of tertiary education and cite the course as an example of how it can be used at the subject level. The course employed ICT in a number of different ways. The introductory part of the course was held in a specifically designed video-conferencing facility that had a range of ICT capabilities. The design of the room is critiqued as is the use that was made of it. Throughout the paper the authors emphasize the point that ICT is a powerful tool for teaching and learning but failure to plan, deliver and assess ICT-based courses on sound pedagogical grounds merely means that poor teaching practices are disseminated more widely and more quickly. On the basis of our evaluation we propose a simple set of questions that can be used to evaluate the best use of ICT in engineering education.
Sunday, March 30, 2008
-->ICT USED…..
Ø Teaching and learning.
Information technologies have to be seen as a resource to help fulfill the university educational mission. Support of teaching and learning was computer-assisted learning. The differences between universities and areas of learning, science and technology still making far more use of information technologies. However, the following technologies and facilities are increasingly being offered in universities. The examples of general tools are text editing, e-mail boxes for students and teachers, Internet navigation, transfer of files and training material, WWW, discussion group, chat rooms, video-conferencing . Communication links to student residences, between student and teachers, computer study halls are available wireless, so we can access the more.
Ø ICT in organization and management of instruction to access the information.
Through the WWW, access to scientific information, literature, journals, course and training material, explanations through multimedia, databases, etc. Huge libraries are put at the disposal of teachers and student who are able to surf through the equivalent of entire book shelves. On-line public access catalogues are widely developed on campus and made available on the Internet by a growing number of institutions. Student progress, registration, evaluation and test systems, assignments through bulletin boards, distributed learning, and flexible scheduling.
Ø ICT in manufacturing and laboratory material.
To assist the classes students have to examine case studies, they can be shown videos, interviews of various people involved, and comparative data on-line. Students see the situation from different view points and their learning experience is enhanced considerably. Similarly, in engineering fields, for example, simulated and remote-controlled laboratories are used as hands-on experiences in this area are often no longer available.
Ø Distance tutoring and ‘virtual’ classes.
More effective learning techniques are offered in place of traditional distance teaching techniques such as radio broadcasting and television. Some courses now “incorporate interactive multimedia with audio, video, Java, Active-X, the Virtual Reality Modeling Language, and plug-in applications such as shockwave”. ( John Milam, 1998, gives a wide range of examples of new information technologies used in courses in the us ).
Ø In research.
Networking and research dissemination were based on personal contacts and publications. As communication is an inherent component of research ICT. Essential for researchers, who can enjoy much wider international cooperation in their field. After all, the Internet was an invention of the research community. Researchers in science and technology have felt an even greater need for information technology than researchers in the social sciences and the humanities. However, with the incredible increase in the volume of information in every discipline, the gap between these two categories, although still big, is narrowing.
Information technologies have to be seen as a resource to help fulfill the university educational mission. Support of teaching and learning was computer-assisted learning. The differences between universities and areas of learning, science and technology still making far more use of information technologies. However, the following technologies and facilities are increasingly being offered in universities. The examples of general tools are text editing, e-mail boxes for students and teachers, Internet navigation, transfer of files and training material, WWW, discussion group, chat rooms, video-conferencing . Communication links to student residences, between student and teachers, computer study halls are available wireless, so we can access the more.
Ø ICT in organization and management of instruction to access the information.
Through the WWW, access to scientific information, literature, journals, course and training material, explanations through multimedia, databases, etc. Huge libraries are put at the disposal of teachers and student who are able to surf through the equivalent of entire book shelves. On-line public access catalogues are widely developed on campus and made available on the Internet by a growing number of institutions. Student progress, registration, evaluation and test systems, assignments through bulletin boards, distributed learning, and flexible scheduling.
Ø ICT in manufacturing and laboratory material.
To assist the classes students have to examine case studies, they can be shown videos, interviews of various people involved, and comparative data on-line. Students see the situation from different view points and their learning experience is enhanced considerably. Similarly, in engineering fields, for example, simulated and remote-controlled laboratories are used as hands-on experiences in this area are often no longer available.
Ø Distance tutoring and ‘virtual’ classes.
More effective learning techniques are offered in place of traditional distance teaching techniques such as radio broadcasting and television. Some courses now “incorporate interactive multimedia with audio, video, Java, Active-X, the Virtual Reality Modeling Language, and plug-in applications such as shockwave”. ( John Milam, 1998, gives a wide range of examples of new information technologies used in courses in the us ).
Ø In research.
Networking and research dissemination were based on personal contacts and publications. As communication is an inherent component of research ICT. Essential for researchers, who can enjoy much wider international cooperation in their field. After all, the Internet was an invention of the research community. Researchers in science and technology have felt an even greater need for information technology than researchers in the social sciences and the humanities. However, with the incredible increase in the volume of information in every discipline, the gap between these two categories, although still big, is narrowing.
WHY WE LEARN ICT???...
- to present an empirical map of the use and the diffusion of these technologies in the manufacturing education.
- to link that diffusion with improvements of the endogenous capacities of the firms.
- to make a contribution to the theoretical discussion about the links between the information and the knowledge engineering education on the use and the diffusion of information and communication technologies (ICT) in manufacturing
FOR EVERYTHING WE KNOW THAT……..
Whatever strategies in learning and teaching engineering education manufacturing adopt, there is no doubt that ICT offer unique possibilities to enrich traditional teaching, learning and research. The application of use ICT in manufacturing and design in education has been significant. The internet, if used intelligently, will act as a powerful supplement to the teaching and learning methods already in existence and will render them even more effective. Before we begin to used ICT as a teaching and learning in manufacturing we need to reflect critically on our reasons for doing examine the ways in which we will employ it. The paper describes the use of ICT in engineering education in design and manufacturing.
HARRY POTTER MOVIES SYNOPSIS
Harry Potter and the Sorcerer's Stone is the first film in the Harry Potter series based off the novels by J.K. Rowling. It is the tale of Harry Potter, an ordinary 11-year-old boy serving as a sort of slave for his aunt and uncle who learns that he is actually a wizard and has been invited to attend the Hogwarts School for Witchcraff and Wizardry.Harry is snatched away from his mundane existence by Hagrid,the grounds keeper for Hogward,and quickly thrown into a world completely foreign to both him and and the viewer....
Saturday, March 29, 2008
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