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Internet-Based Microelectronic Design Automation Framework
Published in Wai-Kai Chen, Computer Aided Design and Design Automation, 2018
Whiteboard: The shared cockpit or “whiteboard” is a communication medium to share information among users in a distributed environment. It allows designers to interact with the system and guides the design process collaboratively. Designerswillbeabletoexamine design results and current process flows, post messages, and carry out design activities both concurrently and collaboratively. Three types of whiteboards are the process board, the chat board, and the freeform drawing board. Their functionality includes (1) process board to the common process flow graph indicating the current task being executed and the intermediate results arrived at before the current task; (2) drawing board to load visual design data, and to design and simulate process; and (3) chat board to allow participants to communicate with each other via text-based dialog box.
Challenges and motivation for teachers transitioning to active learning spaces
Published in European Journal of Engineering Education, 2023
The participating teachers used two ALSs named R2 and SMIA (see Figure 1 for illustration). The bigger space, R2, was used by three teachers and could fit up to 160 students. The smaller space, SMIA, was used by one of the teachers in this study and could fit up to 50 students. Both spaces retain some division between students and teachers through a designated teacher area. The spaces also feature tables designed for small group interactions while keeping enough space for teachers to walk around the room among the students. While SMIA is a flat room, R2 is levelled (see Figure 1). Furthermore, both spaces feature educational technology such as Wi-Fi, a whiteboard for each student group, microphones, and a control panel for managing technology at the teachers’ desk. Additionally, R2 has a shared digital screen for each student group, while SMIA has an Interactive Whiteboard for each group.
The effect of online teaching on basic design studio in the time of COVID-19: an application of the technology acceptance model
Published in Architectural Science Review, 2022
Rawan T. Abu Alatta, Hind M. Momani, Asma’ M. Bataineh
When instruction and learning do not occur simultaneously (i.e. they are not live), the course is delivered in asynchronous mode, which allows for more flexibility in terms of timing and geographic location. Asynchronous education provides a broader range of options and instruments than synchronous education. The advantages of asynchronous education are that (i) the instructors have high freedom in developing and delivering content and (ii) the learners can participate at any time and from any location. Furthermore, the classrooms allow students and instructors to communicate synchronously using options like audio recording, video recording, text chatting, interactive whiteboard and application sharing (Martin and Parker 2014).
Informed integration of IWB technology, incorporated with exposure to varied mathematics problem-solving skills: its effect on students’ real-time emotions
Published in International Journal of Mathematical Education in Science and Technology, 2019
In Israel, in the framework of the Information and Communications Technologies (ICT) national programme – ‘Adapting the Education System to the twenty-first Century’ [7], the educational system began a wide-ranging integration of learning technologies at all levels of the system: elementary, middle school and high school. A key component of this programme is the implementation of the SAMR (Substitution, Augmentation, Modification, Redefinition) model [8] for technology integration into teaching in teachers’ professional development programmes. The SAMR provides a technique for moving through different degrees of technology adaption, thus fits to the characteristics which underlie an Interactive Whiteboard (IWB).