In this document, we offer suggestions for developing and maintaining engagement agreements …
In this document, we offer suggestions for developing and maintaining engagement agreements that promote safe student-driven learning experiences in remote learning environments. Remote learning environments might be synchronous experiences enhanced by technology that allows educators and learners to see and talk with each other, asynchronous communications that may or may not be aided by technology, or somewhere in between. When technology is used in remote learning, there will be variation in the skill and comfort level among teachers and students. Whatever approach you use for digital technology, be aware of your district and school policies in selecting tools to use.
A quantitative illustration of how non-renewable resources are depleted while renewable resources …
A quantitative illustration of how non-renewable resources are depleted while renewable resources continue to provide energy. Students remove beads (units of energy) from a bag (representing a country). A certain number of beads are removed from the bag each "year." At some point, no non-renewable beads remain. Student groups have different ratios of renewable and non-renewable energy beads. A comparison of the remaining beads and time when they ran out of energy shows the value of utilizing a greater proportion of renewable resources as a sustainable energy resources.
In this lesson, students are introduced to the types of renewable energy …
In this lesson, students are introduced to the types of renewable energy resources. They are involved in activities to help them understand the transformation of energy (solar, water and wind) into electricity. Students explore the different roles of engineers working in renewable energy fields.
Students use real-world data to evaluate various renewable energy sources and the …
Students use real-world data to evaluate various renewable energy sources and the feasibility of implementing these sources. Working in small groups, students use data from the Renewable Energy Living Lab to describe and understand the way the world works. The data is obtained through observation and experimentation. Using the living lab gives students and teachers the opportunity to practice analyzing data to solve problems or answer questions, in much the same way that scientists and engineers do every day.
Students analyze real-world data for five types of renewable energy, as found …
Students analyze real-world data for five types of renewable energy, as found on the online Renewable Energy Living Lab. They identify the best and worst locations for production of each form of renewable energy, and then make recommendations for which type that state should pursue.
Students become familiar with the online Renewable Energy Living Lab interface and …
Students become familiar with the online Renewable Energy Living Lab interface and access its real-world solar energy data to evaluate the potential for solar generation in various U.S. locations. They become familiar with where the most common sources of renewable energy are distributed across the U.S. Through this activity, students and teachers gain familiarity with the living lab's GIS graphic interface and query functions, and are exposed to the available data in renewable energy databases, learning how to query to find specific information for specific purposes. The activity is intended as a "training" activity prior to conducting activities such as The Bright Idea activity, which includes a definitive and extensive end product (a feasibility plan) for students to create.
Students use real-world data to calculate the potential for solar and wind …
Students use real-world data to calculate the potential for solar and wind energy generation at their school location. After examining maps and analyzing data from the online Renewable Energy Living Lab, they write recommendations as to the optimal form of renewable energy the school should pursue.
Students use real-world data to evaluate whether solar power is a viable …
Students use real-world data to evaluate whether solar power is a viable energy alternative for several cities in different parts of the U.S. Working in small groups, they examine maps and make calculations using NREL/US DOE data from the online Renewable Energy Living Lab. In this exercise, students analyze cost and availability for solar power, and come to conclusions about whether solar power is a good solution for four different locations.
Students use real-world data to evaluate the feasibility of solar energy and …
Students use real-world data to evaluate the feasibility of solar energy and other renewable energy sources in different U.S. locations. Working in small groups, students act as engineers evaluating the suitability of installing solar panels at four company locations. They access data from the online Renewable Energy Living Lab from which they make calculations and analyze how successful solar energy generation would be, as well as the potential for other power sources at those locations. Then they summarize their results, analysis and recommendations in the form of feasibility plans prepared for a CEO.
Students learn about how biomedical engineers aid doctors in repairing severely broken …
Students learn about how biomedical engineers aid doctors in repairing severely broken bones. They learn about using pins, plates, rods and screws to repair fractures. They do this by designing, creating and testing their own prototype devices to repair broken turkey bones.
It is expected that Students who take part in this course have …
It is expected that Students who take part in this course have completed almost all courses of their MSc and are about to start on their Master Orientation project, their Literature Study or MSc thesis depending on their chosen MSC track.
It is of little value to take this course early, so please plan accordingly! Course Contents The aim of the course is to be a research-driven preparation for the aerospace engineering MSc thesis in the final year of the MSc. It will help you prepare for the challenges of your thesis work.
The course will consist of 7 lectures and will be taught online using video lectures in periods 1, 2 and 3 and face-to-face using traditional lectures in period 4.
The lecture set up is as follows: 1. Research Design in MSc - Introduction to research, research framework 2. Research Methods - Stages of a project, Research objective, research questions, research strategy, research methods 3. Data Analysis - Quantitative & Qualitative methods 4. Validation & Verification - How to validate & verify your work? 5. Project Management & Peer review of draft Project plan - How to manage your project and your thesis progress. Project plan peer review 6. Planning - How to plan, expectations, Gannt Charts 7. Literature Review - How to carry out a scientific literature review? Differences between review and research
Please be advised that all lectures are also available via Blackboard for those following the online version. It is possible to do this course by distant learning, attendance in the 4th period, though highly appreciated, is not mandatory! Study Goals At the end of the course the student will: - be aware of the expectations of an MSc student - be able to formulate a research question and research aim - be able to set up a research plan for their MOP/Literature Study/MSc thesis - be able to write a literature review based on the research plan with a view to select appropriate methodologies for their MOP/MSc thesis
Education Method (Online) Lectures, Assignments and voluntary Peer review of each others research plans and literature studies
Advanced seminar extends computer and analytic skills developed in the other subjects …
Advanced seminar extends computer and analytic skills developed in the other subjects in this sequence into a research environment. Students present a structured discussion of a journal article representative of current research in Planning Decision Support Systems, and complete an approved short research project. Suggested research projects include topics related to ongoing research projects of the Computer Resource Laboratory. Seminar participants and invited guests will lead critical discussions of current literature and ongoing research. Each student will be responsible for identifying, reviewing, and presenting one structured discussion of articles from the current literature that are relevant to their research topic. The remaining time will be spent working on individual projects or thesis proposals. This fall, the seminar will focus on the following core issues that underlie most implementations of urban information systems and decision support tools: the sustainable acquisition and representation of urban knowledge; the emergent technological infrastructure for supporting metropolitan decision-making; and the innovative organizational and institutional arrangements that can take advantage of modern urban information systems.
In this seminar, students will design and perfect a digital environment to …
In this seminar, students will design and perfect a digital environment to house the activities of large-scale organizations of people making bottom-up decisions, such as with citizen-government affairs, voting corporate shareholders or voting members of global non-profits and labor unions. A working Open Source prototype created last semester will be used as the starting point, featuring collaborative filtering and electronic agent technology pioneered at the Media Lab. This course focuses on development of online spaces as part of an interdependent human environment, including physical architectures, mapped work processes and social/political dimensions. A cross-disciplinary approach will be taken; students with background in architecture, urban planning, law, cognition, business, digital media and computer science are encouraged to participate. No prior technical knowledge is necessary, though a rudimentary understanding of web page creation is helpful.
Upon completion of this course, students will be able to: develop and …
Upon completion of this course, students will be able to: develop and research a topic of global significance; recognize authorsŰŞ arguments and the political, social and economic motivations behind their work; demonstrate the ability to locate, interpret and cite the relevant and appropriate information resources on a topic; and, demonstrate an understanding of the information research process.Login: guest_oclPassword: ocl
Innovation may bring a lot of good to society, but innovation is …
Innovation may bring a lot of good to society, but innovation is not a good in itself. History provides many examples of new technologies that have had serious negative consequences or that simply just failed to address significant societal challenges.
This course discusses the concept of responsible innovation, its meaning and its significance by addressing the societal implications of new technologies and showing how we might incorporate ethical considerations into technical innovations.
In this course, we will: discuss the concept of responsible innovation, the individual and collective responsibility and the ethical issues regarding innovation discuss tools and approaches to responsible innovation, like Value Sensitive Design (VSD) investigate the economic aspects of responsible innovation introduce constructive technology assessment elucidate the relation between risk and responsible innovation We will do so on the basis of technological case studies. Cases that will be discussed are, among others, nanotechnology, offshore wind parks, Google car, nuclear power, cloud computing, smart meters for electricity, robots in the care sector (carebots), low budget meteorological weather stations in Africa and CO2 capture and storage.
During the course you may team-up with your fellow students to discuss the case studies in an international context. Moreover, students are encouraged to bring their own cases in dedicated discussion fora.
This course is for all those interested in the relationship between technological innovations, ethics and society. It is especially relevant for industry, public, and academic professionals working on developing innovative technologies and students following a traditional technical curriculum who are interested in key value questions attached to their studies.
Responsible business practices are widely recognized as Corporate Social Responsibility (CSR). In …
Responsible business practices are widely recognized as Corporate Social Responsibility (CSR). In this course we aim to extend these practices to the Research and Development (R&D) and innovation processes of companies. This is called Responsible Research and Innovation (RRI).
RRI enables companies to anticipate social and ethical issues and integrate them into the innovation and design processes and business strategy right from the start.
This course demonstrates how RRI, as a key element of CSR, can help firms to be innovative, more profitable and at the same time have positive societal and environmental impact.
In this course we analyze the relevance of RRI, including drivers and barriers, for firms of different sizes and in different sectors, and the implications for corporate governance. We show the results and lessons learned from eight pilot studies in innovative businesses across Europe working in different areas (such as nanotechnology, data and automotive) when they integrated RRI in their innovation process and business strategy.
This textbook is based on the MOOC Responsible Innovation offered by the …
This textbook is based on the MOOC Responsible Innovation offered by the TU Delft. It provides a framework to reflect on the ethics and risks of new technologies. How can we make sure that innovations do justice to social and ethical values? How can we minimize (unknown)risks? The book explains: •The concept and importance of responsible innovation for society •Key ethical concepts and considerations to analyse the risks of new technologies •Different types of innovation (e.g. radical, niche, incremental, frugal) •Roadmap for Responsible Innovation by Industry •The concept of Value Sensitive Design (VSD) It includes a link to all the web lectures as well as case studies ranging from care robots and nuclear energy to Artificial Intelligence and self-driving vehicles.
The discovery of restriction enzymes and their applications in DNA analysis has …
The discovery of restriction enzymes and their applications in DNA analysis has proven to be essential for biologists and chemists. This lesson focuses on restriction enzymes and their applications to DNA analysis and DNA fingerprinting. Use this lesson and its associated activity in conjunction with biology lessons on DNA analysis and DNA replication.
As a science teacher working with English Language Learners (ELLs), I've sometimes …
As a science teacher working with English Language Learners (ELLs), I've sometimes found that developing and implementing language goals for ELL students can be clunky and confining. The focus on traditionally written language goals inserts a certain resistance into my lessons. The goals revolve around a teacher-led agenda that is often unrelated to the organic and student-centered process of sense-making, and they interfere with, rather than foster, the authentic discourse I need my students to engage in during science.
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