ORIGINAL_ARTICLE
Exploration of the factors affecting the quality of video conferencing technology in engineering education
Recent studies have shown that video conferencing technology is a useful strategy to connect students with their instructors in teaching and learning environments at universities and higher education institutions. The purpose of the present paper is to carry out an exploration on the factors influencing the use of video conferencing technology to enhance the quality of engineering education. A case study methodology was used in this study. In order to achieve this goal, the researcher focused on this topic during a group interview with 10 graduate students who had used video conferencing technology in engineering courses. The data was analyzed using thematic analysis. The findings revealed that factors affecting the quality of the use of video conferencing technology could be organized in three main categories: roles, teaching-learning interactions, and structure. Accordingly, suggestions for planning and policymaking for the use of this technology in teaching and learning environments were offered at the end of paper. Taking the aforementioned suggestions into consideration would be useful to help optimize and better engineering education.
https://ijee.ias.ac.ir/article_16245_10dfd00ed3d7f9b533f891157b04451d.pdf
2016-08-01
1
19
10.22047/ijee.2016.16245
Education
engineering
Quality
IT
video conferencing and case study
Ghasem
Salimi
salimi_shu@yahoo.com
1
Assistant Professor, Department of Administration & Educational Planning Shiraz University, Shiraz, Iran
LEAD_AUTHOR
Mahdi
Zehtabian
mehdizehtabian@yahoo.com
2
Assistant Professor, Department of Nuclear Engineering, Shiraz University, Shiraz, Iran.
AUTHOR
Zeynab
Peyravi-Nejad
z.p2217@gmail.com
3
PhD. Student, Department of Administration & Educational Planning Shiraz University, Shiraz, Iran.
AUTHOR
داناییفرد، حسن (1384). تئوریپردازی با استفاده از رویکرد استقرایی: استراتژی مفهومسازی تئوری بنیادی. دو ماهنامه دانشور رفتار. 12(11)، 70-57.
1
رستمینژاد، محمدعلی، مزینی، ناصر، دلاور، علی و نوروزی، داریوش (1392). اعتباریابی ابزاری برای پیشبینی موفقیت دانشجویان مهندسی در یادگیری الکترونیکی. فصلنامه آموزش مهندسی ایران. 15(57)، 132- 113.
2
قورچیان، نادرقلی(1383). ظهور دانشگاههای جدید، مجموعه مقالات دایرهالمعارف آموزش عالی،چاپ اول، بنیاد دانشنامه فارسی، 10-8.
3
مزینی، ناصر و رستمینژاد، محمدعلی(1389). تحلیل افت دانشجویان مهندسی در تحصیل الکترونیکی: موردکاوی مرکز آموزش الکترونیکی دانشگاه علم و صنعت ایران. فصلنامه آموزش مهندسی ایران. 12(45)، 103- 91.
4
هداوند، سعید، مشیرزاده، فرهاد و رئیسی، مهدی(1391). بررسی تأثیر یادگیری الکترونیکی بر توسعه دانش و بهبود مهارتهای شغلی مهندسان (مورد پژوهی: شرکت مهندسی برق رسا نیرو). فصلنامه آموزش مهندسی ایران، 14(54)، 75- 57.
5
Alelaiwi, A., Alghamdi, A., Shorfuzzaman, M., Rawashdeh, M., Hossain, M. S., and Muhammad, G. (2015). Enhanced engineering education using smart class environment. Computers in Human Behavior, 51, 852-856.
6
Alhojailan, M. I. (2012). Thematic Analysis: a critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39-47.
7
Allen, I. E., and Seaman, J. (2007). Making the grade: Online education in the United States, 2006. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.
8
Bloor, M., and Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. London, Thousand Oaks, SAGE Publications.
9
Braun, V., and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
10
Candarli, D., and Yuksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia-Social and Behavioral Sciences, 47, 357-361.
11
Creswell, J. W., and Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124-130.
12
Doggett, A. M. (2008). The videoconferencing classroom: What do students think?, Journal of Industrial Teacher Education, 44(4),29-41.
13
Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1), 107-118.
14
Koenig, R. J. (2010). Faculty satisfaction with distance education: a comparative analysis on effectiveness of undergraduate course delivery modes. Journal of College Teaching and Learning, 7(2), 17-24.
15
Lakhal, S., Khechine, H., and Pascot, D. (2013). Student behavioral intentions to use desktop video conferencing in a distance course: Integration of autonomy to the UTAUT model. Journal of Computing in Higher Education. 25(2), 93-121.
16
Martin, M. (2005). Seeing is believing: the role of videoconferencing in distance learning. British Journal of Educational Technology, 36(3), 397-405.
17
Prestera, G. E., and Moller, L. A. (2001). Organizational alignment supporting distance education in post-secondary institutions. Journal of Distance Learning Administration, 4(4).
18
Reece, B., and Reece, M. (2016). Effective human relations: interpersonal and organizational applications. Cengage Learning.
19
Rose, D. A. D., Furner, S., Hall, A., Montgomery, K., Katsavras, E., and Clarke, P. (2000). Videoconferencing for speech and language therapy in schools. BT Technology Journal, 18(1), 101-104.
20
Townes-Young, K. L. and Ewing, V. R. (2005). NASA live creating a global classroom: a NASA videoconferencing program knocks down traditional educational boundaries, drawing together teachers, students, and field experts in a single virtual setting for the benefit of all. THE Journal (Technological Horizons In Education), 33(4), 43.
21
ORIGINAL_ARTICLE
Technology development in the country with the revision of engineering courses curriculum
Attention to innovation and technology are important factors in increasing a countny,s economic growth and competitiveness. There is no doubt that science and technology are the most basic elements of economic development, and successful countries are those that convert scientific and technological innovations into wealth. Iran must continually strive to manufacture industrial products based on science and technology, in order to not only keep pace with the world’s rapid growth but also accelerate the country's economic development. The university’s role in the countries planning and management is mainly in technology development and is undergoing serious changes. With the improvement of science, technology, and the globalization of engineering education, the necessity for a continuous review of goals, structures, and new methods in engineering education is felt more than ever. In this article current global technology will be presented, followed by an evaluation of the Iran’s current training for personnel in the field of technology. By studying and verifying undergraduate and postgraduate courses in five selected engineering departments, including Mechanical Engineering, Electrical Engineering, Industrial Engineering, Chemical Engineering, and Polymer Engineering, shortages are extracted, analyzed, and several suggestions are presented to empower engineering students. Finally, the most effective ways to strengthen the relationship between industries and universities are studied, with a view to identify more useful and efficient technology for engineering courses. Key words: engineering education, technology, innovation, undergraduate courses, postgraduate courses, training courses
https://ijee.ias.ac.ir/article_16247_6c7ed26a4f3c932f219211bef9d4151d.pdf
2016-08-01
21
36
10.22047/ijee.2016.16247
engineering education
technology
Innovation
undergraduate courses
postgraduate courses
Training Courses
firooz
bakhtiari nejad
baktiari@aut.ac.ir
1
Professor, Department of Mechanical Engineering and Excellence Center member of Smart Structures
AUTHOR
Nahid
Sheikhan
sheikhann@yahoo.com
2
Instructor, Engineering and Research Center of Amirkabir University of Technology Research Center, Amir Kabir University of Technology, Tehran, Iran
LEAD_AUTHOR
احمدی، وحید (1392). دانشگاههای نسل چهارم مبتنی بر نوآوری هستند. اختتامیه ششمین جشنواره فکر برتر. نشریه گیلان امروز. 14( 3762)، 4.
1
بختیارینژاد، فیروز، شیخان، ناهید(1394). بازبینی برنامه درسی رشتههای مهندسی برای توسعه فنّاوری. اولین کنفرانس بین المللی و چهارمین کنفرانس ملی آموزش مهندسی. دانشگاه شیراز، 21-19 آبان ماه 1394، 10-1.
2
حسینی، سیداحمد (1393). جزوه کلاسی. درس مهارتها و قوانین کسب و کار. دانشکده کارآفرینی دانشگاه تهران. 1393. 1-41. بازیابی در تاریخ: 16، خرداد 1394. www.ofoghfarda.persianblog.ir
3
شورای برنامهریزی آموزشعالی وزارت علوم، تحقیقات و فنّاوری، بازیابی در تاریخ: 16 خرداد 1394 . www.msrt.ir/fa/prog
4
شیخان، ناهید، بختیاری نژاد، فیروز (1393). نقش شناسایی شاخصهای ارزیابی فنّاوری در توسعه آموزشهای مهندسی. فصلنامه آموزش مهندسی ایران. 16(63)، 38-25.
5
ظهور، حسن، خلج، محمد (1389). ارکان اخلاق مهندسی. فصلنامه آموزش مهندسی ایران. س. 12. ش. 46، 97-83.
6
فرهنگستان علوم (1394). سیاستهای علوم و فنّاوری در برنامة ششم توسعه. 1-9. بازیابی در تاریخ: 23 فروردین 1394.
7
http:// paydary melli-ir/fa/print/13110
8
فرهادی، محمد (1393). گزیدهای از سیاستها و برنامههای پیشنهادی دکتر فرهادی جهت اجرا در وزارت علوم، تحقیقات و فنّاوری ارائه شده مجلس شورای اسلامی. 3-2. بازیابی در تاریخ: 9 خرداد 1394. www.msrt.ir.
9
مطهرینژاد، حسین، یعقوبی، محمود، دوامی، پرویز(1390). الزامات آموزش مهندسی با توجه به نیازهای صنعت در کشور ایران». فصلنامه آموزش مهندسی ایران. 13(52)، 39-22
10
معماریان، حسین(1390). بازنگری آموزش مهندسی برای قرن 21. فصلنامه آموزش مهندسی ایران. 13(52)، 65-41.
11
یعقوبی،علی(1387).بررسیموانعوراهکارهای ارتباط صنعت با دانشگاه. شبکه تحلیلگران. صص. 8-1 و صص. 39-23.
12
یعقوبی، محمود (1389). مسئولیت اخلاق حرفهای در آموزش مهندسی. فصلنامه آموزش مهندسی ایران. 12(46)، 35-23.
13
ORIGINAL_ARTICLE
Developing Green Design Course for Engineering Students
In the current century, among many challenges facing the humanity, the environmental degradation can be pointed out as a salient one. On the one hand the environmental hazards such as the increase in of the greenhouse gases, global warming, ozone depletion, temperature inversion, energy crisis and the serious damage to the global ecosystem, and on the other hand the rapid technological development and diversity of products all over the world, necessitates a remedy to control and reduce the disastrous effects on the environment, rising from the growing production and consumption. A survey of scientific and industrial developments in the last few decades reveals that the environment can be remedied by the engineers’ effective solutions. That is why it is necessary for all engineers to be aware of their potential impacts on the environment; therefore the training courses seem to be quite necessary for young engineers. In this article the necessity of training the engineering students to achieve the sustainable design is firstly taken into consideration. Afterwards the curriculum of the world’s reputable universities regarding the environmental protection were studied. Summing up various training courses and applying the experiences of the writers out of similar courses, a proper approach, depending on the type of the matter is defined and a course called green design is developed for the engineering students of Sharif University of Technology. In this course, students will get familiar with the product design process and their maximum environmental effects throughout its life cycle.
https://ijee.ias.ac.ir/article_16244_7163f6fa723cb0dd7f1a0113069dd3b7.pdf
2016-08-01
37
54
10.22047/ijee.2016.16244
sustainable design
green design
product design
principles of Hannover
train engineers
Sarasadat
Tejareh
sarahtejareh@gmail.com
1
Department of Industrial Design, College of Art & Architecture, Tehran West Branch, Islamic Azad University, Tehran, Iran.
LEAD_AUTHOR
mahdi
mottaghipour
mmottaghi@sharif.edu
2
Instructor, Engineering Graphics Center, Sharif University of Technology, Thehran, Iran.
AUTHOR
ایتن، یوهانس (1372). طرح و شکل. ترجمه پیروز سیار. تهران: سروش.
1
ارجمند، مهدی و دانشفر، محمدامین)1392(. بررسی ضعف دانشجویان دورة کارشناسی رشتة مهندسی شیمی در یادگیری درس موازنه مواد و انرژی (مطالعه موردی دانشکده مهندسی شیمی دانشگاه آزاد اسلامی واحد گچساران). فصلنامه آموزش مهندسی ایران. 15(58) ،111-101
2
اصل فلاح، مهدی (1383). طراحی سبز، زندگی سبز. دستاورد، 10(19)، 23.
3
باقری، ابراهیم (1391). پایداری و شیوه های طراحی پایدار. دستاورد،22(31)، 8.
4
تجاره، ساراسادات) 1392(. تفکر پروژهای برای مربیان. فصلنامه تحلیلی پژوهشی، چهار باغ. 5(12)، 20.
5
حجازی، جلال و غفاری، محمدمهدی )1384(. ارکان نظام آموزشی مهندسی. فصلنامه آموزش مهندسی ایران. 7(28)، 134-94.
6
علینقیزاده، مهدی، افشاری، محسن و کیخاه، همتعلی(1392). قوانین طراحی پایدار یکی از پایههای اصلی معماری سبز. نشریه فنی ـ تخصصی سازمان نظام مهندسی ساختمان استان اصفهان. 23(3)، 69 ـ 64.
7
غفاری، محمدمهدی و ظهور، حسن (1393). چشمانداز جهانی چالشهای آموزش و پژوهش مهندسی و توسعة پایدار. فصلنامه آموزش مهندسی ایران، 16(63)، ۲۴-11.
8
قیابکلو، زهرا )1393(. تنظیم شرایط محیطی. تهران: جهاد دانشگاهی واحد صنعتی امیرکبیر.
9
کارآموز، محمد و نظیف، سارا )1388(. آموزش مهندسی با نگاه به محیطزیست: توسعة هالیستیک. فصلنامه آموزش مهندسی ایران. 11(43)، 28-13.
10
محمدی،مهدیوعزیزپور،فهیمه )1392(.ارزیابیتناسببرنامهدرسیتدوینشدة زیستمحیطی در رشتههای مهندسی عمران، معماری و کشاورزی با معیارهای توسعة پایدار زیستمحیطی. فصلنامه آموزش مهندسی ایران. 15(59)،94-75.
11
ملکینیا،عماد، بازرگان، عباس،واعظی،مظفرالدینواحمدیان،مجید )1393(. شناساییواولویتبندی
12
مؤلفههای دانشگاه پایدار. فصلنامه پژوهش و برنامهریزی در آموزش عالی، 20(3)، 26-3.
13
Bould, Nicola L. (2007). Sustainable design education: students take charge of creating a clean, green university, Design studies. Education for Sustainability.
14
Curl M. R. M. and Diehl J. C. (2007). Design for sustainability a practical approach for developing economics. Delft University of Technology.
15
Diehl J. C, Boks C., and Wever R. (2006). Sustainable product design engineering and management education for industrial design engineering. 13th Cirp International Conference on Life Cycle Engineering.
16
Grasso, D. Burkins, M.B., Helble, J. and Martinelli, D. (2008). Dispelling the myths of holistic engineering. The Magazine of Professional Engineers, 6(15)27-29,
17
Green engineering and sustainable design syllabus: http://environment.yale.edu/courses
18
/detail/885/
19
Green product development: Design for sustainability, syllabus: http://www.me.berkeley. edu/sites /default/files/graduate/current-syllabi/ME290H.pdf
20
harvard.edu/academics/courses/sustainable-product-design-innovation-ecosystem/14518
21
Hendrickson, Chris, Conway-Schempf, Noellette, Scott Matthews, H. and McMichael, F.C. (2000). Green design educational modules and case studies. Proceedings of the American Society of Engineering Education Conference.
22
Lande, M., and Leifer, L. (2010). Difficulties student engineers face designing the future. International Journal of Engineering Education, 26(2), 271-277.
23
Mader, Sylvia S. (2004). Biology. Mc Graw Hill, 8th edition, New York.
24
McDonough W. (2000). The Hannover principles design for sustainability. Prepared for EXPO, The World’s Fair Hannover, Germany.
25
Mebratu, D. (1998). Sustainability and sustainable development: Historical and conceptual review, Elsevier Impact Assesrev, 18, 493-520.
26
Robe, K.-H., Schmidt-Bleek, B., Aloisi de Larderel, J. , Basile, G., Jansen, J.L. , Kuehr, R., Thomas, P. Price, Suzuki, M., Hawken, P. and M. Wackernagel (2002). Strategic sustainable development-selection, design and synergies of applied tools. Journal of Cleaner Production 10.197-212.
27
Principles of green engineering design, syllabus: http://www.ufedge. ufl.edu/ docs /syllabi/EN V6932%20-%20Wallace.pdf.
28
Sustainable product design and development, syllabus: http://foster.uw.edu/wp-content /uploads/2015/04/MGMT579_SustainProduct_SUM14.pdf.
29
Sustainable product design and the innovation ecosystem, syllabus: https://www.extension.
30
United Nations Conference on Environment and Development(1992). Agenda 21: Earth summit – united nations program of action from Rio, Retrieved from http://www.un.org.
31
ORIGINAL_ARTICLE
Cognitive-Social Robotics: Mysteries and Needs
In recent years robotic technology has extended its applications beyond the factory and is now used for more general-purpose practices in society, such as in clinical affairs and rehabilitation, child and elderly care, search and rescue operations, and many other areas. However for robotic technology to be successful in such fields, it is necessary to reach new levels of ability, robustness, physical skills, cognitive ability and intelligence. When designing and constructing social-cognitive robots one faces many challenges, the most significant of which is to build robots which live up to the needs and expectations of the human mind. How we communicate with machines with a higher quality physical appearance and machines which look alive differs from the way we interact with a computer, cell phone, or other smart devices. It is necessary, therefore, to be aware of such differences and know how to take advantage of them. In this paper, we discuss the emerging and interdisciplinary field of cognitive and social robotics, in particular robot assisted treatments, and the effect of modern technology on education(in other words, the application of engineering in education). Moreover, through the introduction of key features and some research topics, several different opportunities to join this scientific field have been suggested.
https://ijee.ias.ac.ir/article_16241_7e330e4ebace82d81583504b0b9fc31c.pdf
2016-08-01
55
76
10.22047/ijee.2016.16241
Social Robots
cognitive
educational
Clinical
and Rehabilitation Robotics
Ali
Meghdari
meghdari@sharif.edu
1
Professor, School of Mechanical Engineering, Sharif University of Technology, Tehran, Iran.
LEAD_AUTHOR
Minoo
Alemi
alemi@sharif.edu
2
Assistant Professor, Faculty of Humanities, Islamic Azad University, Tehran West, Tehran, Iran.
AUTHOR
Aghili, F. and Meghdari, A. (1995). Mechanical design of a modular arm prosthesis, Int. Journal of ROBOTICS & AUTOMATION, 10(1), 22-28.
1
Alemi, M., Ghanbarzadeh, A., Meghdari, A. and Moghaddam, L. J. (2015). Clinical application of a humanoid robot in pediatric cancer interventions, Int. Journal of Social Robotics.
2
Alemi, M., Meghdari, A. and Ghazisaedy, M. (2014). Employing humanoid robots for teaching English language in Iranian Junior High-Schools, Int. Journal of Humanoid Robotics, 11(3).
3
Alemi, M., Meghdari, A. and Ghazisaedy, M. (2015). The impact of social robotics on L2 learners’ anxiety and attitude in English vocabulary acquisition, Int. Journal of Social Robotics, 7(4), 523-535.
4
Alemi, M., Meghdari, A., Mahboub Basiri, N. and Taheri, A. R. (2015). The effect of applying humanoid robots as teacher assistants to help Iranian Autistic Pupils Learn English as a Foreign Language, Proc. of 7th Int. Conference on Social Robotics, Paris, France.
5
Broekens, J., Heerink, M. and Rosendal, H. (2009). Assistive social robots in elderly care: a review, Gerontechnology, 8(2), 94-103.
6
Feil-Seifer, D. and Matari´c, M. J. (2005). Defining socially assistive robotics, Proc. of the 2005 IEEE 9th International Conference on Rehabilitation Robotics, Chicago, IL, USA, Levesque, H. and Lakemeyer, G. (2006). The Editors: Chapter 12; Cognitive Robotics, Elsevier.
7
http://www.engadget.com/2005/09/16/pearl-nursebot-lives-to-serve-the-elderly/ , www.engadget.com/tag/RoboticArm/https://www.cogneurosociety.org/neuroprostheses_cns2015_pr/ ,
8
Mavridis, N. (2014). A review of verbal and non-verbal human–robot interactive communication, Robotics and Autonomous Systems.
9
Meghdari, A., Alemi, M., Ghazisaedy, M., Taheri, A.R., Karimian, A. and Zandvakili, M. (2013). Applying robots as teaching assistant in EFL Classes at Iranian Middle-Schools, Proc. of the Int. Conf. on Education and Modern Educational Technologies (EMET-2013), Venice, Italy.
10
Meghdari, A., Amiri, F., Mahboobi, S. H., Lotfi, A., Baghani, A., Pishkenari, H. N., Karimi, R. and Khalighi, Y. (2004). Design and fabrication of a mobile robot for rescue applications, Proc. of the 12th ISME Annual Mechanical Engineering Conf., April, 2004, Iran.
11
Meghdari, A. and Sayyaadi, H. (1992). Optimizing motion trajectories in dexterous fingers by dynamic programming technique. ROBOTICA Int. Journal, Vol.10, pp. 419-426.
12
Meghdari, A., Hosseinkhannazer, H. and Selkghafari, A. (2004). An optimum design and simulation of an innovative mobile robotic nurse unit to assist paraplegic patients. Proc. IEEE-ICM Int. Conference on Mechatronics, Istanbul, Turkey.
13
Meghdari, A., Mahboobi, S. H. and Gaskarimahalle, A. L. (2006). Dynamics modeling of CEDRA rescue robot on uneven terrains, Scientia Iranica Int. Journal, 13(3), 272-283.
14
Meghdari, A., Mahmoudian, M. and Arefi, M. (1992). Geometric adaptability: a novel mechanical design in the Sharif Artificial Hand, Int. Journal of Robotics and Automation, 7(2) 80-85.
15
Saffari, E. and Meghdari, A., Vazirnezhad, B. and Alemi, M. (2015). Ava (a social robot): Design and performance of a robotic hearing apparatus, Proc. of 7th Int. Conference on Social RoboticsParis, France.
16
Saffari, E., Meghdari, A., Vazirnezhad, B. and Alemi, M. (2015). Speaker localization in noisy environments: design and implementation of a robotic hearing apparatus, Proc. of the 3rd Int. Conf. on Robotics and Mechatronics (ICRom 2015), Tehran, Iran.
17
Selk Ghafari, A., Meghdari, A. and Vossoughi, G. R. (2009). Feedback control of the neuro-musculoskeletal system in a forward dynamics simulation of stair locomotion, Proc. of IMechE Part H: Journal of Engineering in Medicine, 223(2), 663-675.
18
Taheri, A. R., Alemi, M.,Meghdari, A., Pouretemad, H. R. and Holderread, S. L. (2014). Clinical application of a humanoid robot in playing imitation games for autistic children in Iran, Proc. of the 14th Int. Educational Technology Conference (IETC), Chicago, USA.
19
Taheri, A. R., Alemi, M., Meghdari, A., Pouretemad, H. R. and Mahboub Basiri, N. (2014). Social robots as assistants for autism therapy in Iran: research in progress, Proc. of the 2nd RSI Int. Conf. on Robotics and Mechatronics (ICRoM), Tehran, Iran.
20
Taheri, A. R., Alemi, M., Meghdari, A., Pouretemad, H. R., Mahboub Basiri, N. and Poorgoldooz, P. (2015). Impact of humanoid social robots on treatment of a pair of Iranian Autistic Twins, Proc. of 7th Int. Conference on Social Robotics, Oct. 26-30, 2015, Paris, France.
21
https://www.aldebaran.com/en.
22
ORIGINAL_ARTICLE
Using 3D printing technology to improve the quality of teaching engineering drawing course
Although 3D printing is only two decades old, dramatic improvements have occurred in the production cycle. At the present time many big industrial centers, such as the automotive industry, medical equipment industry, military industries, as well as many others use this technology. This group of technologies is called rapid prototyping. Conventionally, model building with traditional methods such as the milling and turning process is very time-consuming, difficult, and expensive. With the help of this new technology a model can be directly made and laminated from a 3D model that has been developed by CAD software. Another important application of this technology is its use in educational and research areas. Engineering students are facing more and more with problems such as 3D spatial visualization. Therefore, the researcher built 3D physical models with the help of a 3D printer and gave them to students to use in class. According to surveys and tests taken on a number of male students enrolled in engineering drawing, it was found that most had a positive attitude towards the use of physical three-dimensional models and test results show improvement in the quality of the educational process.
https://ijee.ias.ac.ir/article_16243_fc983d28a9120c7727b243293df5c662.pdf
2016-08-01
77
97
10.22047/ijee.2016.16243
Rapid prototyping
3D printers
CAD Software
engineering drawing course
3D ability of visualization
Mahdi
Mottaghipour
mmottaghi@sharif.ir
1
Instructor, Engineering Graphics Center, Sharif University of Technology, Tehran, Iran.
LEAD_AUTHOR
http://www.bazarkhabar.ir/News.aspx?ID=99826 :بازار خبر
1
متقیپور، مهدی (1931). مطالعۀ مقایسهای دربارة هشیو های تدریس درس نقشهکشی صنعتی .1 فصلنامه آموزش مهندسی ایران. 5 (144)، 711-731.
2
متقیپور، احمد و متقیپور، مهدی .)1392( نقشهکشی صنعتی 1(به شیوة مدرن.) تهران: آفرنگ.
3
متقیپور، مهدی .)1394( ارزیابی تأثیر آموزش درس نقشهکشی صنعتی بر بهبود قدرت تجسم سهبعدی دانشجویان رشتههای مهندسی و علوم پایه. فصلنامه آموزش مهندسی ایران. 71 (76)، 57 ـ .90
4
AR-related courses at the KABK, TU Delft and Leiden University - See more at: http://www.arlab.nl/project/ar-related-courses-kabk-tu-delft-and-leidenuniversity#sthash.lKLK7acs.dpuf :http://www.arlab.nl/project/ar-related-courses-kabktu-delft-and-leiden-university.
5
Chua, C. K., and Leong, K. F. (2014). 3D Printing and additive manufacturing: principles and applications, 4th Edition.
6
Courses and activities: http://biodesign.seas.harvard.edu/courses-and-activities Michigan Tech course to build your own 3D printer:
7
http://opensource.com/education/15/3/open-source-3d-printing-course Courses: http://guide.berkeley.edu/courses/mec_eng/
8
Course descriptions - Undergraduate Calendar 2015-:6102 http://www.ucalendar.uwaterloo.ca/1516/COURSE/course-BME.html
9
Czapka, J. T., Moeinzadeh, M. H. and Leake, J. M. (2002). Application of rapid prototyping technology to improve spatial visualization, Proceedings of the American Society for Engineering Education Annual Conference & Exposition.
10
Design for manufacture and modern manufacturing strategies course:
11
http://www.mme.wsu.edu/academics/me_courses.html?course=474
12
course:http://www.cadlab.vt.edu/ME4644/
13
Engineering design and rapid prototyping course: http://ocw.mit.edu/courses/aeronauticsand-astronautics/16-810-engineering-design-and-rapid-prototyping-january-iap-2007
14
Gibson, I., Rosen, D. and Stucker, B. (2015). Additive manufacturing technologies. 3D printing, rapid prototyping. and direct digital manufacturing, Second Edition, Springer.
15
Mahindru, D. V. and Mahendru, p. (2013). Review of rapid prototyping-technology for the future, Global Journal of Computer Science and Technology Graphics & Visio, Vol. 13, Issue 4.
16
Martín-Dorta, N., Saorín, J. L. and Contero, M. (2013). Development of a fast remedial course to improve the spatial abilities of engineering students. Journal of Engineering Education.
17
Onyancha, R. M., Derov, M. and Brad, L. (2009). Improvements in spatial ability as a resultof targeted training and computer-aided design software Use: Analyses of object geometries and rotation types. Journal of Engineering Education.
18
Serdar, T. and Roelof Harm deVries P. E. (2015). Enhancing spatial visualization skills in engineering drawing course, 122nd ASee Annual Conference & Exposition.
19
Wan, H. (2015). 3D printing for engineering students – understanding and misunderstanding, Proceedings of the ASEE Gulf-Southwest Annual Conference
20
Uria, E. S., Mugica, M. G. and Colindres, J. M. (2009). Methodology for part visualization problem solving (reading, interpretation and creation of multiview technical drawings), Proceedings of 17th International Conference on Engineering Design.
21
ORIGINAL_ARTICLE
Performance Evaluation of the Iranian Researchers, Universities and Research Institutions in the Engineering Education Using Social Network Analysis
This research used a scientometirc approach and social network analysis indices to investigate the co-authorship network between Iranian researchers, universities and research institutions in Iran’s engineering education field. The corpus of the study included 444 articles published in Persian in the Iranian Journal of Engineering Education from1999 to 2014. The network co-authorship matrix was drawn using a Ravar-Matrix; and then two types of social network software, UCINET and VOSviewer, were utilized for data analysis. The productivity index results revealed that the largest number of articles were written by M. Yaghobi (20 articles), J. Hejazi (15 articles), GH. Daneshi (15 articles), H. Memarian (15 articles) and P. Davami (14 articles). Moreover, based on centrality indices of the Iranian Journal of Engineering Education researchers like M. Yaghobi, P. Davami and J. Hejazi were assumed to play leading roles in the co-authorship network. In terms of the scientific productivity index, Sharif University of Technology (65 articles), Shiraz University (58 articles), and University of Tehran (57 articles) achieved the highest ranks.In addition, based on indices of degree centrality, between ness centrality, and closeness centrality, universities like Sharif University of Technology, Shiraz University, University of Tehran, and Islamic Azad University were the most effective universities in terms of scientific productivity in the Iranian Journal of Engineering Education.
https://ijee.ias.ac.ir/article_16246_4385da0b1f1d48ea01043b086b9eb327.pdf
2016-08-01
99
118
10.22047/ijee.2016.16246
social network analysis
Co-authorship Network
Centrality indices
Researchers
Universities and Research Institutions
Iranian Journal of Engineering Education
ehsan
geraei
ehsan.geraei@gmail.com
1
PhD. Student, Faculty of Psychology and Education Sciences, Lorestaan University, KhoramAbad, Iran
LEAD_AUTHOR
Saba
Siamaki
saba.siamaki@gmail.com
2
MA. Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
AUTHOR
اسدی، سعید و جلالی منش، عمار (1392). نگاشت و مصورسازی پراکندگی جغرافیایی ثروت علمی در ایران،پژوهـشنامهپردازش و مدیریت اطلاعات، 28(4)، 943 ـ 917.
1
اسدی، مریم، جولایی، سمیه، ثقفی، سامان و بذرافشان، اعظم (1392). همکاریهای علمی و شـبکههـای هـمتـألیفی درتولیدات علمی دانشگاه صنعتی شـریف در طـول سـالهای 2005-2010. مطالعـات ملـی کتابـداری و سـازماندهیاطلاعات ،24(1)، 186 ـ166.
2
بصیریان جهرمی، رضا و گرایی، احسان (1393). علمسنجیِ اطلاعسنجی: مطالعۀ یک دهه پژوهـشهای سـنجش کمـیایران (1381-1391). مجله علم سنجی کاسپین، 1(1)، 27-19.
3
توکلی زاده راوری، محمد (1393). راور ماتریس :نرم افزار ایجاد ماتریس هم رخدادی (نسخه رایگان دوم). یزد: دانشگاه یزد.
4
خدادوست، رضا، حسن زاده، محمد و زندیان، فاطمه (1391). بررسی شاخصهای هم تألیفی، مرکزیت بینیـت و چالـه هـای
5
ساختاری پژوهشگران نانوفنّّاوری ایران، نمایه شده در نمایه استنادی علوم (1991 تا 2011). پژوهشنامه پـردازش ومدیریت اطلاعات، 28(1)، 294-223.
6
سهیلی، فرامرز، عصاره، فریده و فرجپهلو، عبدالحسین (1393). تحلیـل سـاختار شـبکههـای اجتمـاعی هـم نویـسندگیپژوهشگران علم اطلاعات. پژوهشنامه پردازش و مدیریت اطلاعات، 29(1)، 210-191.
7
عرفانمنش، محمدامین، گرایی، احسان و بـصیریان جهرمـی، رضـا (1394). بررسـی عملکـرد دهسـاله و تجلیـل جرگـهدانشگاهها و مؤسسات پژوهشی در حوزه اطلاع سنجی کشور. پژوهشنامه پردازش و مدیریت اطلاعات، 31(2)، 347 -
8
.325
9
عصاره، فریده، چشمهسهرابی، مظفر و دهقانپور، نفیـسه (1389). بررسـی برونـدادهای علمـی مهندسـی ایـران در نمایـه استنادی علوم قابل دسترس از طریق پایگاه اطلاعاتی دایالوگ طـی سـالهای 1990 تـا 2008. فـصلنامه آمـوزشمهندسی ایران، 12(48)، 23-1.
10
گرایی، احسان و بصیریان جهرمی رضا (1392). ترسیم شبکه هم تالیفی پژوهشگران حوزه علم اطلاعات و دانش شناسـی بـا اسـتفاده از شاخصهای تحلیل شبکه های اجتماعی مطالعه موردی: فصلنامه کتابداری و اطلاع رسانی. 16(3)، 122 -101.
11
Abbasi, A., Hossain, L. and Leydesdorff, L. (2012). Betweenness centrality as a driver of preferential attachment in the evolution of research collaboration networks. Journal of Informetrics, 6(3), 403-.214
12
Acedo, F. J., Barroso, C., Casanuev, C. and Gala, J.L. (2006). Co-authorship in management and organizational studies: An empirical and network analysis. Journal of Management Studies, 43(50), 22-.83
13
Benckendorff, P. (2010). Exploring the limits of tourism research collaboration: A social network analysis of co-authorship patterns in Australia and New Zealand tourism research. Proceeding of 20th CAUTHE Conference on Tourism and Hospitality:
14
Challenge the Limits, February 8-11. Australia: Tasmania.
15
Cheong F. and Corbit, B.A. (2009), Social network analysis of the co-authorship network of the Australian Conference of Information Systems from 1990-2006. Proceedings of 17th European Conference on Information Systems (ECIS 2009), June 8-10. Italy: Verona.
16
Erfanmanesh, M., Rohani, V. A. and Abrizah, A. (2012). Co-authorship network of scientometrics research collaboration. Malaysian Journal of Library and Information Science, 17(3), 73-93.
17
Fuyuki, Y. (2008). An analysis of the correlation among research productivity and collaboration network indices. Research on Academic Degrees and University Evaluation, 8, 45-56.
18
Giuliani, F., De Petris, M.P. and Nico, G. (2010). Assessing scientific collaboration through co-authorship and content sharing. Scientometrics, 85(1), 13-28.
19
Glanzel, W. and Schubert, A. (2004). Analyzing scientific networks through coauthorship: Handbook of quantitative science and technology research. Dordrecht:
20
Kluwer Academic Publishers.
21
Kretschmer, H. (2004). Author productivity and geodesic distance in bibliographic coauthorship networks and visibility of the web. Scientometrics, 60(3), 409-420.
22
Leydesdorff, L. and Rafols, I. (2011). Local emergence and global diffusion of research technologies: An exploration of patterns of network formation. Journal of the American Society for Information Science and Technology, 62(5), 846-860.
23
Miguel, S., Chinchilla-Rodriguez, Z., Gonzalez, C. and Moya Anegon, F (2010). Analysis and visualization of the dynamics of research groups in terms of projects and coauthored publications. A case study of library and information science in Argentina. Information Research, 17(3), paper 524, Available at: http://InformationR.net/ir/173/paper524.html.
24
Newman, M. E. J. (2001). The structure of scientific collaboration networks. Proceedings of the National Academy of Science of the United States of America, 98 (Suppl. 2), January 16. USA: National Academy of Science.
25
Newman, M. E .J. (2004). Co-authorship networks and patterns of scientific collaboration. Proceedings of the National Academy of Science of the United States of America, 101(1), 5200-5204.
26
Wasserman, S. and Faust, K. (1994). Social network analysis: methods and applications, structural analysis in social sciences. New York: Cambridge University Press.
27
Watts, D.J. (1999). Small worlds: the dynamics of networks between order and randomness. Princeton, NJ: Princeton University Press.
28
Yu, Q., Shao, H. and Duan, Z. (2012). The research collaboration in Chinese cardiography and cardiovasology field. International Journal of Cardiography, 26, 1-.6
29
Zare-Farashbandi F., Geraei E. and Siamaki, S. (2014). Study of co-authorship network of papers in the Journal of Research in Medical Sciences using social network analysis. J Res Med Sci, 19, 41-.64
30
ORIGINAL_ARTICLE
Investigation of performance of 18 months program of technical and vocational training organization: A Metroploitan Case study
This study examined the performance of the 18- month selective plan of a Technical and Vocational Training Organization in one of the mega cities in Iran. The method used in this research was a mixed method based on interviews, data analysis, and the implementation of a questionnaire. Based on the preliminary interview, a questionnaire was designed concerning four groups and the grading of each measurement was done regarding the extent to which they were weak or unfavorable. The participants of the study consisted of all apprentices of the 18-month plan, all the trainers, managers and experts in charge and also all the employers who recruited the apprentices. As regards the quantitative part, the sampling methods were ‘statistical sampling’ and ‘stratified random sampling’ and as for the qualitative phase ‘purposive sampling’ was practiced. The results of the study showed that: (a) the average degree of weakness and inefficiency of the management criteria accounted for 3.64 out of 5 (undesirable), the competence of the trainers 3.39 (undesirable), equipment and training facilities 3.47 (undesirable), the educational standards 3.38 (undesirable), and the harmony of training with market needs 3.87 ( highly undesirable). Also, the average response of the four groups to the weakness and inefficiency of the five scales was 3/54 toout of 5 was (poor), (b) competence, motivation, talent, and interest of the applicants were noting line with the goals, educational standards, and educational content of the plan, and (c) educational procedures failed to carry out the training complying with the educational standards and authorized skills in each field. Therefore, the outputs of the educational plan did not correspond to the needs of the industry and labor market.
https://ijee.ias.ac.ir/article_16242_c51e416f5362547f16b63b7c95130cf5.pdf
2016-08-01
119
130
10.22047/ijee.2016.16242
Vocational and technical education organization
18-month training plan
Trainers
educational standards
trainees
Yaddollah
Mehralizadeh
mehralizadeh_y@scu.ac.ir
1
Professor, Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
LEAD_AUTHOR
Sakineh
Shahi
s.shahi@scu.ac.ir
2
Asistant Professor, Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
AUTHOR
Mehran
Taheri
mehrantaherii2500@gmail.com
3
MA.Student, Faculty of Psychology and Education Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
AUTHOR
آزاد، ابراهیم (1385). عوامل موفقیت در نظامهای آموزشی فنی حرفه ای. مجله رشد آموزش فنی و حرفه ای، 2( 1).
1
ثابتنژاد، حمیدرضا، حاتمزاده، علیرضا، فلاح وحدتیجو، مجید و محمدهاشمی، زهرا (1389)، بررسی تطبیقی آموزشهای فنی و حرفه ای در کشورهای آلمان و ایران. تهران: سایت سازمان آموزش فنی و حرفه ای کشور
2
http://planning.irantvto.ir/uploads/86_285_ pdf.pdf .1-74 ،وزارت کار و امور اجتماعی
3
مهرعلیزاده، یداﷲ، حسینزاده، علیحسین، قلاوند، رحمان و ملایی، شهرام، (1391). ارائۀ الگوی پارادایمی بازسازی و بهسازی نظام استاندارد مهارت در اداره کل آموزش فنی و حرفه ای خوزستان بر اساس روش داده بنیاد. تهران: سازمان آموزش فنی و حرفه ای کشور.
4
مهرعلیزاده، یداﷲ، صفاییمقدم، مسعود، علم، محمدرضا و صالحی عمران، ابراهیم (1393). مبانی نظری و عملی پژوهش (کمی ،کیفی و آمیخته) در علوم انسانی، اهواز: دانشگاه شهید چمران اهواز.
5
مهرعلیزاده، یداﷲ، شهنی ییلاق، منیجه و کریمی، زیبا (1384). ارزیابی کمیت و کیفیت دوره های آموزش صنعتی در مراکز فنی حرفه ای استان خوزستان. طرح مطالعاتی مصوب سازمان آموزش فنی حرفه ای استان خوزستان و معاونت پژوهشی دانشگاه شهید چمران اهواز.
6
نفیسی، عبدالحسین (1387). بررسی نارساییهای ارتباط نظام آموزش فنی و حرفه ای با بازار کار و ارائه راه حلهای اصلاحی. چاپ اول، وزارت آموزش وپرورش، سازمان پژوهش و برنامه ریزی، تهران: انتشارات مدرسه.
7
نیکویی، رجبعلی (1370). گزارش نحوه برپایی آموزشهای طرح 18ماهه در ایران، تهران: سازمان آموزش فنی و حرفه ای.
8
Bakar, R. and Hannifin, I. (2007). Assessing employability skills of technical and vocational student in Malaysia, Journal of Social sciences, 3(4), 202-207.
9
De Bruijn, E. and Legman, Y. (2011). Authentic and self-directed learning in vocational education: Challenges to vocational educators. Teaching and Teacher Education, 27, 694–702.
10
OECD. (2009). Learning for jobs. OECD policy review of vocational education and training. Initial report Paris: CERI.
11