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1. ISAIC-MS-1171 DATA: Digital Archiving and Transformed Analytics -- Applied Machine Learning in feasible, analytical, scalable and testable approach

   Liang, S. ; McCarthy, P. ; Quinn, K. ; Sommerville, R. ; Uwiragiye, C. ( December 2020 , ISAIC 2020)

   Abstract. As cloud-based web services get more and more capable, available, and powerful (CAP), data science and engineering is pulled toward the frontline because DATA means almost anything-as-a-service (XaaS) via Digital Archiving and Transformed Analytics. In general, a web service (via a website) serves customers with web documents in HTML, JSON, XML, and multimedia via interactive (request) and responsive (reply) ways for specific domain problem solving over the Internet. In particular, a web service is deeply involved with UI & UX (user interface and user experience) plus considerate regulations on QoS (Quality of Service) as well, which refers to both information synthesis and security, namely availability and reliability for providential web services. This paper, based on the novel wiseCIO as a Platform-as-a-Service (PaaS), presents digital archiving 3 and transformed analytics (DATA) via machine learning, one of the most practical aspects of artificial intelligence. Machine learning is the science of data analysis that automates analytical model building and online analytical processing (OLAP) that enables computers to act without being explicitly programmed through CTMP. Computational thinking combined with manageable processing is 4 thoroughly discussed and utilized for FAST solutions in a feasible, analytical, scalable and testable approach. DATA is central to information synthesis and analytics (ISA), and digitized archives plays a key role in transformed analytics on intelligence for business, education and entertainment (iBEE). Case studies as applicable examples are discussed over broad fields where archival digitization is required for analytical transformation via machine learning, such as scalable ARM (archival repository for manageable accessibility), visual BUS (biological understanding from STEM), schooling DIGIA (digital intelligence governing instruction and administering), viewable HARP (historical archives & religious preachings), vivid MATH (mathematical apps in teaching and hands-on exercise), and SHARE (studies via hands-on assignment, revision and evaluation). As a result, wiseCIO promotes DATA service by providing ubiquitous web services of analytical processing via universal interface and user-centric experience in favor of logical organization of web content and relational information groupings that are vital steps in the ability of an archivist or librarian to recommend and retrieve information for a researcher. More important, wiseCIO also plays a key role as a content management system and delivery platform with capacity of hosting 10,000+ traditional web pages with great ease. 

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2. Interactive and Adaptable Cloud-based Virtual Equipment and Laboratories for 21st Century Science and Engineering Education

   https://doi.org/10.29007/7wf8  

   Cherner, Yakov ; Cima, Michael ; Barone, Paul ; Van Dyke, Bruce ; Lotring, Arnold ( February 2020 , EPiC Series in Education Science)

   This paper presents and discusses the use of simulation-based customizable online learning activities, virtual laboratories, and comprehensive e-Learning environments for teaching subjects such as materials science, chemistry, and biomanufacturing. The virtual equipment and lab assignments have been used for: (i) authentic online experimentation, (ii) homework and control assignments with traditional and blended courses, (iii) preparing students for hands-on work in real labs, (iv) lecture demonstrations, and (v) performance-based assessment of students’ ability to apply gained theoretical knowledge for operating actual equipment and solving practical problems. Using the associated learning and content management system (LCMS) and authoring tools, instructors kept track of student performance and designed new virtual experiments and more personalized learning assignments for students. Virtual X-Ray Laboratory and Web-based Environment for Single-Use Upstream Bioprocessing have been used to illustrate the implementation of the concept of Interactive and Adjustable Cloud-based e-Learning Tools. The virtual labs and e-learning environments have been used at two-year and four-year colleges and universities in the USA, UK, Tanzania and some other countries. The virtual X-Ray lab has also been integrated with the MITx course delivered via the MOOC (massive open online course) edX platform for Massachusetts Institute of Technology undergraduate students.

    

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3. Chinese cities as digital environmental governance innovators: Evidence from subnational low-Carbon plans

   https://doi.org/10.1177/23998083231186622  

   Hsu, Angel ; Lili, Li ; Schletz, Marco ; Yu, Zhitong ( July 2023 , Environment and Planning B: Urban Analytics and City Science)

   Research examining the rise of digital environmental governance, particularly at the subnational scale in China, is fairly limited. Critical questions regarding how digital technologies applied at the subnational level may shape or transform environmental governance are only beginning to be explored, given cities’ increasing role as sustainability experimenters and innovators. In this study, we investigate how smart city initiatives that incorporate big data, artificial intelligence, 5G, Internet of Things, and information communication technologies, may play a role in the transformation towards a “digital China.” We conceptualize three major pathways by which digital technology could transform environmental governance in China: through the generation of new data to address existing environmental data gaps; by enhancing the policy analytical capacity of environmental actors through the use of automation, digitalization, and machine learning/artificial intelligence; and last, through reshaping subnational-national, and state-society interactions that may shift balances of power. With its dual prioritization of digital technologies and climate change, China presents an opportunity for examining digitalization trends and to identify gaps in governance and implementation challenges that could present obstacles to realizing the transformative potential of digital environmental management approaches.

    

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4. Faculty Experiences with Hands-On Models for Calculus Instruction

   Davishahl, Eric ; Rupe, Kathryn M. ; Singleton, Lee ( June 2023 , 2023 ASEE National Conference and Exposition)

   This NSF-IUSE exploration and design project began in Fall 2018 and features cross-disciplinary collaboration between engineering, math, psychology, and math education faculty to develop learning activities with 3D-printed models for integral calculus and engineering statics. We are exploring how such models can scaffold spatial abilities and support learners’ development of conceptual understanding and representational competence. The project is addressing these questions through parallel work piloting model-based learning activities in the classroom and by investigating specific attributes of the activities in lab studies and focus groups. To date we have developed and piloted a mature suite of activities covering a variety of topics for both calculus and statics. After a year of classroom implementation and data collection at the institution where the curriculum was developed, the project team recruited math and engineering faculty from three other colleges to pilot the models starting Fall 2020. The goal of this expansion was to increase sample sizes and diversity for statistical analysis of classroom data and to learn about the experiences of faculty as they integrated the curriculum materials into their own courses. The original vision was for faculty to use the models in face-to-face instruction, but the transition to online modality in response to the COVID-19 pandemic forced a rapid pivot during this expansion that we reported on previously. Faculty participants who chose to continue with the project worked to incorporate the models in parallel with their respective efforts to adapt to online teaching. This poster focuses on the experiences of the participating math faculty. Ultimately these faculty taught online calculus courses both with and without the models from Fall 2020 through Spring 2022. We conducted pre and post participation interviews and report on their experiences. All participants reported their intention to continue to use the models beyond conclusion of the project and planned to try them in face-to-face instruction. The paper will discuss more details about the interview findings and conclude by making some recommendations for others who may be interested in exploring the use of hands-on models in Calculus instruction. 

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5. Faculty Experiences with Hands-on Models for Calculus Instruction

   Davishahl, E. ; Rupe, K. M. ; Singleton, L. ( June 2023 , 2023 ASEE Annual Conference & Exposition)

   This NSF-IUSE exploration and design project began in Fall 2018 and features cross-disciplinary collaboration between engineering, math, psychology, and math education faculty to develop learning activities with 3D-printed models for integral calculus and engineering statics. We are exploring how such models can scaffold spatial abilities and support learners’ development of conceptual understanding and representational competence. The project is addressing these questions through parallel work piloting model-based learning activities in the classroom and by investigating specific attributes of the activities in lab studies and focus groups. To date we have developed and piloted a mature suite of activities covering a variety of topics for both calculus and statics. After a year of classroom implementation and data collection at the institution where the curriculum was developed, the project team recruited math and engineering faculty from three other colleges to pilot the models starting Fall 2020. The goal of this expansion was to increase sample sizes and diversity for statistical analysis of classroom data and to learn about the experiences of faculty as they integrated the curriculum materials into their own courses. The original vision was for faculty to use the models in face-to-face instruction, but the transition to online modality in response to the COVID-19 pandemic forced a rapid pivot during this expansion that we reported on previously. Faculty participants who chose to continue with the project worked to incorporate the models in parallel with their respective efforts to adapt to online teaching. This poster focuses on the experiences of the participating math faculty. Ultimately these faculty taught online calculus courses both with and without the models from Fall 2020 through Spring 2022. We conducted pre and post participation interviews and report on their experiences. All participants reported their intention to continue to use the models beyond conclusion of the project and planned to try them in face-to-face instruction. The paper will discuss more details about the interview findings and conclude by making some recommendations for others who may be interested in exploring the use of hands-on models in Calculus instruction. 

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