Peter James Vial

Bio: Peter James Vial is an academic researcher from University of Wollongong. The author has contributed to research in topics: Steganography & Communication channel. The author has an hindex of 12, co-authored 79 publications receiving 564 citations. Previous affiliations of Peter James Vial include University UCINF.

Decoding Student Satisfaction: How to Manage and Improve the Laboratory Experience

Abstract: The laboratory plays an important role in teaching engineering skills. An Electrical Engineering department at an Australian University implemented a reform to monitor and improve student satisfaction with the teaching laboratories. A Laboratory Manager was employed to oversee the quality of 27 courses containing instructional laboratories. Student satisfaction surveys were carried out on all relevant laboratories every year, and the data were used for continuous improvement. This paper will investigate the reforms that were implemented and outline a number of the improvements made. It also examines the program's overall impact on: 1) overall satisfaction; 2) laboratory notes; 3) learning experiences; 4) computer facilities; 5) engineering equipment; and 6) condition of the laboratory. Student satisfaction with the laboratories increased by 32% between 2007 and 2013. The results show that the laboratory notes (activity and clarity) and the quality of the equipment used are among the most influential factors on student satisfaction. In particular, it is important to have notes or resources that explain in some detail how to use and troubleshoot equipment and software used in the laboratory.

Improving the Laboratory Learning Experience: A Process to Train and Manage Teaching Assistants

Abstract: This paper describes in detail a successful training program developed for sessional (part-time or nonpermanent) laboratory demonstrators employed in the Electrical Engineering Department of an Australian university. Such demonstrators play an important role in teaching practical concepts and skills in engineering. The success of the program relies on a centralized approach coordinated by a carefully selected Laboratory Manager responsible for the recruitment, allocation, training, and development of sessional teachers, and for assessing student satisfaction with them. The paper examines the overall impact of the program on these teachers': 1) introducing laboratory material; 2) preparation; 3) communication; 4) interest in student learning; 5) ability to respond to questions; and 6) overall effectiveness. Sessional teacher satisfaction with the training program is also examined, and the data were used to inform the program's further development. The results show that the training program successfully improved the demonstrators' teaching skills and thus led to greater satisfaction and hence learning experience of both students and demonstrators.

Enhancing Project-Based Learning Through Student and Industry Engagement in a Video-Augmented 3-D Virtual Trade Fair

Abstract: Project-based learning is a widely used pedagogical strategy in engineering education shown to be effective in fostering problem-solving, design, and teamwork skills. There are distinct benefits to be gained from giving students autonomy in determining the nature and scope of the projects that they wish to undertake, but a lack of expert guidance and of a clear direction at the outset can result in confusion, frustration, and unfulfilled goals. Moreover, engineering schools face the imperative of providing students with opportunities to engage with industry during their courses, which can be difficult to accomplish due to logistical and time constraints. This paper reports on a case study in which undergraduate students of electrical, computer, mechatronics, and telecommunications engineering interacted with representatives from industry to obtain feedback at the inception phase of their design projects. Students pitched their ideas to the industry guests at a virtual “trade fair” held within a hybrid video conferencing and three-dimensional (3-D) virtual world environment, in preparation for the assessable pitches that they had to deliver on campus to a faculty audience. Survey and assessment results attest to the participants' satisfaction as well as to the effectiveness of the approach in improving student self-efficacy and performance. The paper concludes with recommendations for engineering educators looking to implement similar initiatives and a brief outline of the authors' plans for the future.

I and i

Abstract: There is, I think, something ethereal about i —the square root of minus one. I remember first hearing about it at school. It seemed an odd beast at that time—an intruder hovering on the edge of reality. Usually familiarity dulls this sense of the bizarre, but in the case of i it was the reverse: over the years the sense of its surreal nature intensified. It seemed that it was impossible to write mathematics that described the real world in …

Pattern Recognition and Machine Learning

Abstract: Probability Distributions.- Linear Models for Regression.- Linear Models for Classification.- Neural Networks.- Kernel Methods.- Sparse Kernel Machines.- Graphical Models.- Mixture Models and EM.- Approximate Inference.- Sampling Methods.- Continuous Latent Variables.- Sequential Data.- Combining Models.

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Abstract: Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Hands-on, simulated, and remote laboratories: A comparative literature review

Abstract: Laboratory-based courses play a critical role in scientific education. Automation is changing the nature of these laboratories, and there is a long-running debate about the value of hands-on versus simulated laboratories. In addition, the introduction of remote laboratories adds a third category to the debate. Through a review of the literature related to these labs in education, the authors draw several conclusions about the state of current research. The debate over different technologies is confounded by the use of different educational objectives as criteria for judging the laboratories: Hands-on advocates emphasize design skills, while remote lab advocates focus on conceptual understanding. We observe that the boundaries among the three labs are blurred in the sense that most laboratories are mediated by computers, and that the psychology of presence may be as important as technology. We also discuss areas for future research.