Mahmoud Abdulwahed

The TriLab, a novel ICT based triple access mode laboratory education model

This paper introduces a novel model of laboratory education, namely the TriLab. The model is based on recent advances in ICT and implements a three access modes to the laboratory experience (virtual, hands-on and remote) in one software package. A review of the three modes is provided with highlights of advantages and disadvantages of each mode. It is shown that recent literature on laboratory education recommends hybrid structures. Some literature has reported on the use of two modes hybrid structures, however, it is seldom reported to have triple access mode laboratory. This paper probably the first to report empirical findings of using the three components together. The virtual component of the TriLab has been mainly used in a preparation session for undergraduate students, while the remote component has been mainly used for demonstrating theory applicability in postgraduate courses. The empirical findings shows clearly the positive impact of the hybrid approach on students learning and motivation, these are discussed in light of pedagogical and cognitive psychology theories.

Developing the TriLab, a triple access mode (hands-on, virtual, remote) laboratory, of a process control rig using LabVIEW and Joomla

Laboratory education is a core part of engineering curricula; engineering students generally prefer to work on something real. The classical mode and the oldest form of laboratory education is the hands‐on mode. Advances in information and communication technologies have contributed to the laboratory education by creating two new modes, the simulated (virtual) mode and the online controlled mode (remote). Recently, developments or utilizations of hybrid structures of two types (e.g., virtual and hands‐on, or remote and hands‐on) have been reported in the literature; however, until now there are no reports of hybrid structures of the three types together. This paper describes the technical development of a novel laboratory model that combines the three modes in one unifying software package, namely the TriLab, by using Laboratory Virtual Instrument Engineering Workbench (LabVIEW). It is shown that LabVIEW provides a single programming environment for developing all components of the TriLab. Furthermore, it is shown that the Joomla web content management system can be used as a solution for efficient deployment of a remote lab online portal on the top of the LabVIEW core software. The development of the TriLab using LabVIEW and Joomla for an Instrumentation and Control Engineering Laboratory rig is shown. The analysis of student survey is presented which has shown positive impact of the pedagogical utilization of the TriLab. This is the first paper which aims to provide engineering academics a generic architecture and software solutions to rapidly develop their own TriLab.

Skills of engineers in knowledge based economies: A comprehensive literature review, and model development

Recent studies emphasize the needs of a wider set of skills engineers require than ever thought. In this paper, authors report on a systematic literature review on this issue. Findings of the review are spanned over two main folds: 1- A conceptual ontological framework of engineering skills in the context of generic- and employability- skills of KBS and KBEs citizens and workforce, and 2- A global set of 24 mutual common skills, but different in topology, between engineering and generic competencies. The work outlined in this paper is probably one of the most comprehensive and wide scan of literature on the required talent and skills of current and future engineers.

The impact of different preparation modes on enhancing the undergraduate process control engineering laboratory: A comparative study

Undergraduate engineering laboratories have been reported to be inefficient. Educators have been aware of this problem and have urged their students to prepare in different ways, such as by self‐reparation, handing in a pre‐laboratory assignment, or attending a pre‐laboratory preparation session. Many studies report different approaches to laboratory preparation; however comparative investigations are scarce. This article reports on an empirical study that spanned over 3 years. Three preparation modes (PMs) are compared: (a) PM1—pre‐laboratory home assignment with the laboratory manual and virtual laboratory software; (b) PM2—pre‐laboratory session with a teaching assistant and preparation via the laboratory manual only; and (c) PM3—pre‐laboratory session with a teaching assistant and preparation via the virtual laboratory and the laboratory manual. Measurements of the laboratory learning outcomes by means of pre‐ and post‐laboratory tests and a comprehensive laboratory report indicate that PM3 is the most efficient approach. Discussions of the result in light of pedagogical and cognitive science theories are provided.

Research-based learning in computing courses for senior engineering students

This paper reports on the experience and lessons learned from introducing a constructivist inquiry-based learning (IBL) in advanced computing courses. The paper describes an iterative problem-centric process and gives details on its activities, procedures, assessment methods, and related management aspects. Research-based projects are one of the IBL practices that are particularly suitable for higher education. Research-based IBL has been conducted in two different higher education contexts; at the University of Waterloo and at Qatar University. Measurement data provides information relative to the strengths and weaknesses of the adopted methodology in satisfying the pedagogical objectives being addressed in the paper.

Towards constructivist laboratory education: Case study for process control laboratory

Laboratory education is an integrated part of engineering and science degrees. Many research papers refer to poor constructivist learning during the laboratory sessions, indicating the need for reforming the laboratory education in a way that facilitates constructivist learning as well as conceptual understanding. In this paper we present a model of conducting laboratories, based on the well known Kolbpsilas experiential learning cycle, implemented with recent available technologies, and applied to an undergraduate process control lab. There are four main stages in Kolbpsilas model, namely: concrete experience, reflective observation, abstract conceptualization, and active experimentation. To implement these stages, the hands on lab is conducted in conjunction with supplemental activities such as experiments performed in the classroom remotely through the Internet, using virtual lab and preparation sessions, and conducting pre and post lab tests. The paper presents how the supplemental activities are mapped with Kolbpsilas cycle to promote the constructivist laboratory education. The quantitative analysis showed reasonable enhancement of learning outcomes of the experimental groups compared with the control group. The paper presents a novel model of conducting experiential education based on well known pedagogical approach facilitated with recent information and communication technology (ICT) developments.

Ethics in engineering education: A literature review

Engineering Ethics is an important topic to be developed in engineering education curriculum. Despite its importance, ethics is not much investigated in engineering education as compared to other disciplines, in particular medicine or biology education. In this paper, a comprehensive review of engineering ethics is provided. The review covers three main topics: 1) Attributes of ethical engineers, 2) Content, logistics and pedagogy of engineering ethics, and 3) Assessment of engineering ethics. A particular focus is given to the Defining Issues Test (DIT) and the Engineering and Science Issues Test (ESIT) that is considered a promising instrument to assess moral judgment development of science and engineering students. Final remarks will conclude the paper.

Integrating ethics into the chemical engineering curriculum: The Qatar University experience

Qatar is growing at an unprecedented rate due to the utilization of its vast gas reserves. The countrys wealth stems from oil, gas and petrochemical industries. Engineers are in high demand in all specializations and Qatar University (QU), Qatars only national university, provides the country with the highest number of engineering graduates. For engineers, whose occupation allows them potential for positive or negative societal impacts, it is critical that their decisions involve sound ethical judgment, hold paramount the safety, health and welfare of the public, and perform services only in areas of their competence. This ethical responsibility is considered and enhanced in the teaching of ethics in their engineering curriculum. In this paper, a review of current practices in teaching ethics in engineering at QU is given. Chemical engineering selected as a case study. The aim of the study is to review current practices, identify gaps and make recommendations to the college to enhance the ethics education in the engineering curriculum at QU.

Systemic framework of competencies of 21st century technical and engineering human resource: A development case for a knowledge based Economy in Qatar

The required talent of 21st century engineering and technology human resource is significantly different and more complex than what has been needed ever before. Numerous relevant studies have been conducted during the last decade or two. The studies generally follow a needs based approach rather than a systemic study. In a systemic study for understanding the requirements, architectural framework needs to be developed first by decomposing the problem in to various sub requirements and then finally integrating them to provide a holistic view of the requirements. The paper provides, probably, the first systemic framework for investigation of needed engineering and technology competencies in a national context. The other contribution of the paper is a decomposition of different terms and definition related to skills, attributes, and competencies development into a systemic dynamic model.

The TriLab and ilough-Lab portal - Systematic evaluation of the use of remote and virtual laboratories in engineering education

Abstract This paper reports on our experience in the last three years of enhancing laboratory education at the Chemical Engineering Department of Loughborough University. Computer aided tools (virtual and remote labs) have been designed to support the hands-on teaching and learning of process engineering. Furthermore, pedagogically informed utilization has been investigated and novel models were developed, namely the TriLab and Abdulwahed-Nagy Constructivist Laboratory models. A dedicated website called the iLouh-Lab has been set up.