Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.
Neuromorphic computing is an approach to computing that is inspired by the structure and function of the human brain. A neuromorphic computer/chip is any device that uses physical artificial neurons to do computations. In recent times, the term neuromorphic has been used to describe analog, digital, mixed-mode analog/digital VLSI, and software systems that implement models of neural systems. The implementation of neuromorphic computing on the hardware level can be realized by oxide-based memristors, spintronic memories, threshold switches, transistors, among others. Training software-based neuromorphic systems of spiking neural networks can be achieved using error backpropagation, e.g., using Python based frameworks such as snnTorch, or using canonical learning rules from the biological learning literature, e.g., using BindsNet.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Outdoor education is organized learning that takes place in the outdoors, typically during school camping trips. Outdoor education programs sometimes involve residential or journey wilderness-based experiences in which students participate in a variety of adventurous challenges and outdoor activities such as hiking, climbing, canoeing, ropes courses and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns, and immigration policy, with regard to admitting foreign students and tech workers.
Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
An educational video game is a video game that provides learning or training value to the player. Edutainment describes an intentional merger of video games and educational software into a single product. In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well and sells itself partly under the educational umbrella. Normally software of this kind is not structured towards school curricula and does not involve educational advisors.
MCKVIE is an engineering college founded in 1999, affiliated to West Bengal University of Technology. The institute offers bachelor's and master's degrees in various engineering streams as well as a master's degree in computer applications. Students are admitted through West Bengal Joint Entrance Examination WBJEE, Joint Entrance Examination and Graduate Aptitude Test in Engineering. It has been selected for a TEQIP grant by the World Bank and also accredited by National Board of Accreditation. Also accredited by NAAC 'A' grade. The institute is located in Liluah, Howrah, West Bengal, India.
Robotics is the interdisciplinary study and practice of the design, construction, operation, and use of robots.
Challenge-based learning (CBL) is a framework for learning while solving real-world Challenges. The framework is collaborative and hands-on, asking all participants to identify Big Ideas, ask good questions, discover and solve Challenges, gain in-depth subject area knowledge, develop 21st-century skills, and share their thoughts with the world.
TETRIX Robotics consists of two robotic kits by Pitsco Education. The two sets are the TETRIX MAX building system and the TETRIX PRIME building system. They are intended to be used as educational robotics and for competitions such as the FIRST Tech Challenge.
CH is a proprietary cross-platform C and C++ interpreter and scripting language environment. It was originally designed by Harry H. Cheng as a scripting language for beginners to learn mathematics, computing, numerical analysis, and programming in C/C++. Ch is now developed and marketed by SoftIntegration, Inc., with multiple versions available, including a freely available student edition and CH Professional Edition for Raspberry Pi is free for non-commercial use.
John Matthew Hollerbach is a professor of computer science and research professor of mechanical engineering at the University of Utah. He is the editor of The International Journal of Robotics Research, a Senior Editor of Presence: Teleoperators & Virtual Environments, and a Governing Board member of the electronic journal Haptics-e.
Bashir Mohammed Ali Al-Hashimi, CBE, FRS, FREng, FIEEE, FIET, FBCS is a recognised multidisciplinary global researcher with sustained and pioneering contributions to computer engineering and a prominent academic and higher education leader. He is Vice President and ARM Professor of Computer Engineering at King's College London in the United Kingdom. He was the co-founder and co-director of the ARM-ECS Research Centre, an industry-university collaboration partnership involving the University of Southampton and ARM. He is actively involved in promoting science and engineering for young people and regularly contributes to engineering higher education and skills national debates.
Learning Engineering is the systematic application of evidence-based principles and methods from educational technology and the learning sciences to create engaging and effective learning experiences, support the difficulties and challenges of learners as they learn, and come to better understand learners and learning. It emphasizes the use of a human-centered design approach in conjunction with analyses of rich data sets to iteratively develop and improve those designs to address specific learning needs, opportunities, and problems, often with the help of technology. Working with subject-matter and other experts, the Learning Engineer deftly combines knowledge, tools, and techniques from a variety of technical, pedagogical, empirical, and design-based disciplines to create effective and engaging learning experiences and environments and to evaluate the resulting outcomes. While doing so, the Learning Engineer strives to generate processes and theories that afford generalization of best practices, along with new tools and infrastructures that empower others to create their own learning designs based on those best practices.
Frank L. Lewis is an American electrical engineer, academic and researcher. He is a professor of electrical engineering, Moncrief-O’Donnell Endowed Chair, and head of Advanced Controls and Sensors Group at The University of Texas at Arlington (UTA). He is a member of UTA Academy of Distinguished Teachers and a charter member of UTA Academy of Distinguished Scholars.
TIMS, or Telecommunication Instructional Modeling System, is an electronic device invented by Tim Hooper and developed by Australian engineering company Emona Instruments that is used as a telecommunications trainer in educational settings and universities.
Marina Umaschi Bers is the Augustus Long Professor of Education at Boston College. Bers holds a secondary appointment in Boston College's Department of Computer Science. Bers directs the interdisciplinary DevTech Research Group, which she started in 2001 at Tufts University. Her research involves the design and study of innovative learning technologies to promote children's positive development. She is known for her work in the field of early childhood computer science with projects of national and international visibility. Bers is the co-creator of the free ScratchJr programming language, used by 35 million children, and the creator of the KIBO robotic kit, which has no screens or keyboards.
