Isuru A. Udugama , Martin Atkins , Christoph Bayer , James Carson , Duygu Dikicioglu , Krist V. Gernaey , Jarka Glassey , Matthew Taylor , Brent R. Young
{"title":"化工教育中的数字化工具:需求与渴望","authors":"Isuru A. Udugama , Martin Atkins , Christoph Bayer , James Carson , Duygu Dikicioglu , Krist V. Gernaey , Jarka Glassey , Matthew Taylor , Brent R. Young","doi":"10.1016/j.ece.2023.05.002","DOIUrl":null,"url":null,"abstract":"<div><p>Educators in chemical engineering have a long and rich history of employing digital tools to solve fundamental engineering problems. Today, with the megatrend of digitalisation, there is a growing set of tools that can be used for chemical engineering education. However, identifying which tool is ideally suited to support teaching a given chemical engineering concept can be challenging. To answer this question a survey was distributed to Heads of Departments at IChemE institutions and members of the IChemE committees focused on digitalisation. The survey respondents rated Microsoft Excel (VBA), commercial simulators, and scripting tools as ideal for teaching core subjects such as mass and energy balances, mass transfer and reaction engineering while respondents found 3D Models, and Virtual/Augmented Reality models as being most suited for teaching subjects such as process design, safety and sustainability. Mathematical/programming simplicity, ease of maintenance, and low initial investment costs were identified as key non-technical aspects that will hinder the adoption of a given digital tool. Weighing the benefits of education and non-technical hurdles, the respondents preferred the use of simpler digitalisation platforms such as Excel and scripting languages over the more advanced platforms such as Virtual/Augmented Reality where possible. It was identified that the widespread adoption of more advanced digitalisation tools will require removal of the above mentioned non-technical barriers as well as other barriers such as tool shareability.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Digital tools in chemical engineering education: The needs and the desires\",\"authors\":\"Isuru A. Udugama , Martin Atkins , Christoph Bayer , James Carson , Duygu Dikicioglu , Krist V. Gernaey , Jarka Glassey , Matthew Taylor , Brent R. Young\",\"doi\":\"10.1016/j.ece.2023.05.002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Educators in chemical engineering have a long and rich history of employing digital tools to solve fundamental engineering problems. Today, with the megatrend of digitalisation, there is a growing set of tools that can be used for chemical engineering education. However, identifying which tool is ideally suited to support teaching a given chemical engineering concept can be challenging. To answer this question a survey was distributed to Heads of Departments at IChemE institutions and members of the IChemE committees focused on digitalisation. The survey respondents rated Microsoft Excel (VBA), commercial simulators, and scripting tools as ideal for teaching core subjects such as mass and energy balances, mass transfer and reaction engineering while respondents found 3D Models, and Virtual/Augmented Reality models as being most suited for teaching subjects such as process design, safety and sustainability. Mathematical/programming simplicity, ease of maintenance, and low initial investment costs were identified as key non-technical aspects that will hinder the adoption of a given digital tool. Weighing the benefits of education and non-technical hurdles, the respondents preferred the use of simpler digitalisation platforms such as Excel and scripting languages over the more advanced platforms such as Virtual/Augmented Reality where possible. It was identified that the widespread adoption of more advanced digitalisation tools will require removal of the above mentioned non-technical barriers as well as other barriers such as tool shareability.</p></div>\",\"PeriodicalId\":48509,\"journal\":{\"name\":\"Education for Chemical Engineers\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2023-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education for Chemical Engineers\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1749772823000192\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education for Chemical Engineers","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1749772823000192","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Digital tools in chemical engineering education: The needs and the desires
Educators in chemical engineering have a long and rich history of employing digital tools to solve fundamental engineering problems. Today, with the megatrend of digitalisation, there is a growing set of tools that can be used for chemical engineering education. However, identifying which tool is ideally suited to support teaching a given chemical engineering concept can be challenging. To answer this question a survey was distributed to Heads of Departments at IChemE institutions and members of the IChemE committees focused on digitalisation. The survey respondents rated Microsoft Excel (VBA), commercial simulators, and scripting tools as ideal for teaching core subjects such as mass and energy balances, mass transfer and reaction engineering while respondents found 3D Models, and Virtual/Augmented Reality models as being most suited for teaching subjects such as process design, safety and sustainability. Mathematical/programming simplicity, ease of maintenance, and low initial investment costs were identified as key non-technical aspects that will hinder the adoption of a given digital tool. Weighing the benefits of education and non-technical hurdles, the respondents preferred the use of simpler digitalisation platforms such as Excel and scripting languages over the more advanced platforms such as Virtual/Augmented Reality where possible. It was identified that the widespread adoption of more advanced digitalisation tools will require removal of the above mentioned non-technical barriers as well as other barriers such as tool shareability.
期刊介绍:
Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning