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dc.contributor.advisorHerbert H. Einstein.en_US
dc.contributor.authorRegalado S., Carlos A. (Carlos Andrés Regalado Santamaría), 1971-en_US
dc.contributor.otherMassachusetts Institute of Technology. Dept. of Civil and Environmental Engineering.en_US
dc.date.accessioned2005-09-27T17:27:47Z
dc.date.available2005-09-27T17:27:47Z
dc.date.copyright2004en_US
dc.date.issued2004en_US
dc.identifier.urihttp://hdl.handle.net/1721.1/28640
dc.descriptionThesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2004.en_US
dc.descriptionIncludes bibliographical references (p. 251-254).en_US
dc.description.abstract(cont.) visualize complex geometric arrangements. Finally, the tools developed represent an alternative to what learning technology has always done; transmit academic knowledge to the student. These tools are an example of how IT can be used to go beyond the traditional forms of academic teaching by using technology with an approach that is not attached to this transmission model. They also show how to exploit the adaptive potential of IT to serve a different, more effective kind of learning.en_US
dc.description.abstractThe use of Information Technology (IT) in engineering education offers the opportunity to teach concepts more effectively than the methods of instruction most commonly used. IT can assist students in making abstractions and improve their understanding of more complicated concepts starting from simple principles and/or real-world physical phenomena. This thesis presents two interactive computer-aided learning tools. For their development, educational theory is first reviewed from which important learning concepts are extracted. These concepts are proposed as essential elements to be incorporated in computer-assisted learning tools. The thesis also reviews the history of technology in education since the 1600's, including the major contributions, challenges, and reactions encountered during years of technological change. The first tool addresses the teaching of basic solid mechanics. The tool uses simulations and animations in multimedia interactive exercises. Formative testing was conducted during its development, and its effectiveness was assessed through a summative evaluation involving 38 students. Two important conclusions can be drawn from this research. First, a clear overall improvement trend was observed for the students who used the basic mechanics tool. Second, the students who benefited the most from the use of the tool were those who were particularly weak in the subject after having been instructed through conventional teaching methods. The second tool covers the principles and applications of stereographic projections and their application to rock wedge stability analyses. It benefits from the findings of the development, implementation, and assessment process of the first tool. This module uses three-dimensional imagery which helpsen_US
dc.description.statementofresponsibilityby Carlos A. Regalado S.en_US
dc.format.extent254 p.en_US
dc.format.extent9507153 bytes
dc.format.extent9540898 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherMassachusetts Institute of Technologyen_US
dc.rightsM.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission.en_US
dc.rights.urihttp://dspace.mit.edu/handle/1721.1/7582
dc.subjectCivil and Environmental Engineering.en_US
dc.titleBetter learning of mechanics through information technologyen_US
dc.typeThesisen_US
dc.description.degreePh.D.en_US
dc.contributor.departmentMassachusetts Institute of Technology. Department of Civil and Environmental Engineering
dc.identifier.oclc58918413en_US


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