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Pm595 Case Study

Case-based Teaching

With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios. The articles in this section explain how to use cases in teaching and provide case studies for the natural sciences, social sciences, and other disciplines.

Teaching with Case Studies (Stanford University, 1994)

This article from the Stanford Center for Teaching and Learning describes the rationale for using case studies, the process for choosing appropriate cases, and tips for how to implement them in college courses.

National Center for Case Study Teaching in Science (University of Buffalo)

This site offers resources and examples specific to teaching in the sciences. This includes the “UB Case Study Collection,” an extensive list of ready-to-use cases in a variety of science disciplines. Each case features a PDF handout describing the case, as well as teaching notes.

The Case Method and the Interactive Classroom (Foran, 2001, NEA Higher Education Journal)

First-person account of how a sociology faculty member at University of California, Santa Barbara began using case studies in his teaching and how his methods have evolved over time as a professor.

Using Cases in Teaching (Penn State)

Tips for both teachers and students on how to be successful using case studies in the college/university classroom. Includes links to several case repositories, organized by discipline.

Problem-based Learning

Problem-based learning (PBL) is both a teaching method and an approach to the curriculum. It consists of carefully designed problems that challenge students to use problem solving techniques, self-directed learning strategies, team participation skills, and disciplinary knowledge. The articles and links in this section describe the characteristics and objectives of PBL and the
process for using PBL. There is also a list of printed and web resources.

Problem-Based Learning Network (Illinois Mathematics and Science Academy)

Site includes an interactive PBL Model, Professional Development links, and video vingnettes to illustrate how to effectively use problem-based learning in the classroom. The goals of IMSA's PBLNetwork are to mentor educators in all disciplines, to explore problem-based learning strategies, and to connect PBL educators to one another.

Problem-Based Learning: An Introduction (Rhem, 1998, National Teaching and Learning Forum)

This piece summarizes the benefits of using problem-based learning, its historical origins, and the faculty/student roles in PBL. Overall, this is an easy to read introduction to problem-based learning.

Problem-Based Learning (Stanford University, 2001)

This issue of Speaking of Teachingidentifies the central features of PBL, provides some guidelines for planning a PBL course, and discusses the impact of PBL on student learning and motivation.

Problem-Based Learning Clearinghouse (University of Delaware)

Collection of peer reviewed problems and articles to assist educators in using problem-based learning. Teaching notes and supplemental materials accompany each problem, providing insights and strategies that are innovative and classroom-tested. Free registration is required to view and download the Clearinghouse’s resources.

See also:
The International Journal of Problem-Based Learning

The unit is optimized for high performance industrial control, and is built around a 1.3 GHz processor with four 32-bit RISC processors plus an embedded double-precision floating point processor, 16 MB of user program memory and a large array of communications interfaces. The high level of computational capability allows the controller to handle control tasks involving complexities such as precision coordinated motion with very large quantities of axes, and mathematics-intensive computation such as real-time trigonometric calculations for robotics or other advanced kinematic applications. The controller also has a built-in interface to allow the company's advanced safety PLC to be connected for high risk applications. The unit features four independent Ethernet interfaces and an integrated network switch; two of the interfaces are programmable, supporting different Ethernet based protocols such as EtherCAT and PROFINET - allowing the PLC to be connected to control two different types of network simultaneously. TCP/IP, UDP, CAN/CANopen and two RS-232/485 serial interfaces complete the on-board connectivity. Further networking and fieldbus interfaces may be added via expansion ports. Suggested applications include larger-scale process control applications, multi-axis motion control systems, 'telecontrol' or SCADA applications, as well as maintenance-free controllers in applications such as wind turbines or at remote SCADA nodes in deserts or arctic conditions, to safety-critical applications in equipment such as cranes, mining hoists or automatic guided vehicles.

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