Work-in-Progress: The Platform-Independent Remote Monitoring System (PIRMS) for Situating Users in the Field Virtually
Work-in-Progress: The Platform-Independent Remote Monitoring System (PIRMS) for Situating Users in the Field Virtually
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正在进行中的工作：独立于平台的远程监控系统 (PIRMS)，用于虚拟地定位现场用户
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
R. Dymond
中科院分区：
文献类型：
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作者：
Daniel S. Brogan;V. Lohani;R. Dymond
国家科学院最近的一份关于水文科学的挑战和机遇的报告指出，解决当今社会面临的与水有关的复杂挑战的办法开始于教育。鉴于技术融入现代社会的程度越来越高，如何才能最好地利用这一技术，使不同学术水平的人了解水的可持续性问题？独立于平台的远程监控系统（PIRMS）以交互方式提供集成的实时和/或历史远程系统数据（视觉、环境、地理等）。终端用户，无论硬件（台式机、笔记本电脑、平板电脑、智能手机等）和软件（Windows、Linux、iOS、Android等）他们选择的平台。PIRMS通过HTML5驱动的Web界面实现这一点。这种设计的优势之一是随时随地访问实时系统数据的想法。在这项研究中，天气和水的数量和质量的数据和时间戳图像从LabVIEW启用流域评估系统（LEWAS）已与当地的地理数据在PIRMS环境中，以在一个小的城市流域内的虚拟用户。以前的研究使用暴露于LEWAS显示学生的动机水平提高。目前的研究调查了与水可持续性主题相关的学生学习的增加。布卢姆的修订认知分类法是用来链接PIRMS的组件，水的可持续性主题在不同的学习水平。使用情境学习的框架，纵向真实实验和前测后测准实验设计分别适用于学生在高年级本科课程和新生工程社区学院课程，以比较学生的学习从物理实地考察，虚拟实地考察通过PIRMS和/或虚拟实地考察通过预先录制的视频。除了这些物理和/或虚拟实地考察，所有学生都获得了电子表格格式的LEWAS图像文件和测量数据。测试前和测试后的评估要求学生对提示进行叙述性回答。这些叙述性的反应是使用标尺来评估的，以寻找学生学习的增加。初步结果。这项工作正在进行中。
A recent report on Challenges and Opportunities in the Hydrologic Sciences by the National Academy of Sciences states that the solutions to the complex water-related challenges facing society today begin with education. Given the increasing levels of integration of technology into modern society, how can this technology best be harnessed to educated people at various academic levels about water sustainability issues? The Platform-Independent Remote Monitoring System (PIRMS) interactively delivers integrated live and/or historical remote system data (visual, environmental, geographical, etc.) to end users regardless of the hardware (desktop, laptop, tablet, smartphone, etc.) and software (Windows, Linux, iOS, Android, etc.) platforms of their choice. The PIRMS accomplishes this via an HTML5-driven web-interface. One of the strengths of such a design is the idea of anywhere, anytime access to live system data. In this research, weather and water quantity and quality data and time-stamped imagery from the LabVIEW Enabled Watershed Assessment System (LEWAS) have been integrated with local geographical data in the PIRMS environment in order to situate users within a small urban watershed virtually. Previous studies using exposure to the LEWAS showed increased levels of student motivation. The current research investigates increases in student learning related to water sustainability topics. Bloom’s Revised Cognitive Taxonomy is used to link components of PIRMS to water sustainability topics on different learning levels. Using the framework of situated learning, longitudinal true-experimental and pre-test-post-test quasi-experimental designs are applied to students in a senior level undergraduate course and freshmen engineering community college courses, respectively, in order to compare student learning from physical field visits, virtual field visits via PIRMS and/or virtual field visits via pre-recorded videos. In addition to these physical and/or virtual field visits, all students are given LEWAS imagery files and measurement data in spreadsheet formats. Preand post-test assessments entail the students writing narrative responses to prompts. These narrative responses are assessed using rubrics to look for increases in student learning. Preliminary results are presented. This work is ongoing.