基于卫星通信与地面网融合技术的远程教育研究

本文旨在讨论基于卫星回传通信技术的远程教育对比基于地面网架构的传统远程教育所具有的优势,并举例说明前者的应用模式、系统组成和相关配置。     

基于智能手机的照明控制系统设计

为了解决有线方式控制照明系统布线麻烦、安装成本高、维护和扩展困难等问题,提出了一种基于智能手机的照明控制系统的设计方案。系统由上位机和下位机组成,下位机在联网状态时用来接收和解析手机发送的操作命令,并对继电器电路发送打开或关闭的命令控制照明设备,在脱网状态时可以根据设置的定时模式和关联模式,实现定时打开或关闭照明设备,并能根据外部传感器模块的输入数据对照明设备进行控制,上位机采用JAVA进行编程,能够完成网络连接、发送指令以及显示照明工作状态的功能。实际应用表明,该系统具有操作简便、工作稳定的特点,达到了设计要求。     

基于Virtools与DWR技术实现虚拟实验远程监控系统

利用虚拟现实工具软件Virtools技术结合DWR技术实现了网络3维虚拟实验的远程监控系统,结合虚拟实验实例的开发,给出了相应的设计模型和实现步骤。     

军事遥感概论课程建设探索与实践

受战场侦察监视需求的牵引和军事遥感技术飞速发展的推动,军事遥感概论课程建设与教学改革在各高等军事院校相关专业备受关注和重视。本文首先分析了军事遥感课程的特点和现有军事遥感概论课程建设的不足,并联系实际,针对军事类电子与信息专业,在课程体系、教材建设、教学内容、教学方法、网络课程等环节中设计课程建设与教学改革方案,丰富了教学内容,开阔了学生视野,提高了课堂的教学效果,增强了学生的专业素养。     

地理信息系统专业遥感课程建设中的教学与科研互动关系探析

教学是立校之本,科研是强校之路,教学中有研究,在研究中教学。本文在分析地理信息系统专业遥感课程教学现状与人才培养矛盾的基础上,提出了新疆大学遥感专业教师应结合学校自身实际及教学内容,树立科研育人的理念,深化课程教学改革;通过教学、科研、学生能力培养以及成果产业化四互动,为提高遥感课程教学质量,培养实践创新型遥感人才的教学改革提供新思路,以使学生在多种育人方式和科研环境中得到全面发展。     

Temporary Book Storage Using a Document Management Company

Finding an appropriate temporary storage location for books and providing access to them is a significant challenge for libraries undergoing renovations. The current article describes the use of a document management company by an academic library to store 430,000 books for 8 months and provide a retrieval-on-demand service. Aspects covered include the selection of a commercial storage provider with its own retrieval service; details of the move to and from offsite storage; the integration of the service with library processes; communications and user feedback; book usage during the storage period; overall costs; and lessons learned from the experience.     

数字图书馆远程访问系统设计与实现

远程访问数字图书馆这一应用课题的目的是解决如何将在特定网络环境中的数字图书资源共享到一般网络环境里的问题.在校园内,人们可以通过校内网络访问学校共享的校内外的数字图书资源,但离开学校就不能访问学校共享的图书资源了.讨论并设计实现C/S模式的代理软件访问学校共享的校内外的图书资源,使得人们工作和学习不被限制在特定的网络环境中,方便工作和学习.     

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.     

Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.