Adam P Rusch
William Cope
Jason Berg
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Rita van Haren
Eric Patnoudes
Maura Rodgers Brand
Jason Williams
Melanie Lamus
Heather A Ochmane-Learning Ecologies MOOC’s Updates
Learning Games
Games offer a unique structure to complement traditional teaching strategies and infuse teaching with energy, spark innovative thinking and provide diversity in teaching methods. Games make learning concepts more palatable for students and supply learners with a platform for their creative thoughts to bounce around. Games encourage creative behaviour and divergent thought (Fuszard, 2001) and are excellent ice breakers. Games will often act as learning triggers inducing lively discussion on learning concepts amongst students following game play.
Games as Pedagogical Devices
As pedagogical devices, games are extremely useful ‐ they can enliven teaching topics and are especially effective for dealing with problem solving and key concepts. Research shows that “games have a special role in building students’ self‐ confidence” and “they can reduce the gap between quicker and slower learners” ( Fuscard, 2001).
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The highly adaptable, flexible nature of games means that they can be moulded to suit a variety of learning settings and environments, even VLE’s such as Blackboard, this can add another layer of interactivity and facilitate distance learning students. The number of game frames or models available is extensive, so no matter what discipline you teach in, there is a game model you can use. Apart from inviting students to learn curriculum content in a fun and relaxed manner, games also expose students to other skill development during game play via sequential, verbal, visual and kinetic and other game based activities.
In conclusion games help the teacher to create contexts in which the language is useful and meaningful. Even though games are often associated with fun, we should not lose sight of their pedagogical value, particularly in foreign language teaching and learning. Games are effective as they create motivation, lower students’ stress, and give language learners the opportunity for real communication.
http://interconf.fl.kpi.ua/node/1271
https://www.ucd.ie/t4cms/UCDTLT0044.pdf.pdf
The basic part of the magnetostrictive all kinds of sensor is the sensing element called the waveguide. The waveguide is made of ferromagnetic materials such as iron, nickel, cobalt and their alloys. The position magnet which is round in shape moves around this waveguide.
Initially when position has to be determined the Nagano keiki Pressure sensor electronics sends a current pulse called the interrogation pulse through the waveguide and starts the timer abs speed sensor . So a magnetic field is created around the waveguide. When the magnetic field of the position magnet interacts with the magnetic file around the waveguide a strain pulse is generated which travels at the speed of mazda 6 suction control valve on both sides. On one side this strain pulse is detected by the strain pulse detection system and then processed by the electronics and converted into electrical pulse suction control valve . The position is determined based on the time the strain pulse takes to Speed Sensor reach the strain pulse detection system. The un useful pulse which travels opposite Pressure Sensor the electronics is damped by damping module to prevent any interference by reflections from the waveguide tip.
Common Rail Pressure Sensor
Temperature Sensor
Fuel Metering Valve
Diesel Solenoid Valves
I find this as a good addition to the topic, covering the general grounds of the videos but also building from there and adding ideas of your own. It is really helpful to have the picture and video to aide us with the topic, and it shows a good understanding of the topic and a good way of explaining it, with research and resources. Congratulations!