1.
Rapid prototyping is an exciting technology that allows product designers and developers to quickly transform a computer-based model into a three-dimensional physical object. According to our book, Instructional Design and Technology, rapid prototyping involves the development of a design with the client involved with most steps of the product. The book also states the term rapid is used in reference a prototype that is being built early I the project and will be used for testing the finished project.
Pictured here, several sixth grade students in the Ark Community Charter School created virtual Mayan pyramids, which were then sent to the rapid prototype device at Rensselaer’s Advanced Manufacturing Lab to generate the solid model.
The reasons of Rapid Prototyping:
- To increase effective communication.
- To decrease development time.
- To decrease costly mistakes.
- To minimize sustaining engineering changes.
- To extend product lifetime by adding necessary features and eliminating redundant features early in the design.
The basic methodology for all current rapid prototyping techniques can be summarized as follows:
1. | A CAD model is constructed, and then converted to STL format. The resolution can be set to minimize stair stepping. |
2. | The RP machine processes the .STL file by creating sliced layers of the model. |
3. | The first layer of the physical model is created. The model is then lowered by the thickness of the next layer, and the process is repeated until completion of the model. |
4. | The model and any supports are removed. The surface of the model is then finished and cleaned. |
2.
Using technology with limited electronic access can be a tricky game. Sometime, within a military setting, the capabilities can be challenging. With this in mind, a video log would come in handy. The educator could have a library of previously recorded lessons on hand in the event of electric access not being available.
3.
The Guidance System for Transforming Education
The GSTE is a set of guidelines for facilitating systemic change in school districts. It provides flexible and detailed process guidelines to a facilitator who chooses to engage in a district-wide systemic change effort. The GSTE is divided into three parts: guiding beliefs, discrete events, and continuous events.
Navigating whole-system change requires simultaneous improvements along three paths:
Path 1: Improve the district’s relationship with its external environment, which improves relationships with key external stakeholders.
Path 2: Improve the district’s core and supporting work processes (core work is teaching and learning; supporting work includes secretarial work, administrative work, cafeteria work, building maintenance work, and so on).
Path 3: Improve the district’s internal social infrastructure (which includes organization design, governance, policies, organization culture, reward systems, job descriptions, communication, and so on.)
4.
Michigan State University
What are the different names used for faculty development? Organizational Development
What division is it under? Office of the Provost
What services does it offer? Faculty and Instructional Development
How often are programs given and what specifically are they? N/A
California State University
What are the different names used for faculty development? Faculty development center
What division is it under? Library
What services does it offer? The FDC promotes the incorporation of technology into instruction and offers classes and individual consultation to assist faculty in their endeavors. Through its programs and services, the FDC attempts to build a stimulating environment that will support faculty as educators, scholars, and engaged community members. Programs and opportunities are available to full-time and part-time faculty of the University.
How often are programs given and what specifically are they? Year round
Lehigh University
What are the different names used for faculty development? None
What division is it under? Education
What services does it offer?
Workshops on topics such as use of small groups in the classroom,
lecturing successfully, cooperative and collaborative learning techniques, and use of Blackboard to enhance a course.
Faculty-led seminars based on books about teaching, learning, and the academic life.
Workshops by nationally known consultants on specific teaching and research topics.
Consultations or short seminars on a range of teaching topics.
Assistance with course development questions, including advice on the effective incorporation of academic technology into courses.
Live videoconferences on teaching and learning.
Workshops on faculty careers, with such topics as "preparing a teaching portfolio."
Teaching, Learning and Technology Roundtable presentations.
Funding for faculty attendance at teaching conferences: the Lilly Conferences on College Teaching and annual American Association of Higher Education conferences, and other state and national conferences.
How often are programs given and what specifically are they? Year round
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