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Application of ICT supported learning in fluid mechanics

机译：ICT支持的学习在流体力学中的应用

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This paper focuses on the application of ICT, Information & Communication Technology, supported learning in the area of fluid mechanics education. Taking a starting point in a course in Ventilation Technology, including room air flow and contaminant distribution, it explains how ICT may be used actively in the learning environment to increase efficiency in the learning process. The paper comprises past experiences and lessons learnt as well as prospect for future development in the area. A model is presented that describes a high efficiency learning environment where ICT plays an important role. Traditionally, education in Ventilation Technology has been a combination of teacher performance at the blackboard combined with student exercises by paper and pencils. Sometimes a visit to a building has been included to see how things look like in the real world. In order to increase learning efficiency it has been tried to make use of several tools for knowledge transfer ranging from the traditional blackboard over physical demonstrations of air flow in a full-scale laboratory mock-up to virtual reality demonstrations. Students have different ways of understanding a certain topic, using a broad range of tools for knowledge transfer facilitates deep understanding and increases learning efficiency. Air flow is by nature invisible and represents a further challenge in the effort of providing sufficient understanding of typical flow patterns and behaviour of room air flow. An example of visualisation of room air flow by means of Computational Fluid Dynamics is presented by vector plots, flow fields and movies. It is discussed how different display systems like low-cost VR (e.g. active and passive stereo viewing) and high-cost VR (e.g. CAVE) can be applied and gained experiences are reported. It is found that a combined application of various tools for knowledge transfer increases learning efficiency, for instance it is seen that a combination of physical experiments in laboratory and virtual experiments by computer simulation has a high level of synergy. A model for a combined use of several learning tools is presented. The model describes the teaching method and the pedagogical means. It explains how different learning domains – physical as virtual – may be combined to form a high efficiency learning environment (HELE).
机译：本文重点介绍ICT，信息和通信技术的应用，以及在流体力学教育领域的支持性学习。它以通风技术课程为起点，包括室内空气流量和污染物分布，它说明了如何在学习环境中积极使用ICT来提高学习过程的效率。本文包括过去的经验和教训，以及该地区未来的发展前景。提出了一个模型，描述了ICT在其中扮演重要角色的高效学习环境。传统上，通风技术方面的教育一直是教师在黑板上的表现与用纸和笔进行的学生练习的结合。有时还包括参观建筑物，以了解实际情况。为了提高学习效率，已尝试利用多种工具来进行知识转移，从传统的黑板到全面的实验室模型中的气流物理演示到虚拟现实演示，不一而足。学生使用不同的方式来理解某个主题，使用广泛的知识转移工具可以促进深入的理解并提高学习效率。气流本质上是不可见的，并且在努力提供对典型气流模式和室内气流行为的充分理解的努力中，还构成了进一步的挑战。通过矢量绘图，流场和影片展示了通过计算流体动力学可视化房间空气流动的示例。讨论了如何应用不同的显示系统，例如低成本VR（例如主动和被动立体声观看）和昂贵VR（例如CAVE），并报告获得的经验。已经发现，将各种工具组合用于知识转移可以提高学习效率，例如，可以看到实验室中的物理实验与计算机模拟的虚拟实验相结合具有很高的协同作用。提出了一种结合使用几种学习工具的模型。该模型描述了教学方法和教学手段。它说明了如何将不同的学习领域（物理的和虚拟的）结合起来以形成高效的学习环境（HELE）。

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