The results of the course 'T+S'

• This year the first student on distance - in China - finished the compilation with JdK and built his own applet;
• This year the products are beautiful, but the instruction parts - parallel to the simulators - are a little bit minimal. I think my information about that point was not optimal this year. (Perhaps.)
• We welcome our Dutch special guests from outside the university - this year - from ROC, Hengelo who models their own models for input control systems and did their job on distance. Very nice; very fine. We like that very much. Look to their first prototypes. (Be careful: its are only their first versions.)
• I all cases I prepare the applets, separate to the courseware and the instruction(s); for demonstration purposes and sometimes for an experiment for my research group; for scientifical reasons.

The Transistor-group (version 1.0); (applet)

Comments:

• The simulator is nice.
• The instruction is very very good. Just as I want it.
• 8 points.

Paper of Ali M. Ellafi: good paper; content paragraph is not necessary in a paper; use APA norms in the reference-list, also in the URL references; all about effective, efficient, risk free, advantages and disadvantages is what I like to read in this paper. 8.5 points

Paper of Chunyan Liu: good paper. I like this. 8 points

The Biology-group (version 2.0); (applet); (applet RM)

First comments:

• The simulator is good now. 7.25 points (a1). If you want a grid on the background you can add that; if you want a background you can add that. If you want more information as now [..] in the interventions, you can do that. If you want more years to run than 10 years you can do that. Red are the lemmings; Green are the foxes. Good. If you want other colors you can do that: blue, black, etc.
• The instruction is also very interesting and good (nice); 7.6 points (a2).
• The experiences are nice and interesting but needs more advises and know-how from real university biology teachers. (Perhaps Piet van Schaick Zillesen; Holland; van Hall Institute)
• (a1+a2+b)/3 = (7.25+7.6+7.5)/3 --> about 7.5 points (plus working on distance: makes 8 points)

Paper is finished. Looks good. 7.5 points. The MacTHESIS philosophy is now transformed into the concept of parallelism. It was the basics to that designing concept and the PI theory. These two things are better descripted.

The Control-group (version 1); (version 2); (version 3); (version 4)

Comments:

• The applet only runs in Internet Explorer ! (no problem for me.)
• You have build 4 prototypes based on the same basic model; nice.

Paper of xxx: is coming.

Paper of xxx: is coming.

The Cardio-group (version 2.0); (applet); (experimental applet)

Comments:

• You have built the first simulator in JavaScript and Java-applets with our WebLib library. Thank you very much to do such experiment this year; I like that very much: such more difficult initiative with more technical risks.
• The simulator looks very very nice; build with WebLib-functions, Java-applets and javascript; very fine;
• The instructions, parallel to the simulator and in audio, are a very good idea; only the audio quality is bad; next time ask Jan Oosterhuis for our and better facilities. I like the parallelism idea; and the dual code ideas. Two perception channels! Nice.
• The instruction part is not very good from educational point of view. (But your job and the spending effort was different than in the other groups.) Look - per example - to the transistor group this year and look to some groups of previous years.
• I have built a small extra version with extra variables.
• 8 points.

Paper of Adel Agina: points 8. The paper is good, but it is starting with intelligent simulations and mnemonics as DT; beter is to start with normal simulations and later the description of ICSP's; and not to use technical things in this paper. The paper is a little bit longer, as task was seeing. The best part (conform the order) is the last part of the paper. Parallelism is a designers topic; not an users or teachers topic. Users and teachers are more the target groups than designers (in this case). What are the sources of your paper? Use APA norms (of Betty Collis) for writing a paper. Explain de abbreviations better en use the real abbreviations of the user. Don't use too much capitals (fonts) in words as Simulator Interface Designer and Simulator Educational Creator.

The Axon-group (version 1); (applet)

Comments:

• The simulator is good. Perhaps the second pulse must be better because if you give the second pulse on an other moment the old pulse also is comming. That is not real.
• The instruction is good. Perhaps you can explain me some more.
• But there is no parallel instruction to understand exactly how I have to work (as user) in the simulator if I want to give the second pulse.
• Your applet from the other group (outsite holland) is very interesting; perhaps also for the other groups to see. So look at: click here, for a beautiful demonstration about a axon simulation.
• 7 points

Paper of Victor Bovt: 7 points. The paper is more a summary of 4 reports and not integrated in one document; this paper (and the reports) are interesting for me; the text is clear and good; the remarks about motivation are important for me; the 6 motivation theories are important for me (as reader); you forgot a reference-list; the paper is missing the APA norms; the source-report was for using but also other sources were welcome.

Enschede, March, 12. 2003.