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The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

The paper presented relates to the value of comparative studies in higher education. The problem discussed is one that transcends the country of origin: Germany. The publication is a translation of a paper delivered at the University of Karlsruhe in 1975 and speaks of the current dilemmas of science and engineering that are clearly universal. Engineering sciences in all fields of higher learning, but particularly in their relationship to the humanities are discussed. University systems outside Germany that are compared include the American, French, British, Soviet, and the Japanese. A summary evaluation of the current state of engineering science is included. (Author/EB)

The educational philosophy and programs for the education of manufacturing and production engineers in these three countries are discussed. Included are curriculum standards, course content, differences in prestige of the engineering profession, and the types of educational institutions offering engineering instruction. (MLH)

We report on an ongoing investigation of student understanding in several introductory engineering courses at Hamburg University of Technology. Preliminary results from a first-year electrical engineering course indicate that many students did not gain a conceptual understanding of the material. Some students had difficulty interpreting graphical representations of information or displayed a lack of understanding of basic principles. Specific examples concerning load lines and three-phase systems are used to illustrate how general findings from physics education research can guide investigations of student understanding and the development of curriculum in an introductory engineering context. © 2007 American Institute of Physics [ABSTRACT FROM AUTHOR]

At the Max-Planck-Institut für Kernphysik in Heidelberg a next generation electrostatic storage ring for cryogenic temperatures is under development. The main focus of this unique machine is the research on ions, molecules and clusters up to bio molecules in the energy range of 20–300 keV at low temperatures down to 2 Kelvin. The achievement of this low temperature for all material walls seen by the ions in the storage ring will allow novel experiments to be performed, such as rotational and vibrational state control of molecular ions and their interaction with ultra-low energy electrons and laser radiation. The low temperature of the storage ring not only causes a strong reduction of black body radiation incident onto the stored particles, but also acts as a large cryopump, expected to lead to a vacuum in the 10–15 mbar range. In this paper the cryogenic concept of the storage ring and the related vacuum design will be presented. © 2006 American Institute of Physics [ABSTRACT FROM AUTHOR]