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educational technology
Brad Hayes directs Petrel Robertson Consulting Ltd., Canada's leading integrated energy and petroleum geoscience consultancy. He is PRCL's principal technical consultant, drawing on 35 years of industry experience, the company's extensive technical, staff, and affiliated consulting resources. Hayes has directed numerous major geoscience and integrated studies for the energy and petroleum industry, and he has been instrumental in generating new exploration and development activity specifically for the lithium industry. He has completed technical consulting projects for energy transition companies, petroleum companies, Crown corporations, and regulatory agencies, ranging from analyses of specific reservoir problems, to property evaluations, to large-scale exploration and development assessments in frontier and international areas. His international experience includes hydrocarbon basins in North and South America, Australia/New Zealand, Europe, Africa, and Asia.
- Oceania (0.60)
- North America > Canada > Alberta (0.23)
- Education > Educational Setting > Online (0.61)
- Energy > Oil & Gas > Upstream (0.43)
- Education > Educational Technology > Educational Software > Computer Based Training (0.37)
Performance Assessment of Enhanced Geopolymer Cement Technology for CO2-Rich Well
A Razak, Ahmad Amirhilmi (PETRONAS) | Sazali, Yon Azwa (PETRONAS) | Zulkarnain, Nurul Nazmin (PETRONAS) | A Rahman, Siti Humairah (PETRONAS) | Ebining Amir, Muhammad Syafeeq (PETRONAS) | Habarudin, M Firdaus (PETRONAS) | Riyanto, Latief (PETRONAS) | A Hamid, Afif Izwan (Universiti Teknologi PETRONAS)
Abstract The unique characteristics of Portland cement in terms of properties, availability and cost does not allow it to be replaced in many cases. However, there is a certainty about the properties of Portland cement in the long term because of thermodynamical instability of cement in the environment. These fundamental limitations of cement have prompted us to search for and study new materials with improved properties. According to a number of criteria, geopolymers were chosen as the most promising material. In this paper, the geopolymer formulations with 15 ppg density was prepared in the laboratory and the properties of the set geopolymers were investigated before and after exposure to an aggressive CO2 atmosphere. Results of 4-, 10- and 24-weeks exposure of geopolymers were compared with 15 ppg G cement and slag cement samples in the same conditions. Geopolymers demonstrated superior stability over G cement and slag cements at acidic conditions.
- Materials > Chemicals (1.00)
- Energy > Oil & Gas > Upstream (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (0.40)
Virtual Learning Environments for Rock Engineering Education and Training - A Guideline for Development, Examples, and Lessons Learned
Janiszewski, Mateusz (School of Engineering, Aalto University, Finland) | Uotinen, Lauri (School of Engineering, Aalto University, Finland) | Torkan, Masoud (School of Engineering, Aalto University, Finland) | Rinne, Mikael (School of Engineering, Aalto University, Finland)
ABSTRACT: This paper presents the research and educational development activity at Aalto University in creating virtual learning environments for rock engineering education. Virtual learning environments are increasingly recognized as tools to improve engineering education, but their creation requires specialized knowledge of 3D scanning, computer graphics, and game development. The paper discusses a method for creating 3D models of real environments using photogrammetry, along with hardware and software options. The models are then integrated into virtual learning systems built using game engines. Two case examples focusing on digitizing sites for virtual rock mass mapping are presented, and the outcomes and lessons learned are discussed. The paper concludes that accurate and photorealistic virtual learning environments can be developed to enhance rock engineering education and training. This has implications for the future development of virtual learning environments in engineering education and highlights the potential for using extended reality technology to communicate complex spatial data. INTRODUCTION Engineering education and training is undergoing a transformation due to the increasing demand for more innovative teaching methods and learning experiences. Virtual learning environments (VLEs) are becoming a popular solution as they offer students hands-on experiences in a controlled and safe setting (Paulomäki et al. 2022). The use of extended reality technology, such as Virtual Reality (VR) presents significant opportunities for the enhancement of engineering education through immersive visualizations and interactive experiences (Onsel et al. 2018). The use of extended reality technology allows, for example, virtual site visits to complement fieldwork and provide access to inaccessible sites (Godlewska et al. 2023). Despite the recent developments of VLEs for engineering education, their creation remains a challenge. Specialized knowledge in fields such as 3D scanning, photogrammetry, computer graphics, and game development is necessary. The development of VLEs for rock engineering has been studied extensively at Aalto University in recent years (Jastrzebski, 2019; Janiszewski et al. 2020a; 2020b; 2021; 2023; Zhang, 2020. This article provides an overview of the research and educational development activities at Aalto University focused on the creation of virtual learning environments for rock engineering education. It presents a method for developing digital environments based on real locations digitized using a photogrammetry-based approach. This method provides a detailed 3D model of the digitized environment and can be applied to a range of spatial scales and applications. The article also outlines the basic workflow for incorporating the 3D models into virtual learning systems built using game engines and showcases two case studies of real sites digitized for a virtual rock mass mapping system. The main outcomes and lessons learned from these case studies are discussed, and the conclusion summarizes the key findings and provides recommendations for future work in this field.
- Europe (0.71)
- North America > United States (0.68)
- Education > Educational Technology > Educational Software > Computer Based Training (1.00)
- Education > Educational Setting > Online (1.00)
- Education > Curriculum > Subject-Specific Education (1.00)
Abstract The objectives of the project is to develop a blended training program for Stuck Pipe Avoidance using e-Learning, video learning and Virtual Reality, VR, to increase participants attention throughout the course and to enhance knowledge retention. PDO works in a complex, high-risk, high-consequence work environment where accidents can be extremely serious, causing damage to people, assets, and the environment. The traditional multiple day course content was reviewed and updated to incorporate VR technology into a blended training program for Stuck Pipe Avoidance with e-learning, 3D models, animation, and video learning modules so that the company could train their people in the safest way possible whilst providing a high level of realism and knowledge retention and allowing the trainees to learn more effectively and efficiently. Use-case studies and historical experience were incorporated into development of the new content. The vendor used the stage gate approach to get the SME's approval before developing the content into digital formats. A blended approach resulted in increased participants attention and gamified VR training modules helped participants to massively increase their knowledge retention by creating highly immersive virtual learning environments which helped them to focus all of their attention on their training. This creative approach helped the company to deliver training experiences that were truly immersive and engaging without the usual constraints, limitations and costs imposed by the physical world, allowing candidates to fail in a safe environment. Pre and post training questionnaires confirmed Class participation increased, employee motivation increased, and knowledge retention increased, throughout the new blended course compared to the traditional approach. VR is being increasingly used in education and training institutions around the world but has been slow to be adopted by the Oil & Gas industry. This project clearly demonstrates the benefits to include VR technology into a blended approach, being better prepared to mitigate risks in high risk, high consequences environments.
- Energy > Oil & Gas > Upstream (1.00)
- Education > Educational Setting (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (0.74)
Do you ever feel like a fraud? Do you ask yourself, "Who am I to …?" Do you worry that the people around you are so much smarter and more qualified than you are? If so, you likely struggle with impostor syndrome, a term for the feelings of self-doubt and inadequacy many professionals face despite all evidence to the contrary. Impostor syndrome affects roughly 70% of the population, though many of us continue to feel like we're alone in the struggle. It is most common among high achievers, professionals navigating transitions, and those who feel different from the majority culture. Develop a greater understanding of impostor syndrome, including its manifestations and root causes.
- Education > Educational Setting > Online (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (0.85)
Comprehensively reviews the wide range of logging tool designs, operational characteristics, functionalities, and petrophysical interpretation applications for Gamma Ray, Spontaneous Potential, Density and Photoelectric, Neutron Porosity, Sonic and Resistivity well logs. This online training course is categorized under the Reservoir and Completions disciplines.
- Instructional Material > Online (1.00)
- Instructional Material > Course Syllabus & Notes (1.00)
- Energy > Oil & Gas > Upstream (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (1.00)
- Education > Educational Setting > Online (1.00)
Reviews a number of specialized open and cased hole logging tools with their associated well logs. The topic covers nuclear magnetic resonance (NMR); dielectric, sidewall coring, formation testing and sampling, caliper, borehole gravimeter and borehole televiewer tools run in open wellbores, with examples of their well logs. Cased hole pulsed neutron logging tools are reviewed, together with well logs recorded in both pulsed neutron capture and carbon/oxygen logging modes. This online training course is categorized under the Reservoir and Completions disciplines.
- Instructional Material > Course Syllabus & Notes (1.00)
- Instructional Material > Online (0.96)
- Geophysics > Borehole Geophysics (1.00)
- Geophysics > Gravity Surveying > Gravity Acquisition (0.73)
- Energy > Oil & Gas > Upstream (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (1.00)
- Education > Educational Setting > Online (1.00)
Abstract The post-Covid world is witnessing a rise in automation and remote work models. Oilfield operations are becoming increasingly innovation-driven with advances such as digitalization technologies, smart fields and intelligent wells. Proliferation of data is extending career frontiers in data analytics, machine learning and artificial intelligence. Human competence in computer programming is a key enabler of these trends. As a contribution to the Nigerian oil/gas human resources development, the petroleum engineering program at Covenant University recently developed and is implementing a course module on Python programing with oil/gas applications. This paper documents the philosophy, pedagogy, and prospects of this initiative and provides a guide for its implementation across the Nigerian educational space. The module opens with a seminar on the emerging oil/gas opportunities in data science – to stimulate students’ interest. Thereafter, a gentle introduction to computer programming is taught. At its core, the module teaches basics of Python programming language – input/output, objects (values, variables, keywords), conditional and repetitive structures, functions, lists, tuples and dictionaries. The module is enriched with applications in reservoir volumetrics, material balance equation, PVT properties, reservoir discretization and simulation. Hands-on experience is enhanced with class demos and take-home programming assignments featuring simple algorithms. Also, the course features a training on the use of distributed version control (GitHub) for collaboration between students and instructors. All course materials are available on an open-access GitHub repository, with hyperlinks embedded in lecture notes. Ultimately, the course assesses students’ skills with exams set in the context of quasi-real-life projects. The future prospects targeted in this initiative includes a follow-up module on petroleum data analytics and machine learning, incorporation of Python coding into other modules, and a short-course for industry professionals.
- Africa > Nigeria (0.47)
- North America > United States > Arkansas (0.34)
- Energy > Oil & Gas > Upstream (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (1.00)
SPE Online Education: Geothermal is HOT! Let's review the status of the geothermal industry and the industry outlook for SPE members. Technological advancements in recent years, current trends impacting the geothermal activity, the global relevance of clean and renewable power generation and how global and regional changes are enabling a new energy landscape. The SPE Geothermal technical Section in 2023 is deploying a large events calendar based on internal and external collaboration to support the transition of SPE professionals. There has been more innovation in the past 3-5 years than the 20 years before and the oil and gas industry is driving most of it. This webinar is categorized under the Drilling technical discipline.
- Instructional Material > Course Syllabus & Notes (0.86)
- Instructional Material > Online (0.82)
- Energy > Renewable (1.00)
- Energy > Oil & Gas (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (1.00)
- Education > Educational Setting > Online (1.00)
- Instructional Material > Online (1.00)
- Instructional Material > Course Syllabus & Notes (1.00)
- Energy > Oil & Gas > Upstream (1.00)
- Education > Educational Technology > Educational Software > Computer Based Training (1.00)
- Education > Educational Setting > Online (1.00)