XXXI International Mineral Processing Congress 2024 Proceedings/Washington, DC/Sep 29–Oct 3 805
the same time, industry may play a role in co-determining
the focus and new faculty hire in the mining department/
schools.
Potentials for using emerging technologies (e.g., AI/
VR) in enhancing mining education are acknowledged by
industry. Yet to effectively integrate these technologies in
teaching and training, educators have to design learning
tasks according to intended learning outcomes and learn-
ing theories. For instance, the community of inquiry (CoI)
framework was proposed to illustrate that a successful
e-learning experience in the 21st century occurs through
the interaction of cognitive presence, social presence and
teaching presence (Garrison, Anderson, and Archer 1999).
When the CoI framework is used to design a VR learn-
ing environment, educators need to design an environment
that promotes the three presences and helps learners to learn
through active participation and shared meaning-making.
Specifically, cognitive presence is the extent to which learn-
ers are able to construct and confirm meaning through sus-
tained reflection and discourse (Garrison, Anderson, and
Archer 2001). Social presence refers to the ability of learn-
ers to project their personal characteristics into the learning
community, thereby presenting themselves as ‘real people’
(Rourke et al., 1999). Teaching presence is “the design,
facilitation, and direction of cognitive and social processes
for the purpose of realizing personally meaningful and edu-
cationally worthwhile learning outcomes” (Anderson et al.,
2001). We emphasize that a successful technology integra-
tion requires a critical examination of the affordances of
the technology and strategical utilization its affordances to
optimize learning outcomes in a specific learning context.
DISCLAIMER
This paper is a shortened version of the paper published in
the journal of Mining, Metallurgy &Exploration (Chen et
al., 2023).
REFERENCES.
Adach-Pawelus, K. 2020. ‘Towards Sustainable mining in
the didactic process—MEITIM project as an opportu-
nity to increase the attractiveness of mining courses (a
case study of Poland)’, Sustainability, 12.
Anderson, Terry, Rourke Liam, D Randy Garrison, and
Walter Archer. 2001. ‘Assessing teaching presence in a
computer conferencing context’.
Chen, Li-Ting, Leping Liu, Sachin Urade, and Pengbo
Chu. 2023. ‘An Industry Perspective on the Current
US Metal Mining Engineering Education’, Mining,
Metallurgy &Exploration, 40: 1041–58.
Cohen, Jacob. 2013. Statistical power analysis for the behav-
ioral sciences (Academic press).
Faul, F., E. Erdfelder, A. Buchner, and A.G. Lang. 2009.
‘Statistical power analyses using G*Power 31: tests for
correlation and regression analyses’, Behav Res Methods,
41.
Faul, F., E. Erdfelder, A.G. Lang, and A. Buchner. 2007.
‘G*Power 3: a flexible statistical power analysis pro-
gram for the social, behavioral, and biomedical sci-
ences’, Behav Res Methods, 39.
Fox, S. 2020. ‘Americans will need more than three mil-
lion pounds of minerals in their lifetime. https://www.
heavyequipmentguide.ca/article/35041/americans-
will-need-more-than-three-million-pounds-of-miner-
als-in-theirlifetime. Assessed 10 Feb 2023’.
Garrison, D Randy, and J Ben Arbaugh. 2007. ‘Researching
the community of inquiry framework: Review, issues,
and future directions’, The Internet and higher educa-
tion, 10: 157–72.
Garrison, D.R., T. Anderson, and W. Archer. 2001. ‘Critical
thinking, cognitive presence, and computer conferenc-
ing in distance education’, Int J Phytoremediation, 21.
Garrison, D. Randy, Terry Anderson, and Walter Archer.
1999. ‘Critical Inquiry in a Text-Based Environment:
Computer Conferencing in Higher Education’, The
Internet and higher education, 2: 87–105.
Gleason, W. 2021. ‘Workforce issues continue to be a
tough problem for the mining industry’, Min Eng, 73.
Hayes, P. 2019. ‘The world needs metallurgical process
engineers’, JOM, 71.
Knights, P.F. 2020. ‘Short-term supply and demand of
graduate mining engineers in Australia’, Miner Econ,
33.
Rourke, L., T. Anderson, D.R. Garrison, and W. Archer.
1999. ‘Assessing social presence in asynchronous text-
based computer conferencing’, J Distance Educ, 14.
Swann, Group. 2020. ‘Education and industry: approaches
to addressing the mining skills gap. Swann Global
White Paper. https://swannglobal.com/white-paper-
education-and-industry-addressing-the-mining-skills-
gap/. Accessed 11 Nov 2022’.
The World Bank, Group. 2017. ‘The growing role of minerals
and metals for a low carbon future. https://documents1.
worldbank.org/curated/en/207371500386458722/
pdf/117581-WP-P159838-PUBLIC-ClimateSmart-
MiningJuly.pdf. Accessed 1 Jan 2023’.
U.S. Energy Information, Administration. 2011. ‘Annual
energy outlook 2011: with projections to 2035.
Government Printing Office. doi: 10.2172/1019039’.
the same time, industry may play a role in co-determining
the focus and new faculty hire in the mining department/
schools.
Potentials for using emerging technologies (e.g., AI/
VR) in enhancing mining education are acknowledged by
industry. Yet to effectively integrate these technologies in
teaching and training, educators have to design learning
tasks according to intended learning outcomes and learn-
ing theories. For instance, the community of inquiry (CoI)
framework was proposed to illustrate that a successful
e-learning experience in the 21st century occurs through
the interaction of cognitive presence, social presence and
teaching presence (Garrison, Anderson, and Archer 1999).
When the CoI framework is used to design a VR learn-
ing environment, educators need to design an environment
that promotes the three presences and helps learners to learn
through active participation and shared meaning-making.
Specifically, cognitive presence is the extent to which learn-
ers are able to construct and confirm meaning through sus-
tained reflection and discourse (Garrison, Anderson, and
Archer 2001). Social presence refers to the ability of learn-
ers to project their personal characteristics into the learning
community, thereby presenting themselves as ‘real people’
(Rourke et al., 1999). Teaching presence is “the design,
facilitation, and direction of cognitive and social processes
for the purpose of realizing personally meaningful and edu-
cationally worthwhile learning outcomes” (Anderson et al.,
2001). We emphasize that a successful technology integra-
tion requires a critical examination of the affordances of
the technology and strategical utilization its affordances to
optimize learning outcomes in a specific learning context.
DISCLAIMER
This paper is a shortened version of the paper published in
the journal of Mining, Metallurgy &Exploration (Chen et
al., 2023).
REFERENCES.
Adach-Pawelus, K. 2020. ‘Towards Sustainable mining in
the didactic process—MEITIM project as an opportu-
nity to increase the attractiveness of mining courses (a
case study of Poland)’, Sustainability, 12.
Anderson, Terry, Rourke Liam, D Randy Garrison, and
Walter Archer. 2001. ‘Assessing teaching presence in a
computer conferencing context’.
Chen, Li-Ting, Leping Liu, Sachin Urade, and Pengbo
Chu. 2023. ‘An Industry Perspective on the Current
US Metal Mining Engineering Education’, Mining,
Metallurgy &Exploration, 40: 1041–58.
Cohen, Jacob. 2013. Statistical power analysis for the behav-
ioral sciences (Academic press).
Faul, F., E. Erdfelder, A. Buchner, and A.G. Lang. 2009.
‘Statistical power analyses using G*Power 31: tests for
correlation and regression analyses’, Behav Res Methods,
41.
Faul, F., E. Erdfelder, A.G. Lang, and A. Buchner. 2007.
‘G*Power 3: a flexible statistical power analysis pro-
gram for the social, behavioral, and biomedical sci-
ences’, Behav Res Methods, 39.
Fox, S. 2020. ‘Americans will need more than three mil-
lion pounds of minerals in their lifetime. https://www.
heavyequipmentguide.ca/article/35041/americans-
will-need-more-than-three-million-pounds-of-miner-
als-in-theirlifetime. Assessed 10 Feb 2023’.
Garrison, D Randy, and J Ben Arbaugh. 2007. ‘Researching
the community of inquiry framework: Review, issues,
and future directions’, The Internet and higher educa-
tion, 10: 157–72.
Garrison, D.R., T. Anderson, and W. Archer. 2001. ‘Critical
thinking, cognitive presence, and computer conferenc-
ing in distance education’, Int J Phytoremediation, 21.
Garrison, D. Randy, Terry Anderson, and Walter Archer.
1999. ‘Critical Inquiry in a Text-Based Environment:
Computer Conferencing in Higher Education’, The
Internet and higher education, 2: 87–105.
Gleason, W. 2021. ‘Workforce issues continue to be a
tough problem for the mining industry’, Min Eng, 73.
Hayes, P. 2019. ‘The world needs metallurgical process
engineers’, JOM, 71.
Knights, P.F. 2020. ‘Short-term supply and demand of
graduate mining engineers in Australia’, Miner Econ,
33.
Rourke, L., T. Anderson, D.R. Garrison, and W. Archer.
1999. ‘Assessing social presence in asynchronous text-
based computer conferencing’, J Distance Educ, 14.
Swann, Group. 2020. ‘Education and industry: approaches
to addressing the mining skills gap. Swann Global
White Paper. https://swannglobal.com/white-paper-
education-and-industry-addressing-the-mining-skills-
gap/. Accessed 11 Nov 2022’.
The World Bank, Group. 2017. ‘The growing role of minerals
and metals for a low carbon future. https://documents1.
worldbank.org/curated/en/207371500386458722/
pdf/117581-WP-P159838-PUBLIC-ClimateSmart-
MiningJuly.pdf. Accessed 1 Jan 2023’.
U.S. Energy Information, Administration. 2011. ‘Annual
energy outlook 2011: with projections to 2035.
Government Printing Office. doi: 10.2172/1019039’.