Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462303
Rachel A. Louis, H. Matusovich
Many engineering programs have a common first-year curriculum required for all students. The courses tend to be large in size requiring the use of Teaching Assistants (TAs) for implementation. The responsibilities of TAs vary including lecturer, lab instructor, and grader. Despite their significant presence and varied functions, little is known about the roles of TAs as a whole across institutions. This study fills a gap in the literature by describing the roles and responsibilities of TAs in multiple first-year engineering programs across the nation, providing a foundation for future work investigating TA experiences, motivation, and identity development.
{"title":"Work in progress: Describing the responsibilities of Teaching Assistants in first-year engineering programs","authors":"Rachel A. Louis, H. Matusovich","doi":"10.1109/FIE.2012.6462303","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462303","url":null,"abstract":"Many engineering programs have a common first-year curriculum required for all students. The courses tend to be large in size requiring the use of Teaching Assistants (TAs) for implementation. The responsibilities of TAs vary including lecturer, lab instructor, and grader. Despite their significant presence and varied functions, little is known about the roles of TAs as a whole across institutions. This study fills a gap in the literature by describing the roles and responsibilities of TAs in multiple first-year engineering programs across the nation, providing a foundation for future work investigating TA experiences, motivation, and identity development.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122131068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462486
A. J. Mendes, L. Paquete, A. Cardoso, A. Gomes
High failure rates are common in many programming courses worldwide. Many causes for the learning problems have already been identified and different solutions have been proposed. However, the situation remains mostly unchanged. So, new pedagogical approaches are necessary, looking to create learning contexts that motivate students, increase their involvement with course activities, and maximize their learning possibilities. In this paper we present the changes made in the structure of a non-majors introductory programming course, and discuss the results obtained. We also present the results obtained in the first implementation of the new course structure.
{"title":"Increasing student commitment in introductory programming learning","authors":"A. J. Mendes, L. Paquete, A. Cardoso, A. Gomes","doi":"10.1109/FIE.2012.6462486","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462486","url":null,"abstract":"High failure rates are common in many programming courses worldwide. Many causes for the learning problems have already been identified and different solutions have been proposed. However, the situation remains mostly unchanged. So, new pedagogical approaches are necessary, looking to create learning contexts that motivate students, increase their involvement with course activities, and maximize their learning possibilities. In this paper we present the changes made in the structure of a non-majors introductory programming course, and discuss the results obtained. We also present the results obtained in the first implementation of the new course structure.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122667813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462329
Christine F. Reilly, N. D. L. Mora
We examine the impact of using lab exercises based on real-world topics in the CS1 course at the University of Texas - Pan American. In Fall 2010 and Spring 2011 we used drill style exercises. For Fall 2011 and Spring 2012 we created a new set of lab exercises that are based on real-world problems. In this paper we examine impact of the new lab exercises on the number of students who complete the exercises, on the students' grades on the exams, and on the final course grade. For the new lab exercises, the students are provided with an example program that contains extensive comments describing the skills targeted in that lab. Then they complete a similar program on their own. Whenever possible, we used games for the programs. When we could not devise a game exercise, we used problems that the students are likely to encounter in the real world. Sometimes we reused the same game/problem in multiple exercises. We found that many more students completed the lab exercises and the overall course performance improved when we used the new labs.
{"title":"The impact of real-world topic labs on student performance in CS1","authors":"Christine F. Reilly, N. D. L. Mora","doi":"10.1109/FIE.2012.6462329","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462329","url":null,"abstract":"We examine the impact of using lab exercises based on real-world topics in the CS1 course at the University of Texas - Pan American. In Fall 2010 and Spring 2011 we used drill style exercises. For Fall 2011 and Spring 2012 we created a new set of lab exercises that are based on real-world problems. In this paper we examine impact of the new lab exercises on the number of students who complete the exercises, on the students' grades on the exams, and on the final course grade. For the new lab exercises, the students are provided with an example program that contains extensive comments describing the skills targeted in that lab. Then they complete a similar program on their own. Whenever possible, we used games for the programs. When we could not devise a game exercise, we used problems that the students are likely to encounter in the real world. Sometimes we reused the same game/problem in multiple exercises. We found that many more students completed the lab exercises and the overall course performance improved when we used the new labs.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124304699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462528
S. Kellogg, J. Karlin
The department has adopted a holistic student-centered approach to support attributes of the Engineer of 2020. Among these include a culture that embraces intellectual diversity, better team skills, improved problem solving skills, and better complex thinking skills. Strategies incorporating classroom inversion, active learning, and team projects have demonstrated remarkable gains in retention, intellectual diversity, and general problem solving skills. While well above the national average, continued intellectual growth has stagnated over the past three years and remains below that desired both by industry and by the department. In an effort to improve complex thinking skills the department is adopting a developmental approach modeled by Alverno College which has demonstrated substantial growth in many of the attributes of the Engineer of 2020. As a first step towards reducing this "Alverno Gap", the department has adopted a developmental approach which is focused on improved problem solving skills within a team environment. In this paper, we describe the Alverno model, discuss an explicit developmental approach to team skills and processes, and provide some initial insight into using embedded assessment as an integral component of transformative curriculum.
{"title":"Work in progress: A developmental approach to better problem solving: A model for bridging the Alverno Gap","authors":"S. Kellogg, J. Karlin","doi":"10.1109/FIE.2012.6462528","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462528","url":null,"abstract":"The department has adopted a holistic student-centered approach to support attributes of the Engineer of 2020. Among these include a culture that embraces intellectual diversity, better team skills, improved problem solving skills, and better complex thinking skills. Strategies incorporating classroom inversion, active learning, and team projects have demonstrated remarkable gains in retention, intellectual diversity, and general problem solving skills. While well above the national average, continued intellectual growth has stagnated over the past three years and remains below that desired both by industry and by the department. In an effort to improve complex thinking skills the department is adopting a developmental approach modeled by Alverno College which has demonstrated substantial growth in many of the attributes of the Engineer of 2020. As a first step towards reducing this \"Alverno Gap\", the department has adopted a developmental approach which is focused on improved problem solving skills within a team environment. In this paper, we describe the Alverno model, discuss an explicit developmental approach to team skills and processes, and provide some initial insight into using embedded assessment as an integral component of transformative curriculum.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125667572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462340
Devlin Montfort, Geoffrey L. Herman, R. Streveler, Shane A. Brown
The study of students' preconceptions and how they affect their learning in science, technology, engineering and mathematics (STEM) fields is of nationally recognized importance. There are, however, various and contradictory theoretical approaches to conceptual change, and none of them have been rigorously applied in the context of engineering education. This paper is part of a larger study drawing on existing sets of data from a wide range of engineering content areas to develop a theoretical explanation of conceptual change in engineering education. In the work reported here we re-analyze students' understanding of concepts about axially loaded members (from mechanics of materials) and Boolean logic (from digital logic). Previously published analyses of these data argue that the context of a problem or question effects students' reasoning about that concept. These contexts can range from the presence or absence of figures or diagrams to the social contexts of the problem. We explored three potential theoretical explanations for the context-sensitivity of student reasoning: (1) a perceptual cues theory, (2) a domain specificity theory, and (3) a language-based theory. It is argued that these competing theoretical explanations do not contradict each other as much as they overlap, and potentially productive syntheses of the theories are proposed as directions for future work.
{"title":"Assessing the application of three theories of conceptual change to interdisciplinary data sets","authors":"Devlin Montfort, Geoffrey L. Herman, R. Streveler, Shane A. Brown","doi":"10.1109/FIE.2012.6462340","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462340","url":null,"abstract":"The study of students' preconceptions and how they affect their learning in science, technology, engineering and mathematics (STEM) fields is of nationally recognized importance. There are, however, various and contradictory theoretical approaches to conceptual change, and none of them have been rigorously applied in the context of engineering education. This paper is part of a larger study drawing on existing sets of data from a wide range of engineering content areas to develop a theoretical explanation of conceptual change in engineering education. In the work reported here we re-analyze students' understanding of concepts about axially loaded members (from mechanics of materials) and Boolean logic (from digital logic). Previously published analyses of these data argue that the context of a problem or question effects students' reasoning about that concept. These contexts can range from the presence or absence of figures or diagrams to the social contexts of the problem. We explored three potential theoretical explanations for the context-sensitivity of student reasoning: (1) a perceptual cues theory, (2) a domain specificity theory, and (3) a language-based theory. It is argued that these competing theoretical explanations do not contradict each other as much as they overlap, and potentially productive syntheses of the theories are proposed as directions for future work.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125671995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462401
K. Willey, A. Gardner
Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers. Hence, to prepare students for professional practice they require opportunities to experience, practise, reflect and improve their ability to work in collaborative learning environments. While few would argue the benefits of collaborative learning these benefits are not automatic. Thoughtful design including scaffolding to motivate desired approaches and behavior is required. In this paper we report the results of several studies investigating the components of successful collaborative learning activities. We found that assessment scaffolding directed at promoting a culture of learning rather than a focus on passing a series of assessments was effective in engaging students, that formative activities allowed students to focus on learning and that learning from collaborative activities improved if the activities included variation for learning and a confirmation task. Using the results of these studies we developed two frameworks characterizing the elements of collaborative learning activities. In this paper we report investigating the capacity of these frameworks to develop an effective and integrated learning experience for students.
{"title":"Collaborative learning frameworks to promote a positive learning culture","authors":"K. Willey, A. Gardner","doi":"10.1109/FIE.2012.6462401","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462401","url":null,"abstract":"Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers. Hence, to prepare students for professional practice they require opportunities to experience, practise, reflect and improve their ability to work in collaborative learning environments. While few would argue the benefits of collaborative learning these benefits are not automatic. Thoughtful design including scaffolding to motivate desired approaches and behavior is required. In this paper we report the results of several studies investigating the components of successful collaborative learning activities. We found that assessment scaffolding directed at promoting a culture of learning rather than a focus on passing a series of assessments was effective in engaging students, that formative activities allowed students to focus on learning and that learning from collaborative activities improved if the activities included variation for learning and a confirmation task. Using the results of these studies we developed two frameworks characterizing the elements of collaborative learning activities. In this paper we report investigating the capacity of these frameworks to develop an effective and integrated learning experience for students.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129565831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462355
D. L. Dalmon, L. O. Brandão, G. M. Gomes, A. Brandão, Seiji Isotani
Intelligent Tutoring Systems (ITS) provide many features that improve learning and teaching experiences. ITS are usually interactivity-intense and content-specific. Interactivity-intense assignments are recommended for scaffolding learning, while content-specific systems can offer low flexibility regarding its possible pedagogical approaches and its uses by teachers. In order to overcome this limited flexibility, there are systems which let content-specific interactivity aside to provide authoring tools, with which teachers can author intelligent tutored assignments without programming. The generic model proposed herein intends to address this problem providing flexible authoring tools for interactivity-intense assignments with tutoring features, letting teachers benefit from the flexibility of content authoring tools as well as the interactivity usually restricted to content-specific ITS. We introduce an application framework which implements this model, which is available as free software.
{"title":"Work in progress: A generic model for interactivity-intense intelligent tutor authoring tools","authors":"D. L. Dalmon, L. O. Brandão, G. M. Gomes, A. Brandão, Seiji Isotani","doi":"10.1109/FIE.2012.6462355","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462355","url":null,"abstract":"Intelligent Tutoring Systems (ITS) provide many features that improve learning and teaching experiences. ITS are usually interactivity-intense and content-specific. Interactivity-intense assignments are recommended for scaffolding learning, while content-specific systems can offer low flexibility regarding its possible pedagogical approaches and its uses by teachers. In order to overcome this limited flexibility, there are systems which let content-specific interactivity aside to provide authoring tools, with which teachers can author intelligent tutored assignments without programming. The generic model proposed herein intends to address this problem providing flexible authoring tools for interactivity-intense assignments with tutoring features, letting teachers benefit from the flexibility of content authoring tools as well as the interactivity usually restricted to content-specific ITS. We introduce an application framework which implements this model, which is available as free software.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124565058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462489
S. Warren, D. Day
Programming can be an important part of a linear systems (a.k.a., signal and systems) course, as programming projects help to solidify mathematical concepts and provide students with a means to visualize and interpret signal and coefficient behavior. However, students often struggle with programming, leading to frustration that minimizes learning and worsens student attitudes toward the material. To address that need, the Kansas State University (KSU) Electrical & Computer Engineering (ECE) Department recently added a required course, ECE 540 - Applied Scientific Computing, to the ECE curricula to ensure more overall C programming exposure and to serve as a prerequisite to ECE 512 - Linear Systems and other courses that require programming. This paper presents initial assessments of student preparedness for C programming projects in the Fall 2011 and Spring 2012 offerings of ECE 512 following this course prerequisite change. The primary assessment mechanisms are pre- and post-project surveys that address students' proficiency in C, where the survey results are compared to similar surveys offered in prior semesters unaffected by the new course. These analyses indicate greater overall confidence in C programming, a better understanding of the supporting development environments, and an overall improved attitude toward Linear Systems programming projects.
{"title":"The impact of a scientific computing prerequisite on student performance in a linear systems course","authors":"S. Warren, D. Day","doi":"10.1109/FIE.2012.6462489","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462489","url":null,"abstract":"Programming can be an important part of a linear systems (a.k.a., signal and systems) course, as programming projects help to solidify mathematical concepts and provide students with a means to visualize and interpret signal and coefficient behavior. However, students often struggle with programming, leading to frustration that minimizes learning and worsens student attitudes toward the material. To address that need, the Kansas State University (KSU) Electrical & Computer Engineering (ECE) Department recently added a required course, ECE 540 - Applied Scientific Computing, to the ECE curricula to ensure more overall C programming exposure and to serve as a prerequisite to ECE 512 - Linear Systems and other courses that require programming. This paper presents initial assessments of student preparedness for C programming projects in the Fall 2011 and Spring 2012 offerings of ECE 512 following this course prerequisite change. The primary assessment mechanisms are pre- and post-project surveys that address students' proficiency in C, where the survey results are compared to similar surveys offered in prior semesters unaffected by the new course. These analyses indicate greater overall confidence in C programming, a better understanding of the supporting development environments, and an overall improved attitude toward Linear Systems programming projects.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128906239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462416
Christopher B. Williams, Y. Lee, J. Gero, M. Paretti
This paper reports the progress of a three-year longitudinal study on the impact of design education on students' design thinking and practice. Students from two curricula at a large research-intensive state university are being studied. The control group is a major focused on engineering mechanics, which has little formal design education prior to the capstone experience. The experimental group is a mechanical engineering major that uses design as a context for its curriculum. A task-independent protocol analysis method grounded in the Function-Behavior-Structure (FBS) design ontology is utilized to provide a common basis for comparing students across projects and years. This paper presents results of two years of the study, which included students at the beginning and the end of their sophomore year, and at the end of their junior year. The results of analyzing and comparing the percent occurrences of design issues and problem-solution index from the protocol analysis of both cohorts are presented. These results provide an opportunity to investigate and understand how students' design cognition is affected by a design course.
{"title":"Examining the effect of design education on the design cognition: Measurements from protocol studies","authors":"Christopher B. Williams, Y. Lee, J. Gero, M. Paretti","doi":"10.1109/FIE.2012.6462416","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462416","url":null,"abstract":"This paper reports the progress of a three-year longitudinal study on the impact of design education on students' design thinking and practice. Students from two curricula at a large research-intensive state university are being studied. The control group is a major focused on engineering mechanics, which has little formal design education prior to the capstone experience. The experimental group is a mechanical engineering major that uses design as a context for its curriculum. A task-independent protocol analysis method grounded in the Function-Behavior-Structure (FBS) design ontology is utilized to provide a common basis for comparing students across projects and years. This paper presents results of two years of the study, which included students at the beginning and the end of their sophomore year, and at the end of their junior year. The results of analyzing and comparing the percent occurrences of design issues and problem-solution index from the protocol analysis of both cohorts are presented. These results provide an opportunity to investigate and understand how students' design cognition is affected by a design course.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115997843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462523
Kristen M. Bachman, G. Gannod
Recently, inquiry-based learning has been used to enable students to ask scientific questions and come to objective conclusions based on observation and experimentation. Within this context, we have been exploring the impact of mobile devices upon different modes of learning including inquiry-based instruction. While much attention has been on the acquisition of mobile devices for the classroom, mobile learning has the ability to facilitate education beyond the confines of the brick and mortar to improve information retention and student engagement. This paper describes research being performed at Miami University which explores best practices in engaging students in inquiry-based learning experiences using a suite of technological tools (including a mobile app) being developed to support citizen science and research data collection.
{"title":"Work in progress: The effects of mobile learning on inquiry-based instruction","authors":"Kristen M. Bachman, G. Gannod","doi":"10.1109/FIE.2012.6462523","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462523","url":null,"abstract":"Recently, inquiry-based learning has been used to enable students to ask scientific questions and come to objective conclusions based on observation and experimentation. Within this context, we have been exploring the impact of mobile devices upon different modes of learning including inquiry-based instruction. While much attention has been on the acquisition of mobile devices for the classroom, mobile learning has the ability to facilitate education beyond the confines of the brick and mortar to improve information retention and student engagement. This paper describes research being performed at Miami University which explores best practices in engaging students in inquiry-based learning experiences using a suite of technological tools (including a mobile app) being developed to support citizen science and research data collection.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122512954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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