Pub Date : 2009-12-08DOI: 10.1109/FIE.2009.5350853
L. Carter
Service Learning is a program where students utilize skills gained in coursework to benefit members of the community. Students gain practical experience, and those being served gain valuable assistance. Service Learning programs range from volunteer hours added as a requirement to a traditional course to semester or yearlong classes dedicated to Service Learning. Each model has pros and cons and the effectiveness of a particular model can vary based on the characteristics of and resources available at the individual university. This paper presents the evolving model of a year-long course dedicated to Service Learning and housed in the Mathematical, Information and Computer Sciences department of Point Loma Nazarene University. PLNU is a relatively small liberal arts university without an administrative department overseeing Service Learning. The course is one of three options for gaining practical experience. Hence, the program must be flexible enough to provide a good experience for any number of students and combination of majors, and must be self-contained. We have chosen to run our Service Learning course using a business model where student resources can be realigned as necessary to meet project needs. In addition to project assignments, students cover administrative tasks and provide training to other students.
{"title":"The business of Service Learning","authors":"L. Carter","doi":"10.1109/FIE.2009.5350853","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350853","url":null,"abstract":"Service Learning is a program where students utilize skills gained in coursework to benefit members of the community. Students gain practical experience, and those being served gain valuable assistance. Service Learning programs range from volunteer hours added as a requirement to a traditional course to semester or yearlong classes dedicated to Service Learning. Each model has pros and cons and the effectiveness of a particular model can vary based on the characteristics of and resources available at the individual university. This paper presents the evolving model of a year-long course dedicated to Service Learning and housed in the Mathematical, Information and Computer Sciences department of Point Loma Nazarene University. PLNU is a relatively small liberal arts university without an administrative department overseeing Service Learning. The course is one of three options for gaining practical experience. Hence, the program must be flexible enough to provide a good experience for any number of students and combination of majors, and must be self-contained. We have chosen to run our Service Learning course using a business model where student resources can be realigned as necessary to meet project needs. In addition to project assignments, students cover administrative tasks and provide training to other students.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133929141","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 : 2009-12-08DOI: 10.1109/FIE.2009.5350522
Russell Korte, K. Smith
This special session provides an opportunity for participants to engage in a reflective dialogue on the topic of developing student's philosophical inquiry skills. The session will provide participants with a cooperative inquiry environment intended to help engineering educators identify, evaluate, and synthesize a more coherent view of engineering education from a philosophical perspective. Also, this session will advance the ongoing discussion about the philosophical underpinnings of engineering education practice. Note: this special session is designed as a partner session to another special session: Heywood, Grimson, & Korte, Teaching Philosophy in Engineering Courses, Session M4A and a supporting paper by Heywood, Grimson, & Korte, Teaching Philosophy to Engineering Students, also in Session M4A.
{"title":"Special session - developing engineering student's philosophical inquiry skills","authors":"Russell Korte, K. Smith","doi":"10.1109/FIE.2009.5350522","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350522","url":null,"abstract":"This special session provides an opportunity for participants to engage in a reflective dialogue on the topic of developing student's philosophical inquiry skills. The session will provide participants with a cooperative inquiry environment intended to help engineering educators identify, evaluate, and synthesize a more coherent view of engineering education from a philosophical perspective. Also, this session will advance the ongoing discussion about the philosophical underpinnings of engineering education practice. Note: this special session is designed as a partner session to another special session: Heywood, Grimson, & Korte, Teaching Philosophy in Engineering Courses, Session M4A and a supporting paper by Heywood, Grimson, & Korte, Teaching Philosophy to Engineering Students, also in Session M4A.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133387079","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 : 2009-12-08DOI: 10.1109/FIE.2009.5350843
Jay K. Martin, J. Mitchell, J. Welter, J. Wiley
In Mechanical Engineering at the University of Wisconsin, we have been experimenting with approaches to directly assess student performance as a means of providing evidence for improving learning. Based on our experiences using concept inventories to assess student understanding in the thermal science area, we developed a new formative assessment tool that provides feedback to the students and the instructor. Directed feedback is provided to the students to allow them to correct their misunderstandings prior to summative assessment. Additionally, the tools contain redundancy in the topics which allows more precise measurement of understanding. We plan to incorporate these assessment tools into a course management system.
{"title":"Work in progress - use of a system for evaluation of learning and formative feedback in fluid mechanics","authors":"Jay K. Martin, J. Mitchell, J. Welter, J. Wiley","doi":"10.1109/FIE.2009.5350843","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350843","url":null,"abstract":"In Mechanical Engineering at the University of Wisconsin, we have been experimenting with approaches to directly assess student performance as a means of providing evidence for improving learning. Based on our experiences using concept inventories to assess student understanding in the thermal science area, we developed a new formative assessment tool that provides feedback to the students and the instructor. Directed feedback is provided to the students to allow them to correct their misunderstandings prior to summative assessment. Additionally, the tools contain redundancy in the topics which allows more precise measurement of understanding. We plan to incorporate these assessment tools into a course management system.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130353644","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350760
E. Freudenthal, B. Carter, Rafael Escalante
This paper describes the reform of a sophomore-level course in computer organization for the Computer Science BS curriculum at The University of Texas at El Paso, where Java and integrated IDEs have been adopted as the first and primary language and development environments. This effort was motivated by faculty observations and industry feedback indicating that upper-division students and graduates were failing to achieve mastery of non-garbage-collected, strictly imperative languages, such as C. The similarity of C variable semantics to the underlying machine model enables simultaneous mastery of both C and assembly language programming and exposes implementation details that are difficult to teach independently, such as subroutine linkage and management of stack frames. An online lab manual has been developed for this course that is freely available for extension or use by other institutions.
{"title":"Responding to Java-centric CS curricula: Integration of C into a course in computer organization","authors":"E. Freudenthal, B. Carter, Rafael Escalante","doi":"10.1109/FIE.2009.5350760","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350760","url":null,"abstract":"This paper describes the reform of a sophomore-level course in computer organization for the Computer Science BS curriculum at The University of Texas at El Paso, where Java and integrated IDEs have been adopted as the first and primary language and development environments. This effort was motivated by faculty observations and industry feedback indicating that upper-division students and graduates were failing to achieve mastery of non-garbage-collected, strictly imperative languages, such as C. The similarity of C variable semantics to the underlying machine model enables simultaneous mastery of both C and assembly language programming and exposes implementation details that are difficult to teach independently, such as subroutine linkage and management of stack frames. An online lab manual has been developed for this course that is freely available for extension or use by other institutions.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115625265","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350720
Christine Grohowski-Nicometo, Traci M. Nathans-Kelly, K. Anderson
Our study gives voice to the practicing engineer—to let those professionals speak directly about their academic preparations for careers in engineering. In doing so, we gather primary data that reveals the need for change, innovation, and collaboration within undergraduate engineering curricula. Here, we pull information from three sets of data: a) online survey of college of engineering alumni from a large, public university (n= 280); 2) observations on-site within four engineering organizations (n=34); c) interviews completed by freshmen engineering students of practicing engineers (n=60). First, we explore commonalities and differences revealed through the participants' personal narrative about academic and career trajectories. Secondly, we look at their statements about what they value in work projects and colleagues. Common themes emerge from these practicing professionals about the undergrad experience: increase interdisciplinary work, emphasize communication, develop business skills, do more real design work, and foster mentoring relationships. As one participant advised new engineering graduates, “Put away your textbooks and find a mentor…you learn by doing.“
{"title":"Work in progress - educational implications of personal history, undergraduate experience, and professional values of practicing engineers","authors":"Christine Grohowski-Nicometo, Traci M. Nathans-Kelly, K. Anderson","doi":"10.1109/FIE.2009.5350720","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350720","url":null,"abstract":"Our study gives voice to the practicing engineer—to let those professionals speak directly about their academic preparations for careers in engineering. In doing so, we gather primary data that reveals the need for change, innovation, and collaboration within undergraduate engineering curricula. Here, we pull information from three sets of data: a) online survey of college of engineering alumni from a large, public university (n= 280); 2) observations on-site within four engineering organizations (n=34); c) interviews completed by freshmen engineering students of practicing engineers (n=60). First, we explore commonalities and differences revealed through the participants' personal narrative about academic and career trajectories. Secondly, we look at their statements about what they value in work projects and colleagues. Common themes emerge from these practicing professionals about the undergrad experience: increase interdisciplinary work, emphasize communication, develop business skills, do more real design work, and foster mentoring relationships. As one participant advised new engineering graduates, “Put away your textbooks and find a mentor…you learn by doing.“","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127098379","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350803
J. Sticklen, M. Urban-Lurain, D. Briedis
An emerging literature focuses on differences in learning style between the so-called millennial generation and preceding generations of students. Concurrently, engineering educators have developed a number of intuitions about millennial students, most with the common theme of lowered tolerance for lecture settings. Two current threads addressing the “lower attention span problem” are (a) approaches under the rubric active learning and (b) technology developments such as web-enabled screen movies and pod-casts. The second thread is often aimed at a technology “fix.” Experience shows that any technology fix is of itself minimal value. Specifically, our research question is the following: In traditional lecture/laboratory courses what is the effect of replacing lecture sessions with web-based, voice-over slide presentations punctuated with full screen demonstrations and interactive quizzes? We report results from a side-by-side study that replaces lecture with screen movies for three of ten lab sections in a high enrollment, computer tools and problem solving course. Results generally indicate no significant difference between the treatments for learning outcomes, attitudes towards engineering, and attitudes towards the screen movies. Student survey data indicates very favorable attitudes towards the screen movies in general. The results are encouraging given the early state of screen movie development.
{"title":"Engagement of millennial students using web-based screen movies to replace traditional lecture in lecture/lab courses","authors":"J. Sticklen, M. Urban-Lurain, D. Briedis","doi":"10.1109/FIE.2009.5350803","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350803","url":null,"abstract":"An emerging literature focuses on differences in learning style between the so-called millennial generation and preceding generations of students. Concurrently, engineering educators have developed a number of intuitions about millennial students, most with the common theme of lowered tolerance for lecture settings. Two current threads addressing the “lower attention span problem” are (a) approaches under the rubric active learning and (b) technology developments such as web-enabled screen movies and pod-casts. The second thread is often aimed at a technology “fix.” Experience shows that any technology fix is of itself minimal value. Specifically, our research question is the following: In traditional lecture/laboratory courses what is the effect of replacing lecture sessions with web-based, voice-over slide presentations punctuated with full screen demonstrations and interactive quizzes? We report results from a side-by-side study that replaces lecture with screen movies for three of ten lab sections in a high enrollment, computer tools and problem solving course. Results generally indicate no significant difference between the treatments for learning outcomes, attitudes towards engineering, and attitudes towards the screen movies. Student survey data indicates very favorable attitudes towards the screen movies in general. The results are encouraging given the early state of screen movie development.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127179013","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350874
M. Phythian, Jim Taylor, S. Reushle, G. Harris, A. Kist, R. Ayers
This paper outlines a project aimed at addressing the issue of the scalability of online academic support. This project is being run during the Autumn semester at the University of Southern Queensland (USQ) Toowoomba Australia, in conjunction with the Australian Digital Futures Institute. The study attached to the project will use Design-Based Research to evaluate the effectiveness of a simple, but innovative academic content and metadata creation tool referred to as Academic Assist. Academic Assist has been recently developed at USQ, as a plug-in block for the moodle-based Learning Management System employed at USQ for its several hundred online subjects. The pilot project extends over nine subjects, including three consecutive subjects in computer engineering; and covers faculties of Engineering, Education, Business, Science and Arts. Results of the study including acceptance surveys, expert reviews and usage statistics will be presented at FIE 2009.
本文概述了一个旨在解决在线学术支持的可扩展性问题的项目。该项目将于秋季学期在南昆士兰大学(USQ)与澳大利亚数字期货研究所(Australian Digital Futures Institute)合作进行。附属于该项目的研究将使用基于设计的研究(Design-Based Research)来评估一种简单但创新的学术内容和元数据创建工具(即academic Assist)的有效性。USQ最近开发了Academic Assist，作为USQ用于其数百个在线科目的基于模块的学习管理系统的插件模块。试点项目涵盖九个科目，包括三个连续的计算机工程科目;包括工程、教育、商业、科学和艺术学院。该研究的结果包括验收调查、专家评审和使用统计数据将在2009年FIE上公布。
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Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350595
M. Urban-Lurain, Diane Ebert-May, Jennifer L. Momsen, Ryan L. McFall, Matthew B. Jones, B. Leinfelder, J. Sticklen
One of the challenges of research in science education is storing, managing and querying the large amounts of diverse student assessment data that are typically collected in many Science, Technology, Engineering and Mathematics (STEM) courses. Furthermore, longitudinal studies across courses and ABET accreditation necessitate tracking students throughout their academic programs in which each course will have different types of data. Researchers need to manage, assign metadata to, merge, sort, and query all of these data to support instructional decisions, research and accreditation. To address these needs we have constructed a database to support both data-driven instructional decision making and research in STEM education. We have built upon existing metadata standards to define an extensible Educational Metadata Language (EdML) that enables assessments to be tagged based on taxonomies, standard psychometrics such as difficulty and discrimination, and other data to facilitate cross-study analyses. Once a collection of assessment data are available, faculty can examine their assessment data to evaluate historical trends, analyze the effectiveness of pedagogical techniques and strategies, or compare the performance of different teaching and assessment techniques within their course or across institutions.
{"title":"An assessment database for supporting educational research","authors":"M. Urban-Lurain, Diane Ebert-May, Jennifer L. Momsen, Ryan L. McFall, Matthew B. Jones, B. Leinfelder, J. Sticklen","doi":"10.1109/FIE.2009.5350595","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350595","url":null,"abstract":"One of the challenges of research in science education is storing, managing and querying the large amounts of diverse student assessment data that are typically collected in many Science, Technology, Engineering and Mathematics (STEM) courses. Furthermore, longitudinal studies across courses and ABET accreditation necessitate tracking students throughout their academic programs in which each course will have different types of data. Researchers need to manage, assign metadata to, merge, sort, and query all of these data to support instructional decisions, research and accreditation. To address these needs we have constructed a database to support both data-driven instructional decision making and research in STEM education. We have built upon existing metadata standards to define an extensible Educational Metadata Language (EdML) that enables assessments to be tagged based on taxonomies, standard psychometrics such as difficulty and discrimination, and other data to facilitate cross-study analyses. Once a collection of assessment data are available, faculty can examine their assessment data to evaluate historical trends, analyze the effectiveness of pedagogical techniques and strategies, or compare the performance of different teaching and assessment techniques within their course or across institutions.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125100083","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350852
Catherine Marcarelli, L. Carter
Discussions with individuals in industry and with students uncovered a potential disconnect in technological skills. The computer skills students are acquiring might not fully match up with the current needs in the workforce. As members of Engineering and Computer Science departments, the responsibility often falls on us to provide service courses in technology. But is this the correct approach, and if so, what should be provided? The goal of this research project is to detect any gaps in computer knowledge that might exist between academia and industry. To this end various PLNU alumni in diverse and distinguished areas of employment were interviewed and surveyed in order to discover the technological skills needed by professionals in their fields. Additionally, all undergraduate students at PLNU were given the opportunity to respond to a survey to determine their fluency with key computer skills. Suggestions are made regarding how to address the possible disparity between knowledge and need.
{"title":"Work in progress - bridging the technology gap: An analysis of industry needs and student skills","authors":"Catherine Marcarelli, L. Carter","doi":"10.1109/FIE.2009.5350852","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350852","url":null,"abstract":"Discussions with individuals in industry and with students uncovered a potential disconnect in technological skills. The computer skills students are acquiring might not fully match up with the current needs in the workforce. As members of Engineering and Computer Science departments, the responsibility often falls on us to provide service courses in technology. But is this the correct approach, and if so, what should be provided? The goal of this research project is to detect any gaps in computer knowledge that might exist between academia and industry. To this end various PLNU alumni in diverse and distinguished areas of employment were interviewed and surveyed in order to discover the technological skills needed by professionals in their fields. Additionally, all undergraduate students at PLNU were given the opportunity to respond to a survey to determine their fluency with key computer skills. Suggestions are made regarding how to address the possible disparity between knowledge and need.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115218089","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 : 2009-10-18DOI: 10.1109/FIE.2009.5350855
J. Guevara
This paper discusses how an educational simulator was designed and developed to support the teaching - learning process in the topic of single and fractioned distillation in a chemistry's course, taking into account the importance of didactical units to plan syllabus and the way in which educational simulators can be integrated as tools for a course in order to enhance learning activities under a web learning environment. Moreover, this paper discusses how the constructivism pedagogical model and the problem-based learning model were used inside the simulator in order to propose a model that can be followed to design other educational tools for chemistry, and obtaining a simulator completely developed with open source software. The model proposed in this paper consist of three main components, which are the didactic unit, the educational simulator and the pedagogical and didactical approaches, those components are described and were defined taking into account teachers and student's needs in the topic mentioned. First of all, in this paper is described the problematic and background, followed by a description of didactic units and educational simulators. After that, there is a description of the solution proposed and finally the methodologies and outcomes are discussed.
{"title":"Model of simulator for the teaching of chemical distillation","authors":"J. Guevara","doi":"10.1109/FIE.2009.5350855","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350855","url":null,"abstract":"This paper discusses how an educational simulator was designed and developed to support the teaching - learning process in the topic of single and fractioned distillation in a chemistry's course, taking into account the importance of didactical units to plan syllabus and the way in which educational simulators can be integrated as tools for a course in order to enhance learning activities under a web learning environment. Moreover, this paper discusses how the constructivism pedagogical model and the problem-based learning model were used inside the simulator in order to propose a model that can be followed to design other educational tools for chemistry, and obtaining a simulator completely developed with open source software. The model proposed in this paper consist of three main components, which are the didactic unit, the educational simulator and the pedagogical and didactical approaches, those components are described and were defined taking into account teachers and student's needs in the topic mentioned. First of all, in this paper is described the problematic and background, followed by a description of didactic units and educational simulators. After that, there is a description of the solution proposed and finally the methodologies and outcomes are discussed.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122509241","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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