Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350842
Beth M. Holloway, T. Reed-Rhoads, R. Dohrman, Nathalie Duval-Couetil
Using as the initial foundation a new undergraduate course offered through Purdue University's Entrepreneurship Program called “Women and Leadership”, a much needed graduate course on “Gender and Leadership” was developed. Benchmarking of similar courses was incorporated with a literature search related to gender, leadership, and the intersection of the two. These areas are of high importance to the future of engineering education in relation to diversity and skills. The resulting course examines gender and leadership as well as their intersections and their relevance to the lives of engineers and engineering educators. The course explores the social constructions of gender, gendered organizations, gendered leadership, obstacles to women's full participation in leadership positions, the intersections of gender with race, ethnicity, class and those effects on leadership, and a framework for gender equity. Students have the opportunity to explore facets of diversity (gender, race, and ethnicity) and its affect on the majority and non-majority populations with respect to leadership positions, particularly within an engineering professional context.
{"title":"Work in progress - gender and leadership: The creation of a graduate course","authors":"Beth M. Holloway, T. Reed-Rhoads, R. Dohrman, Nathalie Duval-Couetil","doi":"10.1109/FIE.2009.5350842","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350842","url":null,"abstract":"Using as the initial foundation a new undergraduate course offered through Purdue University's Entrepreneurship Program called “Women and Leadership”, a much needed graduate course on “Gender and Leadership” was developed. Benchmarking of similar courses was incorporated with a literature search related to gender, leadership, and the intersection of the two. These areas are of high importance to the future of engineering education in relation to diversity and skills. The resulting course examines gender and leadership as well as their intersections and their relevance to the lives of engineers and engineering educators. The course explores the social constructions of gender, gendered organizations, gendered leadership, obstacles to women's full participation in leadership positions, the intersections of gender with race, ethnicity, class and those effects on leadership, and a framework for gender equity. Students have the opportunity to explore facets of diversity (gender, race, and ethnicity) and its affect on the majority and non-majority populations with respect to leadership positions, particularly within an engineering professional context.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"45 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":"128002761","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.2009.5350779
Gwen Nugent, K. Kupzyk, S. Riley, L. D. Miller, Jesse Hostetler, Leen-Kiat Soh, A. Samal
The iLOG Project (Intelligent Learning Object Guide) is designed to augment multimedia learning objects with information about (1) how a learning object has been used, (2) how it has impacted instruction and learning, and (3) how it should be used. The goal of the project is to generate metadata tags from data collected while students interact with learning objects; these metadata tags can then be used to help teachers identify learning objects that match the educational and experiential backgrounds of their students. The project involves the development of an agent-based intelligent system for tracking student interaction with learning objects, in tandem with an extensive learning research agenda. This paper provides an overview of this NSF-funded project, focusing on the instructional approach and research on varying levels of active learning and feedback. Using a randomized design and a hierarchical linear modeling framework, research showed that the active learning conditions resulted in significantly higher student learning. The elaborative feedback results approached (p = .056), but did not reach, the established significance criteria of alpha = .05. Both active learning conditions and one of the elaborative feedback conditions resulted in significantly higher content assessment scores compared to a control group.
{"title":"Empirical usage metadata in learning objects","authors":"Gwen Nugent, K. Kupzyk, S. Riley, L. D. Miller, Jesse Hostetler, Leen-Kiat Soh, A. Samal","doi":"10.1109/FIE.2009.5350779","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350779","url":null,"abstract":"The iLOG Project (Intelligent Learning Object Guide) is designed to augment multimedia learning objects with information about (1) how a learning object has been used, (2) how it has impacted instruction and learning, and (3) how it should be used. The goal of the project is to generate metadata tags from data collected while students interact with learning objects; these metadata tags can then be used to help teachers identify learning objects that match the educational and experiential backgrounds of their students. The project involves the development of an agent-based intelligent system for tracking student interaction with learning objects, in tandem with an extensive learning research agenda. This paper provides an overview of this NSF-funded project, focusing on the instructional approach and research on varying levels of active learning and feedback. Using a randomized design and a hierarchical linear modeling framework, research showed that the active learning conditions resulted in significantly higher student learning. The elaborative feedback results approached (p = .056), but did not reach, the established significance criteria of alpha = .05. Both active learning conditions and one of the elaborative feedback conditions resulted in significantly higher content assessment scores compared to a control group.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"194 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":"115819083","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}
{"title":"Work in progress - IEEEXtreme: From a student competition to the promotion of real-world programming education","authors":"R. J. Machado, Pedro Guerreiro, Elizabeth Johnston, M. Delimar, Miguel A. Brito","doi":"10.1109/FIE.2009.5350540","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350540","url":null,"abstract":"IEEEXtreme is an IEEE Student Activities Committee initiative to create a worldwide programming contest for IEEE Student Branches.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"1 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":"130080206","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.2009.5350497
T. Saddler
This qualitative study explored the socialization process of doctoral students aspiring faculty careers. Using qualitative methods, 20 engineering doctoral students from four Predominately White Research Institutions were interviewed to understand what knowledge and skills students learned about research while working collaboratively with faculty mentors. Findings suggest that by conducting “problem solving” research during the research collaborative experience with faculty mentors, engineering doctoral students discovered their capabilities to contribute innovative research to the field that is highly competitive in addition to gaining perseverance during the research process.
{"title":"Exploring what engineering doctoral students, aspiring to faculty careers learn about research from faculty mentors","authors":"T. Saddler","doi":"10.1109/FIE.2009.5350497","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350497","url":null,"abstract":"This qualitative study explored the socialization process of doctoral students aspiring faculty careers. Using qualitative methods, 20 engineering doctoral students from four Predominately White Research Institutions were interviewed to understand what knowledge and skills students learned about research while working collaboratively with faculty mentors. Findings suggest that by conducting “problem solving” research during the research collaborative experience with faculty mentors, engineering doctoral students discovered their capabilities to contribute innovative research to the field that is highly competitive in addition to gaining perseverance during the research process.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"298 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":"134272097","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.2009.5350539
F. M. Mikic Fonte, J. Rial, M. Llamas-Nistal, D. F. Hermida
INES (INtelligent Educational System) is a functional prototype of an online learning platform, which combines three essential capabilities related to e-learning activities. These capabilities are those related to Learning Management Systems, Learning Content Management Systems, and Intelligent Tutoring Systems. To carry out all these functionalities, our system, as a whole, comprises a set of different tools and technologies, as follows: an intelligent chatterbot which is able to communicate with students in natural language, an intelligent agent based on BDI (Believes, Desires, Intentions) technology which acts as the brain of the system, an inference engine based on JESS (a rule engine for the Java platform), and an ontology. At the present paper we will focus on this ontology, which is used in the platform to provide semantic support for system users (administrators, teachers, and students), their activities, and the learning contents. We will specifically address the architecture and performance of the ontology, and their contribution to INES.
{"title":"Using semantics in INES, an Intelligent Educational System","authors":"F. M. Mikic Fonte, J. Rial, M. Llamas-Nistal, D. F. Hermida","doi":"10.1109/FIE.2009.5350539","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350539","url":null,"abstract":"INES (INtelligent Educational System) is a functional prototype of an online learning platform, which combines three essential capabilities related to e-learning activities. These capabilities are those related to Learning Management Systems, Learning Content Management Systems, and Intelligent Tutoring Systems. To carry out all these functionalities, our system, as a whole, comprises a set of different tools and technologies, as follows: an intelligent chatterbot which is able to communicate with students in natural language, an intelligent agent based on BDI (Believes, Desires, Intentions) technology which acts as the brain of the system, an inference engine based on JESS (a rule engine for the Java platform), and an ontology. At the present paper we will focus on this ontology, which is used in the platform to provide semantic support for system users (administrators, teachers, and students), their activities, and the learning contents. We will specifically address the architecture and performance of the ontology, and their contribution to INES.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"10 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":"131762581","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.2009.5350515
Rubén Míguez, Juan M. Santos, L. Anido
Modern societies have recently changed their point of view about childhood education. Nowadays, kindergarten teachers are not only responsible for children's upbringing but they complement the educational role of families at home. In this new educational scenario, families and teachers present novel demands as real-time information about centers and its services, tools to track children progress or recommend new activities, new ways of communication, etc. Integration of ICT tools can offer a solution to those demands. Some electronic devices and software applications are being applied to this educational domain. However, they are used in isolation, lacking integration mechanisms that would improve their efficiency. This paper proposes a holistic framework that provides a set of ICT-based services designed taking into consideration the distinctive features of early care settings. We present the main design guidelines of a standard-based Reference Architecture that fosters interoperability and convergence between diverse technologies and heterogeneous systems. The deployment of such a system, based upon Standards and Specifications for Learning Technologies, facilitates the development and integration of ICT tools. It supports early childhood education processes, encourages parents involvement and fosters the cooperation between families and practitioners.
{"title":"A holistic framework to support ICT-based early childhood education processes","authors":"Rubén Míguez, Juan M. Santos, L. Anido","doi":"10.1109/FIE.2009.5350515","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350515","url":null,"abstract":"Modern societies have recently changed their point of view about childhood education. Nowadays, kindergarten teachers are not only responsible for children's upbringing but they complement the educational role of families at home. In this new educational scenario, families and teachers present novel demands as real-time information about centers and its services, tools to track children progress or recommend new activities, new ways of communication, etc. Integration of ICT tools can offer a solution to those demands. Some electronic devices and software applications are being applied to this educational domain. However, they are used in isolation, lacking integration mechanisms that would improve their efficiency. This paper proposes a holistic framework that provides a set of ICT-based services designed taking into consideration the distinctive features of early care settings. We present the main design guidelines of a standard-based Reference Architecture that fosters interoperability and convergence between diverse technologies and heterogeneous systems. The deployment of such a system, based upon Standards and Specifications for Learning Technologies, facilitates the development and integration of ICT tools. It supports early childhood education processes, encourages parents involvement and fosters the cooperation between families and practitioners.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"11 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":"130893177","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.2009.5350664
L. Kahle, K. Hansen
In response to recommendations provided by the Danish government, in order to meet the challenges we are facing in our globalized world, we have recently redesigned one of our courses in the Global Business Engineering program. We are striving to make innovation as a topic even more relevant by studying how companies can innovate that are above and beyond traditional product development. This broader scope, business innovation, includes investigating sources and drivers of innovation, incorporating design thinking, and embracing customer centricity as a mindset. In short it is about looking for the best combination of technical know-how and market expertise in a competitive, cross-cultural, environment.
{"title":"Work in progress - globalization and business innovation: How do we best prepare millennial-generation engineering students for complex challenges?","authors":"L. Kahle, K. Hansen","doi":"10.1109/FIE.2009.5350664","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350664","url":null,"abstract":"In response to recommendations provided by the Danish government, in order to meet the challenges we are facing in our globalized world, we have recently redesigned one of our courses in the Global Business Engineering program. We are striving to make innovation as a topic even more relevant by studying how companies can innovate that are above and beyond traditional product development. This broader scope, business innovation, includes investigating sources and drivers of innovation, incorporating design thinking, and embracing customer centricity as a mindset. In short it is about looking for the best combination of technical know-how and market expertise in a competitive, cross-cultural, environment.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"81 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":"130850468","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.2009.5350856
J. Trenor, D. Grant
The ultimate purpose of this work-in-progress is to contribute to increased recruitment and retention efforts for first generation college students studying engineering at the undergraduate level. This paper describes the first stages of a project which aims to translate the authors' research into a “tool kit” of practical outreach and recruitment materials (e.g., brochures, slides, web-based information) for use and adaptation by the engineering education community. With the completion of this work, outreach and recruitment staff, diversity program personnel, teaching faculty and administrators will be equipped with information and materials that will help them to recognize and address the distinct barriers first generation college students face in pursuing an engineering education. Research conducted at two institutions (a diverse urban, commuter university and a predominately White residential school in a rural area) guides the tool kit development.
{"title":"Work in progress - a research-based tool kit for communicating unique messages about engineering to first generation college students","authors":"J. Trenor, D. Grant","doi":"10.1109/FIE.2009.5350856","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350856","url":null,"abstract":"The ultimate purpose of this work-in-progress is to contribute to increased recruitment and retention efforts for first generation college students studying engineering at the undergraduate level. This paper describes the first stages of a project which aims to translate the authors' research into a “tool kit” of practical outreach and recruitment materials (e.g., brochures, slides, web-based information) for use and adaptation by the engineering education community. With the completion of this work, outreach and recruitment staff, diversity program personnel, teaching faculty and administrators will be equipped with information and materials that will help them to recognize and address the distinct barriers first generation college students face in pursuing an engineering education. Research conducted at two institutions (a diverse urban, commuter university and a predominately White residential school in a rural area) guides the tool kit development.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"9 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":"133628895","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.2009.5350541
Luis Inostroza Cueva, M. Murota, Toshihiro Hayashi, Hiroyuki Mitsuhara, Naka Gotoda, Y. Yano
This study focuses on the issue of how kanji learners mentally “deconstruct” a kanji as they view it and how they may update this visual deconstruction over time as they learn kanji. The research problem deals with the question of whether or not an innovative kanji learning approach, the “Learner's Visualization (LV) Approach”, assists learners in significantly updating their personal kanji deconstruction visualization (which refers to how the learner visually divides a given kanji into smaller, manageable parts). With the LV Approach, in contrast to other kanji learning approaches, kanji learners themselves decide which way to divide a kanji into smaller parts, allowing them to thus choose the complexity level and number of parts of that particular kanji according to their personal visual cognition. To support the analysis of the kanji visualization process, we developed a kanji learning support system based on the LV Approach. The analysis of our results proves the existence of the positive effect of using this novel approach in kanji learning; learners progressively move towards visually dividing kanji into fewer and fewer blocks.
{"title":"Cognitive effects of the LV Approach on kanji learners: A novel approach using learner's personal visual cognition","authors":"Luis Inostroza Cueva, M. Murota, Toshihiro Hayashi, Hiroyuki Mitsuhara, Naka Gotoda, Y. Yano","doi":"10.1109/FIE.2009.5350541","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350541","url":null,"abstract":"This study focuses on the issue of how kanji learners mentally “deconstruct” a kanji as they view it and how they may update this visual deconstruction over time as they learn kanji. The research problem deals with the question of whether or not an innovative kanji learning approach, the “Learner's Visualization (LV) Approach”, assists learners in significantly updating their personal kanji deconstruction visualization (which refers to how the learner visually divides a given kanji into smaller, manageable parts). With the LV Approach, in contrast to other kanji learning approaches, kanji learners themselves decide which way to divide a kanji into smaller parts, allowing them to thus choose the complexity level and number of parts of that particular kanji according to their personal visual cognition. To support the analysis of the kanji visualization process, we developed a kanji learning support system based on the LV Approach. The analysis of our results proves the existence of the positive effect of using this novel approach in kanji learning; learners progressively move towards visually dividing kanji into fewer and fewer blocks.","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":"132646469","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.2009.5350773
Stephen Jacobs, Christopher A. Egert, S. Barnes
Social media are more than just a buzzword or an interesting phenomenon to our teenagers, they are a way of life. Research shows that active participation on sites like Facebook, communicating via texting and chat programs, and creating blogs are everyday occurrences for a generation of students. Yet these same students do not consider the impact of these tools on their lives for good or ill. Furthermore, they have not seriously considered the design, development and application of these tools; either as support systems throughout their professional careers or as a field in which they could find employment. This paper describes a course created to examine design and use of social media while evaluating the use of CMS and social media tools as part of the course itself.
{"title":"Social Media Theory and Practice: Lessons learned for a pioneering course","authors":"Stephen Jacobs, Christopher A. Egert, S. Barnes","doi":"10.1109/FIE.2009.5350773","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350773","url":null,"abstract":"Social media are more than just a buzzword or an interesting phenomenon to our teenagers, they are a way of life. Research shows that active participation on sites like Facebook, communicating via texting and chat programs, and creating blogs are everyday occurrences for a generation of students. Yet these same students do not consider the impact of these tools on their lives for good or ill. Furthermore, they have not seriously considered the design, development and application of these tools; either as support systems throughout their professional careers or as a field in which they could find employment. This paper describes a course created to examine design and use of social media while evaluating the use of CMS and social media tools as part of the course itself.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"121 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":"133258980","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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