Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350631
Anna Pereira, Michele H. Miller
Students come to universities with different goal orientations and therefore have different needs. Identifying varying orientation approaches, by highlighting differentiating traits, is a necessary step for developing a curriculum that will challenge and develop all students. This paper focuses specifically on three goal orientations which are performance approach, performance avoid, and mastery approach. This study explored these orientations using a mixed methods approach of quantitative surveys of seventeen students followed by qualitative interviews of five students. The Pittsburgh Freshman Engineering Survey was selected as the survey tool, and questions demonstrating qualities of different goal orientations were identified. The survey results identified the primary goal orientation for each student. The students with the strongest orientation in each category were identified, and some of these were subsequently interviewed. From the interview summaries and literature research, recommendations were developed for meeting the needs of the three goal orientations. While the recommendations specifically target the junior level Energy Lab at our university, they can be applied much more broadly.
{"title":"Examination of student's motivational beliefs and faculty's role","authors":"Anna Pereira, Michele H. Miller","doi":"10.1109/FIE.2009.5350631","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350631","url":null,"abstract":"Students come to universities with different goal orientations and therefore have different needs. Identifying varying orientation approaches, by highlighting differentiating traits, is a necessary step for developing a curriculum that will challenge and develop all students. This paper focuses specifically on three goal orientations which are performance approach, performance avoid, and mastery approach. This study explored these orientations using a mixed methods approach of quantitative surveys of seventeen students followed by qualitative interviews of five students. The Pittsburgh Freshman Engineering Survey was selected as the survey tool, and questions demonstrating qualities of different goal orientations were identified. The survey results identified the primary goal orientation for each student. The students with the strongest orientation in each category were identified, and some of these were subsequently interviewed. From the interview summaries and literature research, recommendations were developed for meeting the needs of the three goal orientations. While the recommendations specifically target the junior level Energy Lab at our university, they can be applied much more broadly.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"100 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":"128469210","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.2009.5350503
M. Baker, Brian Nutter
Four-year universities exhibit very low two-year retention within engineering fields. Community colleges represent an attractive source to replace those cohort losses with upper division transfer students. The community college system, however, is often used inefficiently by those students, who often find that they have much longer courses of study remaining after they arrive at a university to study engineering. Summer internships that expose community college students to the university environment and to engineering design processes are a valuable tool to ease student transition. Distance education offerings of introductory engineering courses improve curriculum efficiency. Increased student awareness and communication with university faculty and specialized advisors will improve student recruiting and retention through this valuable state resource.
{"title":"Work in progress - establishing and maintaining successful community college partnerships","authors":"M. Baker, Brian Nutter","doi":"10.1109/FIE.2009.5350503","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350503","url":null,"abstract":"Four-year universities exhibit very low two-year retention within engineering fields. Community colleges represent an attractive source to replace those cohort losses with upper division transfer students. The community college system, however, is often used inefficiently by those students, who often find that they have much longer courses of study remaining after they arrive at a university to study engineering. Summer internships that expose community college students to the university environment and to engineering design processes are a valuable tool to ease student transition. Distance education offerings of introductory engineering courses improve curriculum efficiency. Increased student awareness and communication with university faculty and specialized advisors will improve student recruiting and retention through this valuable state resource.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"13 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":"128648613","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.2009.5350696
D. Tappan
ShelbySim is a student-friendly, pedagogy-oriented integrated development environment for designing, simulating, and evaluating a wide range of multidisciplinary, computer-based systems-engineering concepts and applications. Its components emphasize software, hardware, and a holistic combination of the two in realistic operational contexts. The software component provides a Java-like object-oriented programming language, Shelby, a full-fledged, transparent compiler with extensive logging, tracing, and inspection capabilities, and a runtime system for executing its programs. The hardware component supports designing and implementing conceptualized representations of embedded systems and computer architectures, which interoperate with the software. The interfacing, simulation, and evaluation components provide a flexible, interactive framework for running controlled experiments on the software and hardware. The simulation also generates extensive data for quantitative performance analysis, evaluation, and reporting.
{"title":"Work in progress - ShelbySim: A holistic pedagogy-oriented simulator for computer systems","authors":"D. Tappan","doi":"10.1109/FIE.2009.5350696","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350696","url":null,"abstract":"ShelbySim is a student-friendly, pedagogy-oriented integrated development environment for designing, simulating, and evaluating a wide range of multidisciplinary, computer-based systems-engineering concepts and applications. Its components emphasize software, hardware, and a holistic combination of the two in realistic operational contexts. The software component provides a Java-like object-oriented programming language, Shelby, a full-fledged, transparent compiler with extensive logging, tracing, and inspection capabilities, and a runtime system for executing its programs. The hardware component supports designing and implementing conceptualized representations of embedded systems and computer architectures, which interoperate with the software. The interfacing, simulation, and evaluation components provide a flexible, interactive framework for running controlled experiments on the software and hardware. The simulation also generates extensive data for quantitative performance analysis, evaluation, and reporting.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"127 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":"128660169","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.2009.5350847
R. Clark, George H. Flowers, Peter E. Doolittle, K. Meehan, R. Hendricks
Building upon of a set of innovative hands-on laboratory courses developed at Virginia Tech (VT) known as Lab-in-a-Box (LiaB), LiaB is now being expanded to Virginia Community Colleges (VCCS) where faculty from VT and the VCCS are working to incorporate LiaB into the engineering and engineering technology programs. As implemented at VT, the students design, build, and test at home various d.c. and a.c. circuits using an inexpensive electronics and demonstrate the operation of these circuits in an open classroom environment. LiaB covers topics ranging from simple resistive circuits to filters and provides students a physical representation of models created in various circuit modeling software programs. Modifications to the way in which the students are engaged in the LiaB experiments have been instituted at three VCCS community colleges to tailor the laboratory experience to instructional environment at each school. Learning materials are under development, to support students to achieve a deeper depth of learning of the underlying circuit theory. Non-traditional dissemination avenues, such as podcasts and Flash tutorials, are being considered as a means to engage students in the learning process. Evaluation of the courses and learning materials and assessment of the learning outcomes at VT and at the three VCCS has recently begun.
{"title":"Work in progress - transitioning Lab-in-a-Box (LiaB) to the community college setting","authors":"R. Clark, George H. Flowers, Peter E. Doolittle, K. Meehan, R. Hendricks","doi":"10.1109/FIE.2009.5350847","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350847","url":null,"abstract":"Building upon of a set of innovative hands-on laboratory courses developed at Virginia Tech (VT) known as Lab-in-a-Box (LiaB), LiaB is now being expanded to Virginia Community Colleges (VCCS) where faculty from VT and the VCCS are working to incorporate LiaB into the engineering and engineering technology programs. As implemented at VT, the students design, build, and test at home various d.c. and a.c. circuits using an inexpensive electronics and demonstrate the operation of these circuits in an open classroom environment. LiaB covers topics ranging from simple resistive circuits to filters and provides students a physical representation of models created in various circuit modeling software programs. Modifications to the way in which the students are engaged in the LiaB experiments have been instituted at three VCCS community colleges to tailor the laboratory experience to instructional environment at each school. Learning materials are under development, to support students to achieve a deeper depth of learning of the underlying circuit theory. Non-traditional dissemination avenues, such as podcasts and Flash tutorials, are being considered as a means to engage students in the learning process. Evaluation of the courses and learning materials and assessment of the learning outcomes at VT and at the three VCCS has recently begun.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"42 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":"127532904","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.2009.5350575
J. Greenslade
When large engineering courses assess work marked by several markers, issues of consistency often arise. Data was collected from a first year Mathematical Modeling course of 467 students, where 18 markers were employed to mark the 10 weekly assignments. Control scripts were also marked by the lecturer and compared with the results from each marker. An acceptable level of variability was established by correlating the assignment data with final examination marks for each student group. The resulting thresholds will, in future, be used to quickly identify markers who may need additional training or guidance. Lecturers were also asked to mark a small number of student scripts to act as exemplars for the markers. This approach gave the lecturer a previously unavailable opportunity to trial and modify the marking schedule before it was given to the markers. The results of this study have lead to improvements in the way markers are supported and monitored within the local engineering department, but could also be of relevance to other departments and disciplines. The engagement of lecturers in creating exemplar marked assignments has also proved an excellent opportunity to increase the engagement of teaching staff with the assessment process and hence the student learning experience.
{"title":"Assessment management in large courses","authors":"J. Greenslade","doi":"10.1109/FIE.2009.5350575","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350575","url":null,"abstract":"When large engineering courses assess work marked by several markers, issues of consistency often arise. Data was collected from a first year Mathematical Modeling course of 467 students, where 18 markers were employed to mark the 10 weekly assignments. Control scripts were also marked by the lecturer and compared with the results from each marker. An acceptable level of variability was established by correlating the assignment data with final examination marks for each student group. The resulting thresholds will, in future, be used to quickly identify markers who may need additional training or guidance. Lecturers were also asked to mark a small number of student scripts to act as exemplars for the markers. This approach gave the lecturer a previously unavailable opportunity to trial and modify the marking schedule before it was given to the markers. The results of this study have lead to improvements in the way markers are supported and monitored within the local engineering department, but could also be of relevance to other departments and disciplines. The engagement of lecturers in creating exemplar marked assignments has also proved an excellent opportunity to increase the engagement of teaching staff with the assessment process and hence the student learning experience.","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":"130097937","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.2009.5350849
J. Getty
Physics education research and the development of “inquiry” teaching methods over the last 20 years have, by all measures, significantly reduced misconceptions and improved student understanding in physics. But adoption of these methods in upper division science and engineering courses has been slow. This paper describes the modification of an electronics/circuits course designed for physics majors to determine whether the benefits of the inquiry method can be extended to upper level circuits/electronics courses. Formative and summative assessments and methods for evaluation of student misconceptions and understanding including the application of a standardized electric circuit concept inventory instrument are described. The results suggest that inquiry teaching methods implemented in upper level university courses contribute significantly to extinguishing common misconceptions and improving long-term understanding of the material. With so much to be gained it is time for the engineering education community to embrace these concepts and implement the fruits of physics education research for the benefit of our students and the world community.
{"title":"Assessing inquiry learning in a circuits/electronics course","authors":"J. Getty","doi":"10.1109/FIE.2009.5350849","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350849","url":null,"abstract":"Physics education research and the development of “inquiry” teaching methods over the last 20 years have, by all measures, significantly reduced misconceptions and improved student understanding in physics. But adoption of these methods in upper division science and engineering courses has been slow. This paper describes the modification of an electronics/circuits course designed for physics majors to determine whether the benefits of the inquiry method can be extended to upper level circuits/electronics courses. Formative and summative assessments and methods for evaluation of student misconceptions and understanding including the application of a standardized electric circuit concept inventory instrument are described. The results suggest that inquiry teaching methods implemented in upper level university courses contribute significantly to extinguishing common misconceptions and improving long-term understanding of the material. With so much to be gained it is time for the engineering education community to embrace these concepts and implement the fruits of physics education research for the benefit of our students and the world community.","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":"128926780","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.2009.5350616
A. Johri
In this paper I identify two shortcomings of current research on global engineering and provide solutions that can overcome them. I argue that current research on global engineering 1) lacks an in-depth understanding of engineering work practices and 2) suffers from challenges in translating findings into suitable curricula. This negatively impacts both what we know about how engineers work and how we can prepare future engineers for participation in the global workplace. I draw on two sources, literature from organization science and a primary field study of engineering practitioners, to identify three strategies useful for working successfully in global settings: 1) bridging perspectives across boundaries, 2) creating a common identity, and 3) constructing boundary-spanning socio-technical practices. Finally, I draw on recent research on teaching about complexity to discuss how situated interpretation of actual field data - in the form of cases - can be used as a teaching aid and allow students to develop generalized models applicable to other situations.
{"title":"Preparing engineers for a global world: identifying and teaching strategies for sensemaking and creating new practices","authors":"A. Johri","doi":"10.1109/FIE.2009.5350616","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350616","url":null,"abstract":"In this paper I identify two shortcomings of current research on global engineering and provide solutions that can overcome them. I argue that current research on global engineering 1) lacks an in-depth understanding of engineering work practices and 2) suffers from challenges in translating findings into suitable curricula. This negatively impacts both what we know about how engineers work and how we can prepare future engineers for participation in the global workplace. I draw on two sources, literature from organization science and a primary field study of engineering practitioners, to identify three strategies useful for working successfully in global settings: 1) bridging perspectives across boundaries, 2) creating a common identity, and 3) constructing boundary-spanning socio-technical practices. Finally, I draw on recent research on teaching about complexity to discuss how situated interpretation of actual field data - in the form of cases - can be used as a teaching aid and allow students to develop generalized models applicable to other situations.","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":"131232754","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.2009.5350532
T. Yakhno, Emine Ekin, Tevfik Aktuglu
The paper describes a new approach to Computer Engineering curriculum design which has been made in Engineering Faculty of Dokuz Eylul University of Izmir, Turkey. This approach is based on a Module-Based Active Learning model. Knowledge units of introductory level are packed into modules each with duration of 5 weeks. All theoretical knowledge in the modules are connected into a concept map which shows the integration of knowledge inside the module. During the module study students have to implement a project which is a core of a module. This approach allows us to include the engineering design from the very beginning of education. Preliminary assessment shows the increasing level of self-confidence and satisfaction among students and instructors.
{"title":"Work in progress - Module-Based Active Learning approach for introductory level of Computer Engineering curriculum","authors":"T. Yakhno, Emine Ekin, Tevfik Aktuglu","doi":"10.1109/FIE.2009.5350532","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350532","url":null,"abstract":"The paper describes a new approach to Computer Engineering curriculum design which has been made in Engineering Faculty of Dokuz Eylul University of Izmir, Turkey. This approach is based on a Module-Based Active Learning model. Knowledge units of introductory level are packed into modules each with duration of 5 weeks. All theoretical knowledge in the modules are connected into a concept map which shows the integration of knowledge inside the module. During the module study students have to implement a project which is a core of a module. This approach allows us to include the engineering design from the very beginning of education. Preliminary assessment shows the increasing level of self-confidence and satisfaction among students and instructors.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"20 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":"131681971","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.2009.5350491
Berna Bakir, R. Koseler, S. Ozkan, T. T. Temizel, Davut Incebacak, Mahir Kaya
Teaching computer and information literacy subjects to students with diverse backgrounds is an instructional challenge. This study aims to identify the students' attitudes towards a first year computer and information literacy course. Several factors such as student gender and student's department have been taken into consideration in order to understand the effects of the homogeneity of the classes in learning. Students' final term grades have been used to discern the factors that are effective in learning. This research study aimed to explore if the students with similar backgrounds, i.e. students who study in the same department or faculty, would work well together, would learn from each other and would be more successful and the course objectives would be more effectively met when compared to mixed classes.
{"title":"The attitudes of students with diverse backgrounds on computer and information literacy subjects: Evidence from a first year course","authors":"Berna Bakir, R. Koseler, S. Ozkan, T. T. Temizel, Davut Incebacak, Mahir Kaya","doi":"10.1109/FIE.2009.5350491","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350491","url":null,"abstract":"Teaching computer and information literacy subjects to students with diverse backgrounds is an instructional challenge. This study aims to identify the students' attitudes towards a first year computer and information literacy course. Several factors such as student gender and student's department have been taken into consideration in order to understand the effects of the homogeneity of the classes in learning. Students' final term grades have been used to discern the factors that are effective in learning. This research study aimed to explore if the students with similar backgrounds, i.e. students who study in the same department or faculty, would work well together, would learn from each other and would be more successful and the course objectives would be more effectively met when compared to mixed classes.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"8 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":"126642566","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.2009.5350734
J. DeWaters, S. Powers
Energy education programs are making their way into today's K-12 classroom. Effective programs that improve energy literacy will help draw students toward further studies and careers in the growing fields of energy-related engineering, science, and technology, and will prepare all students to interpret energy issues and make sound choices as they become adults. This work evaluates different types of educational experiences in terms of their ability to improve students' energy literacy. Study participants are exposed to a variety of classroom experiences, with respect to rigorous and relevant teaching strategies and the approach to covering energy issues. The analysis uses a triangulated, mixed-methods design, including a pre/post quantitative survey in addition to post-program questionnaires that provide a deeper understanding of the students' perceptions of the impact their education has had on their energy-related knowledge, attitudes, and behaviors.
{"title":"Work in progress - energy education and energy literacy: Benefits of rigor and relevance","authors":"J. DeWaters, S. Powers","doi":"10.1109/FIE.2009.5350734","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350734","url":null,"abstract":"Energy education programs are making their way into today's K-12 classroom. Effective programs that improve energy literacy will help draw students toward further studies and careers in the growing fields of energy-related engineering, science, and technology, and will prepare all students to interpret energy issues and make sound choices as they become adults. This work evaluates different types of educational experiences in terms of their ability to improve students' energy literacy. Study participants are exposed to a variety of classroom experiences, with respect to rigorous and relevant teaching strategies and the approach to covering energy issues. The analysis uses a triangulated, mixed-methods design, including a pre/post quantitative survey in addition to post-program questionnaires that provide a deeper understanding of the students' perceptions of the impact their education has had on their energy-related knowledge, attitudes, and behaviors.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"179 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":"123325343","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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