Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350414
B. Daku
Practical laboratories are an integral part of an engineering education. The development of a challenging lab for a course requires a significant effort on the part of faculty and support staff. Thus labs, once developed, tend to have a relatively long lifetime. A problem with traditional labs is that student's lab results can be passed on to “next years” students. This reduces the effectiveness of the lab, since students are unlikely to put the same effort into the lab when working from a previous lab book. This paper describes a method to address this problem. This method makes use of a Moodle-based implementation to individualize the lab. The lab is structured to make use of the features in Moodle to automatically vary key parameters in the lab tasks. Thus, each lab group effectively has a different set of lab tasks. An added advantage of this approach is that the individualized lab task results are automatically marked. This approach has been used in a course that introduces students to a DSP (Digital Signal Processing) chip and the software used to build and debug DSP programs. Preliminary feedback indicates that the students like this Moodle-based approach.
{"title":"Individualized laboratory using Moodle","authors":"B. Daku","doi":"10.1109/FIE.2009.5350414","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350414","url":null,"abstract":"Practical laboratories are an integral part of an engineering education. The development of a challenging lab for a course requires a significant effort on the part of faculty and support staff. Thus labs, once developed, tend to have a relatively long lifetime. A problem with traditional labs is that student's lab results can be passed on to “next years” students. This reduces the effectiveness of the lab, since students are unlikely to put the same effort into the lab when working from a previous lab book. This paper describes a method to address this problem. This method makes use of a Moodle-based implementation to individualize the lab. The lab is structured to make use of the features in Moodle to automatically vary key parameters in the lab tasks. Thus, each lab group effectively has a different set of lab tasks. An added advantage of this approach is that the individualized lab task results are automatically marked. This approach has been used in a course that introduces students to a DSP (Digital Signal Processing) chip and the software used to build and debug DSP programs. Preliminary feedback indicates that the students like this Moodle-based approach.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"37 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":"121288543","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.2009.5350802
Yatish Kasaraneni, M. Abbas, L. Mcnair
Effective education in the field of traffic operations and control requires efficient delivery of theory, applications, and live demonstration or tutorials to help students understand the subject. While practical engineering knowledge is usually imparted through carefully designed experiments conducted in laboratories, traffic operations require repetitive observation of traffic behavior (or simulated traffic) under different control actions. This paper describes a web game developed on a .NET framework to complement a Traffic Engineering course. The game is assessed for its impact on student engagement using survey questions based on the Situational Motivational Scale (SIMS).
{"title":"Work in progress-an innovative web-based game to illustrate basic traffic control and safety concepts","authors":"Yatish Kasaraneni, M. Abbas, L. Mcnair","doi":"10.1109/FIE.2009.5350802","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350802","url":null,"abstract":"Effective education in the field of traffic operations and control requires efficient delivery of theory, applications, and live demonstration or tutorials to help students understand the subject. While practical engineering knowledge is usually imparted through carefully designed experiments conducted in laboratories, traffic operations require repetitive observation of traffic behavior (or simulated traffic) under different control actions. This paper describes a web game developed on a .NET framework to complement a Traffic Engineering course. The game is assessed for its impact on student engagement using survey questions based on the Situational Motivational Scale (SIMS).","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"146 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":"121475981","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.2009.5350837
R. Gil, E. Sancristóbal, S. Martín, N. Oliva, P. Losada, Santiago Monteso, Salvador Martinez, J. Carpio, C. Martínez-Mediano, N. Mileva, S. Tzanova, Roberto Hernández, R. Pastor, S. Ros, G. Díaz, M. Castro, J. Peire
This project answers to the need of development of a complete master degree program at the point of intersection between information technology and communications. The innovative performance-centered approach has been developed, tested and implemented and our partnership experience returned strong positive results - it has been proven to be more effective than the traditional lecture-practice-test (expository inductive) in training higher order skills, for preparing learners for self-learning, improving and adapting for changing jobs.
{"title":"Work in progress - new project “Internet-based Performance-centered Learning Environment for Curriculum Support” (IPLECS)","authors":"R. Gil, E. Sancristóbal, S. Martín, N. Oliva, P. Losada, Santiago Monteso, Salvador Martinez, J. Carpio, C. Martínez-Mediano, N. Mileva, S. Tzanova, Roberto Hernández, R. Pastor, S. Ros, G. Díaz, M. Castro, J. Peire","doi":"10.1109/FIE.2009.5350837","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350837","url":null,"abstract":"This project answers to the need of development of a complete master degree program at the point of intersection between information technology and communications. The innovative performance-centered approach has been developed, tested and implemented and our partnership experience returned strong positive results - it has been proven to be more effective than the traditional lecture-practice-test (expository inductive) in training higher order skills, for preparing learners for self-learning, improving and adapting for changing jobs.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"70 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":"121479501","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.2009.5350861
M. Vesisenaho, Helena Puhakka, Jussi Silvonen, E. Sutinen, M. Vanhalakka-Ruoho, P. Voutilainen, Leena Penttinen
High drop-out rates among undergraduate students of Computer Science (CS) can be explained by low study motivation. One way to increase students' motivation is to support their professional orientation and identity by various study and career counselling methods. A survey of Finnish CS students' awareness of their career choices and evaluation of undergraduate courses from the viewpoint of professional benefit, as well as an analysis of a group counselling module organized for first-year students, indicate that CS education can be improved not only by intensifying the professional aspects of individual courses, but also by including study and career counselling modules as integrating components of the whole CS curriculum.
{"title":"Need for study and career counselling in computer science","authors":"M. Vesisenaho, Helena Puhakka, Jussi Silvonen, E. Sutinen, M. Vanhalakka-Ruoho, P. Voutilainen, Leena Penttinen","doi":"10.1109/FIE.2009.5350861","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350861","url":null,"abstract":"High drop-out rates among undergraduate students of Computer Science (CS) can be explained by low study motivation. One way to increase students' motivation is to support their professional orientation and identity by various study and career counselling methods. A survey of Finnish CS students' awareness of their career choices and evaluation of undergraduate courses from the viewpoint of professional benefit, as well as an analysis of a group counselling module organized for first-year students, indicate that CS education can be improved not only by intensifying the professional aspects of individual courses, but also by including study and career counselling modules as integrating components of the whole CS curriculum.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"16 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":"122240550","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.2009.5350831
A. Spanias, K. Ramamurthy, L. Hinnov
This workshop will expose participants to the utility of the Java-DSP education software in multidisciplinary signal and data analysis applications. The session will be interactive and participants will use and assess an exercise that involves step-by-step online simulations using J-DSP. Examples of prepackaged online laboratory exercises that can be disseminated in certain types of courses will also be presented. The session is of interest to instructors and practitioners with interests in signals and systems, DSP, data analysis for earth systems and geology, signal analysis for music courses and other applications.
{"title":"Workshop - designing multidisciplinary signal and data analysis laboratories using Java-DSP","authors":"A. Spanias, K. Ramamurthy, L. Hinnov","doi":"10.1109/FIE.2009.5350831","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350831","url":null,"abstract":"This workshop will expose participants to the utility of the Java-DSP education software in multidisciplinary signal and data analysis applications. The session will be interactive and participants will use and assess an exercise that involves step-by-step online simulations using J-DSP. Examples of prepackaged online laboratory exercises that can be disseminated in certain types of courses will also be presented. The session is of interest to instructors and practitioners with interests in signals and systems, DSP, data analysis for earth systems and geology, signal analysis for music courses and other applications.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"16 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":"122279790","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.2009.5350486
Ting-Chung Wang, Wensheng Mei, Shu-Ling Lin, Sheng-Kuang Chiu, J. Lin
A quasi-experiment was conducted in this research to investigate the feasibility of using Alice in teaching high school students programming concepts. The subjects were 166 10th-grade students from four intact classes. Alice was taught to two randomly selected classes, and the other two classes were taught C++, both for 8 weeks. The programming constructs students learned included variables, arithmetic expressions, selection structures, repetition structures and built-in functions. An analysis of students' test scores revealed that the Alice group performed significantly better than the C++ group, indicating that Alice seemed to be more effective in facilitating students' comprehension of fundamental programming concepts. Results of questionnaire surveys did not show any significant difference between the two groups in students' motivation toward learning computer programming or their overall learning experience, suggesting that the participating students seemed to have received the two languages equally well.
{"title":"Teaching programming concepts to high school students with Alice","authors":"Ting-Chung Wang, Wensheng Mei, Shu-Ling Lin, Sheng-Kuang Chiu, J. Lin","doi":"10.1109/FIE.2009.5350486","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350486","url":null,"abstract":"A quasi-experiment was conducted in this research to investigate the feasibility of using Alice in teaching high school students programming concepts. The subjects were 166 10th-grade students from four intact classes. Alice was taught to two randomly selected classes, and the other two classes were taught C++, both for 8 weeks. The programming constructs students learned included variables, arithmetic expressions, selection structures, repetition structures and built-in functions. An analysis of students' test scores revealed that the Alice group performed significantly better than the C++ group, indicating that Alice seemed to be more effective in facilitating students' comprehension of fundamental programming concepts. Results of questionnaire surveys did not show any significant difference between the two groups in students' motivation toward learning computer programming or their overall learning experience, suggesting that the participating students seemed to have received the two languages equally well.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"75 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":"116206812","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.2009.5350702
A. Clements
The IEEE Computer Society is the world's oldest organization of computer professionals. In spite of the Computer Society's importance, it lacks a journal, a dedicated conference, or a significant web presence devoted to computing education. This work in progress discusses the setting up of a website to better serve the Computer Society's membership by providing high-quality material to support computing education. Such a site will enhance the Society's profile in education and provide a high-quality service to both members and nonmembers. A web presence is proposed because a conference or journal is expensive to implement and would not have the impact necessary to serve all the membership and to significantly improve recruitment.
{"title":"Work in progress - a web presence for the IEEE Computer Society","authors":"A. Clements","doi":"10.1109/FIE.2009.5350702","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350702","url":null,"abstract":"The IEEE Computer Society is the world's oldest organization of computer professionals. In spite of the Computer Society's importance, it lacks a journal, a dedicated conference, or a significant web presence devoted to computing education. This work in progress discusses the setting up of a website to better serve the Computer Society's membership by providing high-quality material to support computing education. Such a site will enhance the Society's profile in education and provide a high-quality service to both members and nonmembers. A web presence is proposed because a conference or journal is expensive to implement and would not have the impact necessary to serve all the membership and to significantly improve recruitment.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"38 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":"124983275","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.2009.5350659
Liang Dong, J. Marshall, J. Wang
Student performance in middle school math and science is in a perilous state. This crisis is reflected in results on key national assessments such as NAEP that indicate that less than one-third of students in the 8th grade perform at a proficient or higher level in math or science. To address this issue, an innovative Instructional Model, the 4E x 2 Model, was recently proposed by us to improve the achievement of students via rigorous and authentic inquiry-based learning experiences. This Model aims to help K-12 teachers facilitate learning that includes explicitly addressing formative assessment, inquiry instruction, and reflective practice at each step of the pedagogical process. This paper focuses on the design and implementation of a Web-based community to provide collaborative support for the 4E x 2 Model. This Web-based community includes a set of on-line tools that allow math and science teachers to create, refine, and disseminate their inquiry-based lesson plans.
中学生的数学和科学成绩处于危险状态。这种危机反映在NAEP等关键的国家评估结果中，结果表明，不到三分之一的八年级学生在数学或科学方面达到熟练或更高水平。为了解决这个问题，我们最近提出了一种创新的教学模式，即4E x 2模式，通过严谨和真实的研究性学习体验来提高学生的成绩。该模型旨在帮助K-12教师促进学习，包括在教学过程的每个步骤中明确处理形成性评估、探究性指导和反思性实践。本文的重点是设计和实现一个基于web的社区，为4ex2模型提供协作支持。这个基于网络的社区包括一套在线工具，允许数学和科学教师创建、完善和传播他们基于探究的课程计划。
{"title":"A web-based collaboration environment for k-12 math and science teachers","authors":"Liang Dong, J. Marshall, J. Wang","doi":"10.1109/FIE.2009.5350659","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350659","url":null,"abstract":"Student performance in middle school math and science is in a perilous state. This crisis is reflected in results on key national assessments such as NAEP that indicate that less than one-third of students in the 8th grade perform at a proficient or higher level in math or science. To address this issue, an innovative Instructional Model, the 4E x 2 Model, was recently proposed by us to improve the achievement of students via rigorous and authentic inquiry-based learning experiences. This Model aims to help K-12 teachers facilitate learning that includes explicitly addressing formative assessment, inquiry instruction, and reflective practice at each step of the pedagogical process. This paper focuses on the design and implementation of a Web-based community to provide collaborative support for the 4E x 2 Model. This Web-based community includes a set of on-line tools that allow math and science teachers to create, refine, and disseminate their inquiry-based lesson plans.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"15 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":"121384214","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.2009.5350473
Michael T. Helmick, G. Gannod
Among the challenges associated with implementing an outcomes assessment approach is the institutionalization of a data collection scheme. An assessment methodology that lacks scalability makes it difficult to reasonably collect data on a regular basis. In addition, if the methodology is not integrated with familiar processes, adoption and “faculty buy-in” becomes difficult. Each of these properties (e.g., scalability and integration) addresses a larger concern, namely sustainability. This paper describes a streamlined process for outcomes assessment that is integrated into a course management system. The process involves the use of a three-tier assessment model currently in place at Miami University and supports both indirect and direct assessment through instruments such as surveys, rubrics, and blogging journals.
{"title":"Streamlining and integration of Miami three-tier outcomes assessment for sustainability","authors":"Michael T. Helmick, G. Gannod","doi":"10.1109/FIE.2009.5350473","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350473","url":null,"abstract":"Among the challenges associated with implementing an outcomes assessment approach is the institutionalization of a data collection scheme. An assessment methodology that lacks scalability makes it difficult to reasonably collect data on a regular basis. In addition, if the methodology is not integrated with familiar processes, adoption and “faculty buy-in” becomes difficult. Each of these properties (e.g., scalability and integration) addresses a larger concern, namely sustainability. This paper describes a streamlined process for outcomes assessment that is integrated into a course management system. The process involves the use of a three-tier assessment model currently in place at Miami University and supports both indirect and direct assessment through instruments such as surveys, rubrics, and blogging journals.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"161 1-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114045901","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.2009.5350513
J. Rowland
Electrical engineering service courses at the University of Kansas have been modernized over the past three years from a “one-size-fits-all” format marked by student disinterest and low attendance to multiple courses that are tailored to the needs of specific majors in the other engineering fields. A focus session in 2005 with faculty from the other engineering departments resulted in a three-hour service course on electric circuits and machines tailored to the needs of architectural and civil engineering students in fall semesters (05 to 08). A different service course on circuits, electronics, and instrumentation has been developed for mechanical and aerospace engineering students in spring semesters (06 to 09). An associated one-hour lab is offered during spring semesters. Motivational features include a grading procedure based on daily short quizzes and block exams and (2) occasional classroom presentations of student-driven mini-cases on topics such as resistance strain gauges that demonstrate applications specific to the other engineering fields. This paper both consolidates and expands Works-In-Progress papers presented at the most recent three FIE Conferences by (1) identifying the contributions of laboratory exercises, (2) providing comparative data not previously available, and (3) describing newly revised motivational features.
{"title":"EE service course redesign: A three-year study","authors":"J. Rowland","doi":"10.1109/FIE.2009.5350513","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350513","url":null,"abstract":"Electrical engineering service courses at the University of Kansas have been modernized over the past three years from a “one-size-fits-all” format marked by student disinterest and low attendance to multiple courses that are tailored to the needs of specific majors in the other engineering fields. A focus session in 2005 with faculty from the other engineering departments resulted in a three-hour service course on electric circuits and machines tailored to the needs of architectural and civil engineering students in fall semesters (05 to 08). A different service course on circuits, electronics, and instrumentation has been developed for mechanical and aerospace engineering students in spring semesters (06 to 09). An associated one-hour lab is offered during spring semesters. Motivational features include a grading procedure based on daily short quizzes and block exams and (2) occasional classroom presentations of student-driven mini-cases on topics such as resistance strain gauges that demonstrate applications specific to the other engineering fields. This paper both consolidates and expands Works-In-Progress papers presented at the most recent three FIE Conferences by (1) identifying the contributions of laboratory exercises, (2) providing comparative data not previously available, and (3) describing newly revised motivational features.","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":"125219251","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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