Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350629
A. Mendonça, D. Guerrero, E. Costa
In the present paper we describe POP (problem oriented programming) - a teaching approach for introductory programming courses, aiming at developing students' skills in dealing with ill-defined problem specifications and programming. To evaluate this approach, a pilot case study was conducted during the second academic semester of 2008 in two classes of introductory programming lab of the computer science course at the Federal University of Campina Grande. The results of our case study have confirmed the effectiveness of this approach in terms of organization and completeness of problems' specifications. The innovative aspect of POP allows novices to deal with ill-defined problems, and to work out different activities of software engineering such as requirement elicitation, specification and tests. POP's main objective is to improve the traditional method of teaching introductory programming that concentrates mainly on codification.
{"title":"An approach for problem specification and its application in an Introductory Programming Course","authors":"A. Mendonça, D. Guerrero, E. Costa","doi":"10.1109/FIE.2009.5350629","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350629","url":null,"abstract":"In the present paper we describe POP (problem oriented programming) - a teaching approach for introductory programming courses, aiming at developing students' skills in dealing with ill-defined problem specifications and programming. To evaluate this approach, a pilot case study was conducted during the second academic semester of 2008 in two classes of introductory programming lab of the computer science course at the Federal University of Campina Grande. The results of our case study have confirmed the effectiveness of this approach in terms of organization and completeness of problems' specifications. The innovative aspect of POP allows novices to deal with ill-defined problems, and to work out different activities of software engineering such as requirement elicitation, specification and tests. POP's main objective is to improve the traditional method of teaching introductory programming that concentrates mainly on codification.","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":"115386255","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.2009.5350727
S. Rhodes, B. Dunne
We describe a new course in Bioelectric Potentials, offered to seniors in a 4-year Electrical Engineering program, that integrates bioelectric mechanisms, numerical methods and simulation, hardware design, and technical writing. The course focused on mechanisms governing the generation of bioelectrical signals together with measurement and analysis techniques in muscle and nerve electrophysiology. Topics covered included the Nernst potential; development of action potentials; impulse propagation and nerve conduction; membrane biophysics; excitation-contraction coupling; and the development and management of cardiac arrhythmias. The course incorporated quantitative modeling and simulation learning exercises for data analysis and outcome prediction. Students were exposed to numerical methods for curve fitting, integration, differentiation, and solving ordinary differential equations. The course also incorporated hands-on activities including the building of an ECG amplifier and QRS detector circuit, and the measurement of their own EMG, ECG, and EEG signals using the ADInstruments PTB 32 Teaching System. Technical communication skills, both oral and written, were reinforced through three project reports and in-class presentations of pertinent journal articles. Assessment of student learning and achievement of course objectives will be presented.
{"title":"A hands-on Bioelectric Potentials course for Electrical Engineering majors","authors":"S. Rhodes, B. Dunne","doi":"10.1109/FIE.2009.5350727","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350727","url":null,"abstract":"We describe a new course in Bioelectric Potentials, offered to seniors in a 4-year Electrical Engineering program, that integrates bioelectric mechanisms, numerical methods and simulation, hardware design, and technical writing. The course focused on mechanisms governing the generation of bioelectrical signals together with measurement and analysis techniques in muscle and nerve electrophysiology. Topics covered included the Nernst potential; development of action potentials; impulse propagation and nerve conduction; membrane biophysics; excitation-contraction coupling; and the development and management of cardiac arrhythmias. The course incorporated quantitative modeling and simulation learning exercises for data analysis and outcome prediction. Students were exposed to numerical methods for curve fitting, integration, differentiation, and solving ordinary differential equations. The course also incorporated hands-on activities including the building of an ECG amplifier and QRS detector circuit, and the measurement of their own EMG, ECG, and EEG signals using the ADInstruments PTB 32 Teaching System. Technical communication skills, both oral and written, were reinforced through three project reports and in-class presentations of pertinent journal articles. Assessment of student learning and achievement of course objectives will be presented.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"50 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":"115425416","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.2009.5350552
Bernadette Kelley, R. Perry
This work in progress is a National Science Foundation funded project proposed to move Florida Agricultural and Mechanical (A&M) University to the next level of science, technology, engineering, and mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student. The project goal is to improve the overall quality of STEM education at the University by increasing its efficiency in producing quality graduates. This change will be achieved through the introduction of a STEM Learning Community (LC) at Florida A&M. Learning communities have been shown to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. Student perceptions and misconceptions about careers and the connections to course curricula has been a point of significant interest. The Learning Community has also begun to bridge the gap between faculty and students which proved to be a tool for retention of students in the majors. The employment of the learning community model has begun to fundamentally change the delivery of STEM education at Florida A&M University.
{"title":"Work in progress - STEM Learning Community @ FAMU","authors":"Bernadette Kelley, R. Perry","doi":"10.1109/FIE.2009.5350552","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350552","url":null,"abstract":"This work in progress is a National Science Foundation funded project proposed to move Florida Agricultural and Mechanical (A&M) University to the next level of science, technology, engineering, and mathematics (STEM) student achievement by applying a holistic approach to educating the STEM student. The project goal is to improve the overall quality of STEM education at the University by increasing its efficiency in producing quality graduates. This change will be achieved through the introduction of a STEM Learning Community (LC) at Florida A&M. Learning communities have been shown to improve retention rates, increase student learning and achievement, increase faculty engagement, and lessen the feelings of isolation some students feel on large campuses. Student perceptions and misconceptions about careers and the connections to course curricula has been a point of significant interest. The Learning Community has also begun to bridge the gap between faculty and students which proved to be a tool for retention of students in the majors. The employment of the learning community model has begun to fundamentally change the delivery of STEM education at Florida A&M University.","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":"124818609","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.2009.5350783
S. Cairncross
Employability has long been a key concern for engineering faculty and educators and the importance of developing transferable skills including communication, time management, teamwork, problem solving and decision making, is now well established. However consensus on how best to develop these skills in graduates is less well established, with difference emerging the relative merits of using stand-alone modules for initial development against embedding in subject-specific modules. Employability is increasingly seen by some as going beyond general skill sets associated with employment to encompassing higher order skills, which can be better characterized as graduate attributes. Participants in this highly interactive special session will be able to explore these and related issues, share examples from their home institution and reflect on their own practices. An innovative extension of the “world café technique, known as dialogue sheets will be used to facilitate discussion. The use of Research-Teaching Linkages to enhance graduate attributes has recently been the focus of one the Quality Assurance Agency (QAA) in Scotland enhancements themes. Key findings and case studies emerging from this theme will be used to set the context for a wider discussion on preparing graduates for the 21st century.
{"title":"Special session - enhancing graduate attributes through Research-Teaching Linkages","authors":"S. Cairncross","doi":"10.1109/FIE.2009.5350783","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350783","url":null,"abstract":"Employability has long been a key concern for engineering faculty and educators and the importance of developing transferable skills including communication, time management, teamwork, problem solving and decision making, is now well established. However consensus on how best to develop these skills in graduates is less well established, with difference emerging the relative merits of using stand-alone modules for initial development against embedding in subject-specific modules. Employability is increasingly seen by some as going beyond general skill sets associated with employment to encompassing higher order skills, which can be better characterized as graduate attributes. Participants in this highly interactive special session will be able to explore these and related issues, share examples from their home institution and reflect on their own practices. An innovative extension of the “world café technique, known as dialogue sheets will be used to facilitate discussion. The use of Research-Teaching Linkages to enhance graduate attributes has recently been the focus of one the Quality Assurance Agency (QAA) in Scotland enhancements themes. Key findings and case studies emerging from this theme will be used to set the context for a wider discussion on preparing graduates for the 21st century.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"40 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":"125069010","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.2009.5350424
Julie A. Rursch, D. Jacobson
The IT-Adventures program is dedicated to increasing interest in and awareness of information technology among high school students using inquiry-based learning focused on three content areas: cyber defense, game design programming and robotics. The target audience for this project is high school students, especially those students who previously have not exhibited an interest in studying IT, as well as high school teachers, not necessarily information technology teachers, who would like to enhance their skills and teaching abilities in the IT area. The program combines educational programming, competitive events and service learning projects to accomplish its goals. This paper provides details about the IT-Adventures program, as well as the capstone event for students - the IT-Olympics. Lessons learned and demographic data from the first year are presented. Work being conducted in the second year of the program (the 2008–2009 academic year) is briefly discussed.
{"title":"IT-Adventures: Turning high school students “ON” to information technology","authors":"Julie A. Rursch, D. Jacobson","doi":"10.1109/FIE.2009.5350424","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350424","url":null,"abstract":"The IT-Adventures program is dedicated to increasing interest in and awareness of information technology among high school students using inquiry-based learning focused on three content areas: cyber defense, game design programming and robotics. The target audience for this project is high school students, especially those students who previously have not exhibited an interest in studying IT, as well as high school teachers, not necessarily information technology teachers, who would like to enhance their skills and teaching abilities in the IT area. The program combines educational programming, competitive events and service learning projects to accomplish its goals. This paper provides details about the IT-Adventures program, as well as the capstone event for students - the IT-Olympics. Lessons learned and demographic data from the first year are presented. Work being conducted in the second year of the program (the 2008–2009 academic year) is briefly discussed.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"3 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":"121884544","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.2009.5350484
L. de Oliveira Brandão, Alexandre Eisenmann
This paper presents iComb, a widget for teaching and learning combinatorics. The project was inspired by the idea of bringing up mathematical domains to the changing trend named as Web 2.0 and encouraging the development of a family of ¿math widgets¿ to improve the mathematical education scenario. The paper's contribution are: (i) a Web-based application that is tailored to learn and teach combinatorics, an important issue for K12 and CSTE students; (ii) an interactive widget that can enrich Web sites and e-communities; (iii) an e-LM (e-learning module) with automatic assessment resources.
{"title":"Work in progress: iComb Project - a mathematical widget for teaching and learning combinatorics through exercises","authors":"L. de Oliveira Brandão, Alexandre Eisenmann","doi":"10.1109/FIE.2009.5350484","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350484","url":null,"abstract":"This paper presents iComb, a widget for teaching and learning combinatorics. The project was inspired by the idea of bringing up mathematical domains to the changing trend named as Web 2.0 and encouraging the development of a family of ¿math widgets¿ to improve the mathematical education scenario. The paper's contribution are: (i) a Web-based application that is tailored to learn and teach combinatorics, an important issue for K12 and CSTE students; (ii) an interactive widget that can enrich Web sites and e-communities; (iii) an e-LM (e-learning module) with automatic assessment resources.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"8 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113962323","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.2009.5350677
Y. Tokiwa, K. Nonobe, M. Iwatsuki
In distance education, students in a remote classroom tend not to sustain their motivation, mainly because of a lack of intensity due to non-physical presence of a lecturer. To address this issue, two software tools were developed for teachers and students, respectively. The tool for teachers is called eRoster. On the teacher's PC, the eRoster can display not only the student's name but also the student's attributes - id, future career, interest, club, faculty, and entrance time. Then, the teacher by name can call on the appropriate student whose attribute is related to the topics of the lecture. The tool for students is a so-called clicker and enables students to be more completely engaged in the interactivity of active learning. The developed system facilitates individually owned multi-devices of the students like PCs, cell phones, iPod Touches, and other PDAs as data entry systems.
{"title":"Web-based tools to sustain the motivation of students in distance education","authors":"Y. Tokiwa, K. Nonobe, M. Iwatsuki","doi":"10.1109/FIE.2009.5350677","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350677","url":null,"abstract":"In distance education, students in a remote classroom tend not to sustain their motivation, mainly because of a lack of intensity due to non-physical presence of a lecturer. To address this issue, two software tools were developed for teachers and students, respectively. The tool for teachers is called eRoster. On the teacher's PC, the eRoster can display not only the student's name but also the student's attributes - id, future career, interest, club, faculty, and entrance time. Then, the teacher by name can call on the appropriate student whose attribute is related to the topics of the lecture. The tool for students is a so-called clicker and enables students to be more completely engaged in the interactivity of active learning. The developed system facilitates individually owned multi-devices of the students like PCs, cell phones, iPod Touches, and other PDAs as data entry systems.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"250 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":"122864473","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.2009.5350801
T. Qi
A Master of Design program is normally opened to the bachelor's degree graduates who are practitioners in painting, illustration or craft, as well as an industrial designer. An engineering degree in undergraduate or post-graduate level normally does not offer much design methods to build students' knowledge and skills in industrial design area e.g. Ergonomics. However, a demand on electronic and computer engineering industry is an advanced designer with in-deep engineering background. The author had presented a paper in FIE 2008 to investigate if a student's engineering background is useful in their studying in Master of Design program. The conclusion of the analysis at three Master of Design students' projects was that a student, who has engineering background, has advantage in Industrial Design in electronic and computer engineering area. The existing Master of Design program is ‘by project’. In order to encourage electronic and computer engineering graduates studying in Master of Design program, this paper is to introduce a “bridge” course design for the first year students in Master of Design program before they start their projects. On the other hand, an alternative pathway in the “bridge” courses can enable a Bachelor of Design graduate to entry this technology oriented program.
{"title":"Work in progress - a course design for a Master of Design program linked to the electronic and computer engineering graduates","authors":"T. Qi","doi":"10.1109/FIE.2009.5350801","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350801","url":null,"abstract":"A Master of Design program is normally opened to the bachelor's degree graduates who are practitioners in painting, illustration or craft, as well as an industrial designer. An engineering degree in undergraduate or post-graduate level normally does not offer much design methods to build students' knowledge and skills in industrial design area e.g. Ergonomics. However, a demand on electronic and computer engineering industry is an advanced designer with in-deep engineering background. The author had presented a paper in FIE 2008 to investigate if a student's engineering background is useful in their studying in Master of Design program. The conclusion of the analysis at three Master of Design students' projects was that a student, who has engineering background, has advantage in Industrial Design in electronic and computer engineering area. The existing Master of Design program is ‘by project’. In order to encourage electronic and computer engineering graduates studying in Master of Design program, this paper is to introduce a “bridge” course design for the first year students in Master of Design program before they start their projects. On the other hand, an alternative pathway in the “bridge” courses can enable a Bachelor of Design graduate to entry this technology oriented program.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"19 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":"125179518","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.2009.5350506
R. Koseler, T. Taşkaya-Temizel, B. Bakr, D. Incebacak, M. Kaya, S. Ozkan
Today, students acquire basic computer skills at the early stages of their lives through several courses taken at schools before university and social online environments where they can engage with their friends. As a result, students may become more reluctant to attend similar courses in universities. A similar situation has arisen recently with a service course, which is given to all first year undergraduate students in METU. A survey conducted two years ago showed that most students already acquire skills in basic word processing and spreadsheet tools before they have started their studies in the university. Therefore, a revision of the contents was required. After working with educators, librarians and looking into several curriculums, a new course outline was formed. This paper explains the motivations, experiences and outcome of developing a brand new curriculum for a first year course, which aims to make student computer and information literate.
{"title":"Work in progress - iterative curriculum development for an interdisciplinary online-taught IT course","authors":"R. Koseler, T. Taşkaya-Temizel, B. Bakr, D. Incebacak, M. Kaya, S. Ozkan","doi":"10.1109/FIE.2009.5350506","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350506","url":null,"abstract":"Today, students acquire basic computer skills at the early stages of their lives through several courses taken at schools before university and social online environments where they can engage with their friends. As a result, students may become more reluctant to attend similar courses in universities. A similar situation has arisen recently with a service course, which is given to all first year undergraduate students in METU. A survey conducted two years ago showed that most students already acquire skills in basic word processing and spreadsheet tools before they have started their studies in the university. Therefore, a revision of the contents was required. After working with educators, librarians and looking into several curriculums, a new course outline was formed. This paper explains the motivations, experiences and outcome of developing a brand new curriculum for a first year course, which aims to make student computer and information literate.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"21 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":"125229951","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.2009.5350863
P. Sancho, J. Torrente, Baltasar Fernandez-Manjon
The use of multi-user virtual environments (MUVEs) in education is increasing mainly due to motivational aspects. However, more practical research about the impact of MUVEs on students' motivation in real educational contexts is required. Here we present Mare Monstrum, a system which integrates a MUVE with a learning management system and uses a fantastic narrative metaphor for teaching programming. The impact of the theories implemented in Mare Monstrum on the students' motivation have been evaluated in several case studies in the Spanish higher education context. In this paper we describe the system, the underlying hypotheses we intend to prove, the case studies and, finally, we present a brief discussion on the results obtained.
{"title":"Do multi-user virtual environments really enhance student's motivation in engineering education?","authors":"P. Sancho, J. Torrente, Baltasar Fernandez-Manjon","doi":"10.1109/FIE.2009.5350863","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350863","url":null,"abstract":"The use of multi-user virtual environments (MUVEs) in education is increasing mainly due to motivational aspects. However, more practical research about the impact of MUVEs on students' motivation in real educational contexts is required. Here we present Mare Monstrum, a system which integrates a MUVE with a learning management system and uses a fantastic narrative metaphor for teaching programming. The impact of the theories implemented in Mare Monstrum on the students' motivation have been evaluated in several case studies in the Spanish higher education context. In this paper we describe the system, the underlying hypotheses we intend to prove, the case studies and, finally, we present a brief discussion on the results obtained.","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":"125382133","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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