Engineering education today is undergoing unprecedented array of challenges, especially in the teaching and learning process. Among other challenges in this area students now require multiple stimuli, they have very low tolerance for monotonous static content, and they are highly mobile. To address some of these challenges, the authors have conducted a pilot study with Learner Agent Objects (LAO) individual portfolios. LAO portfolios are collections of artifacts (students' best work) representing a learner's academic experience. LAO affords a foundation for creating a more comprehensive and seamless movement of learners between jurisdictions in engineering education and the workplace. A more seamless movement of individuals between formal education, informal education and the workplace has significant implications for the learning environments and ecosystems of engineers as lifelong learners.
{"title":"Learner mobility between engineering education and a twenty first century workplace","authors":"L. Grant, A. Abu-aisheh","doi":"10.3991/IJAC.V4I2.1636","DOIUrl":"https://doi.org/10.3991/IJAC.V4I2.1636","url":null,"abstract":"Engineering education today is undergoing unprecedented array of challenges, especially in the teaching and learning process. Among other challenges in this area students now require multiple stimuli, they have very low tolerance for monotonous static content, and they are highly mobile. To address some of these challenges, the authors have conducted a pilot study with Learner Agent Objects (LAO) individual portfolios. LAO portfolios are collections of artifacts (students' best work) representing a learner's academic experience. LAO affords a foundation for creating a more comprehensive and seamless movement of learners between jurisdictions in engineering education and the workplace. A more seamless movement of individuals between formal education, informal education and the workplace has significant implications for the learning environments and ecosystems of engineers as lifelong learners.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117206661","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773148
M. Hoffmann
After a model-based discussion of terms like skills, competences and creativity, methods for assessment will be analyzed with respect to their applicability in general and in particular to problems of engineering education.
{"title":"Fairly certifying competences, objectively assessing creativity","authors":"M. Hoffmann","doi":"10.1109/EDUCON.2011.5773148","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773148","url":null,"abstract":"After a model-based discussion of terms like skills, competences and creativity, methods for assessment will be analyzed with respect to their applicability in general and in particular to problems of engineering education.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115168703","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773269
Ettarres Yamna, K. Mellouli
In Tunisia, students learn the module preparation to Computer Science and Internet Certificate PC2i in the license's first year, using the online platform Moodle. Selection criteria of students able to obtain the certificate C2i, delivered by the Virtual University of Tunis VUT, are based on students' marks in their exams. This work presents a new approach to classify students able to obtain the certificate C2i, using Bayesian Networks BNs [13] for an automatic classification. Data used is based on the students' works and interaction throw Moodle platform.
{"title":"Automatic classification of students for C2i certification exam","authors":"Ettarres Yamna, K. Mellouli","doi":"10.1109/EDUCON.2011.5773269","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773269","url":null,"abstract":"In Tunisia, students learn the module preparation to Computer Science and Internet Certificate PC2i in the license's first year, using the online platform Moodle. Selection criteria of students able to obtain the certificate C2i, delivered by the Virtual University of Tunis VUT, are based on students' marks in their exams. This work presents a new approach to classify students able to obtain the certificate C2i, using Bayesian Networks BNs [13] for an automatic classification. Data used is based on the students' works and interaction throw Moodle platform.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"406 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121816461","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773120
Sufyan T. Faraj Al-Janabi, J. E. Urban
Computing has dramatically influenced progress in science, engineering, business, and many other areas of human endeavor. Computing is globally pervasive and necessary for the future growth of established and developing countries. Iraq is a part of this competitive world where such changes lead to serious consequences for those who do not quickly and properly adapt themselves to new situations. The main aim of this paper is to propose a strategic plan for the enhancement of computing degree programs in Iraqi universities and higher institutions. The paper begins by providing an overview of computing curriculum development. Then, computing education programs in Iraq are presented from a historic standpoint. The current situation in Iraq for computing education programs is also described in the paper. This current status provides the basis for the description of the proposed strategic plan.
{"title":"Strategic plan for enhancing higher education computing degree programs in Iraq","authors":"Sufyan T. Faraj Al-Janabi, J. E. Urban","doi":"10.1109/EDUCON.2011.5773120","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773120","url":null,"abstract":"Computing has dramatically influenced progress in science, engineering, business, and many other areas of human endeavor. Computing is globally pervasive and necessary for the future growth of established and developing countries. Iraq is a part of this competitive world where such changes lead to serious consequences for those who do not quickly and properly adapt themselves to new situations. The main aim of this paper is to propose a strategic plan for the enhancement of computing degree programs in Iraqi universities and higher institutions. The paper begins by providing an overview of computing curriculum development. Then, computing education programs in Iraq are presented from a historic standpoint. The current situation in Iraq for computing education programs is also described in the paper. This current status provides the basis for the description of the proposed strategic plan.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116887003","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773224
H. Kameda, Taichi Nakamura, A. Takashima, Shun Hattori
This paper discusses PBL for first year software education, paying attention to aspects of holistic learning, and also proposes a new PLB course based on the discussion. The PBL course was given to high school students to confirm fundamental validity. The questionnaire method suggested that PBL might be fundamentally useful to learn holistically.
{"title":"Rethinking PBL as a holistic pedagogical method","authors":"H. Kameda, Taichi Nakamura, A. Takashima, Shun Hattori","doi":"10.1109/EDUCON.2011.5773224","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773224","url":null,"abstract":"This paper discusses PBL for first year software education, paying attention to aspects of holistic learning, and also proposes a new PLB course based on the discussion. The PBL course was given to high school students to confirm fundamental validity. The questionnaire method suggested that PBL might be fundamentally useful to learn holistically.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123262363","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}
G. Alves, A. Marques, M. C. Viegas, M. C. Costa-Lobo, Rui G. Barral, Ruben J. Couto, Frederico L. Jacob, Carlos A. Ramos, Gina M. Vilá, D. Covita, Joaquim A. Alves, P. Guimarães, I. Gustavsson
The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90's. Nevertheless, very few articles present results about the learning gains obtained by students using them, especially with a large number of students, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some preliminary results concerning the use of a remote laboratory, known as VISIR, in a large undergraduate course on Applied Physics, with over 500 students enrolled.
{"title":"Using VISIR in a large undergraduate course: Preliminary assessment results","authors":"G. Alves, A. Marques, M. C. Viegas, M. C. Costa-Lobo, Rui G. Barral, Ruben J. Couto, Frederico L. Jacob, Carlos A. Ramos, Gina M. Vilá, D. Covita, Joaquim A. Alves, P. Guimarães, I. Gustavsson","doi":"10.3991/ijep.v1i1.1589","DOIUrl":"https://doi.org/10.3991/ijep.v1i1.1589","url":null,"abstract":"The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90's. Nevertheless, very few articles present results about the learning gains obtained by students using them, especially with a large number of students, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some preliminary results concerning the use of a remote laboratory, known as VISIR, in a large undergraduate course on Applied Physics, with over 500 students enrolled.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122625835","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773162
K. Mohd-Yusof, Syed Hassan, M. Jamaludin, N. Harun
Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrollment and large class sizes. In a typical engineering course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40–60 students for one floating facilitator), with small groups consisting of 3–5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.
{"title":"Cooperative Problem-Based Learning (CPBL): A practical PBL model for engineering courses","authors":"K. Mohd-Yusof, Syed Hassan, M. Jamaludin, N. Harun","doi":"10.1109/EDUCON.2011.5773162","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773162","url":null,"abstract":"Problem-Based Learning (PBL) is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrollment and large class sizes. In a typical engineering course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL) is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL) model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40–60 students for one floating facilitator), with small groups consisting of 3–5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114472310","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773202
P. Grube, D. Boehringer, T. Richter, Claus Spiecker, N. Natho, Christian Maier, D. Zutin
Making online laboratories available to the wider public requires them to be retrievable and reusable. To this end, we define a metadata set providing all required information in a machine readable form. This article presents the metadata set currently under discussion by the Global Online Lab Consortium (GOLC) as well as the issues of defining widely acceptable controlled vocabularies to describe the scientific field of remote experimentation.
{"title":"A metadata model for online laboratories","authors":"P. Grube, D. Boehringer, T. Richter, Claus Spiecker, N. Natho, Christian Maier, D. Zutin","doi":"10.1109/EDUCON.2011.5773202","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773202","url":null,"abstract":"Making online laboratories available to the wider public requires them to be retrievable and reusable. To this end, we define a metadata set providing all required information in a machine readable form. This article presents the metadata set currently under discussion by the Global Online Lab Consortium (GOLC) as well as the issues of defining widely acceptable controlled vocabularies to describe the scientific field of remote experimentation.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128591040","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773253
A. Toval, Juan M. Carrillo-de-Gea, J. Nicolás, J. Fernández-Alemán, Rosa Toval
Requirements engineering (RE) is a discipline of critical importance in software development. This paper provides a process and a set of software artifacts to help in the production of e-learning systems with emphasis on reuse, standards and globalization issues.
{"title":"Learning systems development using reusable standard-based requirements catalogs","authors":"A. Toval, Juan M. Carrillo-de-Gea, J. Nicolás, J. Fernández-Alemán, Rosa Toval","doi":"10.1109/EDUCON.2011.5773253","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773253","url":null,"abstract":"Requirements engineering (RE) is a discipline of critical importance in software development. This paper provides a process and a set of software artifacts to help in the production of e-learning systems with emphasis on reuse, standards and globalization issues.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124751362","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 : 2011-04-04DOI: 10.1109/EDUCON.2011.5773210
Mohamed Neji, M. Ben Ammar, A. Alimi
This paper deals with the problem of Information Retrieval System (IRS) that integrate the user profile that contains novelty dimensions such as psychological state, emotional state, mental state and facial expression. In this paper, we propose an information retrieval system based on human behavior. The architecture of the proposed system is described in details. This IRS will be integrated in EMASPEL E-Learning Framework.
{"title":"Real-time affective learner profile analysis using an EMASPEL framework","authors":"Mohamed Neji, M. Ben Ammar, A. Alimi","doi":"10.1109/EDUCON.2011.5773210","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773210","url":null,"abstract":"This paper deals with the problem of Information Retrieval System (IRS) that integrate the user profile that contains novelty dimensions such as psychological state, emotional state, mental state and facial expression. In this paper, we propose an information retrieval system based on human behavior. The architecture of the proposed system is described in details. This IRS will be integrated in EMASPEL E-Learning Framework.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127035086","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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