Pub Date : 2011-04-04DOI: 10.1109/EDUCON.2011.5773515
Y. Pourrat, F. Dufour
The aims of this paper are to analyse the perception of French students in engineering about the Charter of ethics for engineers and to propose a point of view on the problem of introducing ethics into engineers' training. For this purpose the Conference of Deans of French Engineering Schools and Universities of Technology (CDEFI) did an inquiry among students in engineering in the fall of 2009. 3,589 students in engineering from 106 different schools answered. The characteristics of respondents are consistent with those of the total population of students in engineering with regard to geographical distribution, age, sex and nationality. The results show that 38% of respondents knew the Charter beforehand. Therefore, the inquiry gave 62% of students the opportunity to get to know the Charter. It is considered useful by 62% of respondents and easy to apply by 54%.
{"title":"Perception of French students in engineering about the ethics of their profession and implications for engineering education","authors":"Y. Pourrat, F. Dufour","doi":"10.1109/EDUCON.2011.5773515","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773515","url":null,"abstract":"The aims of this paper are to analyse the perception of French students in engineering about the Charter of ethics for engineers and to propose a point of view on the problem of introducing ethics into engineers' training. For this purpose the Conference of Deans of French Engineering Schools and Universities of Technology (CDEFI) did an inquiry among students in engineering in the fall of 2009. 3,589 students in engineering from 106 different schools answered. The characteristics of respondents are consistent with those of the total population of students in engineering with regard to geographical distribution, age, sex and nationality. The results show that 38% of respondents knew the Charter beforehand. Therefore, the inquiry gave 62% of students the opportunity to get to know the Charter. It is considered useful by 62% of respondents and easy to apply by 54%.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"82 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":"114168070","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.2011.5773244
V. Silva-Garcia, Liliana Fernández-Samacá
This work introduces an approach to improve reading skills from mathematics courses in an Electronics Engineering program. The approach considers five phases called motivation, inquiry, interpretation, theoretical revision and argumentation. The inquiry and interpretation phases are interacting through the dialogue between the teacher and students, which helps students to understand the topic that is being dealt. In the motivation phase, the approach uses a problem or a reading as trigger of the learning process. The paper also presents examples of activities carried out in courses of differential calculus and complex variable, and the student feedback
{"title":"An approach to improve reading skills from mathematics courses in an engineering curriculum","authors":"V. Silva-Garcia, Liliana Fernández-Samacá","doi":"10.1109/EDUCON.2011.5773244","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773244","url":null,"abstract":"This work introduces an approach to improve reading skills from mathematics courses in an Electronics Engineering program. The approach considers five phases called motivation, inquiry, interpretation, theoretical revision and argumentation. The inquiry and interpretation phases are interacting through the dialogue between the teacher and students, which helps students to understand the topic that is being dealt. In the motivation phase, the approach uses a problem or a reading as trigger of the learning process. The paper also presents examples of activities carried out in courses of differential calculus and complex variable, and the student feedback","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":"121994823","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.2011.5773250
Sharefa Murad, I. Passero, R. Francese, G. Tortora
This work proposes the adoption of 3D Virtual Worlds for providing younger students with an environment capable of supporting the engineering practices based on technical drawing. The main difficulty of technical drawing consists in representing a 3D object on a 2D medium. This restriction imposes to human mind to be able to summarize the spatial properties of objects on the paper. The proposed system trains these capabilities by requiring students to build in the simulated environment simple objects represented with 2D drawings. In this way, the students are not only pushed to move themselves between different dimensionality spaces, but also they benefit of the 3D spaces for moving and exploring the models they are building.
{"title":"VirtualHoP: Virtual Worlds for experimentation and concretization of technical drawing","authors":"Sharefa Murad, I. Passero, R. Francese, G. Tortora","doi":"10.1109/EDUCON.2011.5773250","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773250","url":null,"abstract":"This work proposes the adoption of 3D Virtual Worlds for providing younger students with an environment capable of supporting the engineering practices based on technical drawing. The main difficulty of technical drawing consists in representing a 3D object on a 2D medium. This restriction imposes to human mind to be able to summarize the spatial properties of objects on the paper. The proposed system trains these capabilities by requiring students to build in the simulated environment simple objects represented with 2D drawings. In this way, the students are not only pushed to move themselves between different dimensionality spaces, but also they benefit of the 3D spaces for moving and exploring the models they are building.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"41 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":"123336377","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.2011.5773140
L. Brodie
This paper investigates the use of virtual teams in delivering key graduate attributes to engineering students studying via distance education. The course uses a Problem Based Learning approach where students work in teams to solve open ended, contextualised engineering problems.
{"title":"Problem based learning in virtual teams to deliver key graduate attributes","authors":"L. Brodie","doi":"10.1109/EDUCON.2011.5773140","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773140","url":null,"abstract":"This paper investigates the use of virtual teams in delivering key graduate attributes to engineering students studying via distance education. The course uses a Problem Based Learning approach where students work in teams to solve open ended, contextualised engineering problems.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"213 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":"123386906","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.2011.5773177
D. Ktoridou, I. Dionysiou
The field of information security (IS) has long been characterized by the challenge of approaching it in a systematic manner as it constantly evolves. Academic institutions offer specialized courses on security, however it is important to have students exposed to the basic security practices regardless of their field of interest. Thus the topic of IS as such is could be, in part, integrated into various multidisciplinary courses, where educators must find a common learning ground to motivate and encourage students, coming from different specializations, to: recognize relationships between concepts of IS comprehended, underline the structure of what is being learned and to show their understanding. The authors in this paper initially present an overview of the case-based learning theory, and proceed with focusing on the lecture's teaching/learning development and delivery material for the undergraduate course MIS 151-Business Software Applications at the University of Nicosia. The results of this case study will offer indications on how to design a case based learning environment in the area of IS or any other course that could be taught through cases.
{"title":"Case-based learning: An instructional model to incorporate information security topcis in multidiciplinary courses at the University of Nicosia","authors":"D. Ktoridou, I. Dionysiou","doi":"10.1109/EDUCON.2011.5773177","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773177","url":null,"abstract":"The field of information security (IS) has long been characterized by the challenge of approaching it in a systematic manner as it constantly evolves. Academic institutions offer specialized courses on security, however it is important to have students exposed to the basic security practices regardless of their field of interest. Thus the topic of IS as such is could be, in part, integrated into various multidisciplinary courses, where educators must find a common learning ground to motivate and encourage students, coming from different specializations, to: recognize relationships between concepts of IS comprehended, underline the structure of what is being learned and to show their understanding. The authors in this paper initially present an overview of the case-based learning theory, and proceed with focusing on the lecture's teaching/learning development and delivery material for the undergraduate course MIS 151-Business Software Applications at the University of Nicosia. The results of this case study will offer indications on how to design a case based learning environment in the area of IS or any other course that could be taught through cases.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"7 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":"125438689","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.2011.5773118
Sufyan T. Faraj Al-Janabi, William Sverdlik
Student success in a globally distributed organization requires effective communication skills to deal with the barriers that are inherent in such settings. This paper proposes to provide students the opportunity to be involved in collaborative “real-world” projects. International collaboration in computer science education can provide both technical and cultural benefits for all parties involved. This paper represents a work-in-progress report on the first stages of preparation to start an active long-term collaboration in computer science education between Eastern Michigan University (USA) and the University of Anbar (Iraq). We present an informal timeline for developing such collaborations and enumerate potential projects. In addition, anticipated difficulties are articulated.
{"title":"Towards long-term international collaboration in computer science education","authors":"Sufyan T. Faraj Al-Janabi, William Sverdlik","doi":"10.1109/EDUCON.2011.5773118","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773118","url":null,"abstract":"Student success in a globally distributed organization requires effective communication skills to deal with the barriers that are inherent in such settings. This paper proposes to provide students the opportunity to be involved in collaborative “real-world” projects. International collaboration in computer science education can provide both technical and cultural benefits for all parties involved. This paper represents a work-in-progress report on the first stages of preparation to start an active long-term collaboration in computer science education between Eastern Michigan University (USA) and the University of Anbar (Iraq). We present an informal timeline for developing such collaborations and enumerate potential projects. In addition, anticipated difficulties are articulated.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 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":"130570822","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.2011.5773221
J. Conejero, Eloina Garcia-Felix, E. Vendrell, Victoria Vivancos
In order to avoid the gap between the post-compulsory secondary education and the University, the PATU program has been conducted at the UPV. Every freshman has a teacher as an academic advisor and a sophomore as an “older brother”. Students have evaluated the program as useful and interesting, and in addition, the ones following this action have a better academic performance during their first year.
{"title":"PATU: A mentoring program for freshmen","authors":"J. Conejero, Eloina Garcia-Felix, E. Vendrell, Victoria Vivancos","doi":"10.1109/EDUCON.2011.5773221","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773221","url":null,"abstract":"In order to avoid the gap between the post-compulsory secondary education and the University, the PATU program has been conducted at the UPV. Every freshman has a teacher as an academic advisor and a sophomore as an “older brother”. Students have evaluated the program as useful and interesting, and in addition, the ones following this action have a better academic performance during their first year.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"6 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":"130645754","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.2011.5773516
M. Roma, B. Pueo
Active learning schemes are implemented to solve the problem of managing a complex laboratory with high quality equipment. To optimize the laboratory work outcomes, students act as trainers of their colleagues in a peer-tutoring basis.
{"title":"Peer tutoring in a technological laboratory. Video engineering training","authors":"M. Roma, B. Pueo","doi":"10.1109/EDUCON.2011.5773516","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773516","url":null,"abstract":"Active learning schemes are implemented to solve the problem of managing a complex laboratory with high quality equipment. To optimize the laboratory work outcomes, students act as trainers of their colleagues in a peer-tutoring basis.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"39 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":"129878072","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.2011.5773158
H. Mustafa, S. Badran, A. Al-Hamadi, T. Al-Somani
Investigational analysis and evaluation of cooperative learning phenomenon is a challenging educational issue. Recently, educationalists have adopted interesting research work concerned with realistic modeling of human's cooperative learning phenomenon. That's by investigation of its analogy with natural behavioral learning aspects, observed by swarm intelligence of social insects colonies. Herein, this paper presents a realistic mathematical modeling of cooperative e-learning which inspired from cooperative behavioral learning observed by one type of Ant Colony System (ACS). More specifically, presented modeling motivated by qualitative analysis of observed behavioral learning performance of ACS type namely: Temnothorax albipennis. In nature, this ACS type observed to perform cooperative behavioural learning on the basis of tandem running technique. Objectively, this colony agents (ants) search for optimal algorithmic solution of foraging process by performing interactive technique. That's involves learning by interactive communication (positive feedback) between two ants (Follower/Leader) controlling trade-off between speed and accuracy. Interestingly, the analogy between introduced ACS models and corresponding Artificial Neural Networks models is presented.
{"title":"On mathematical modeling of cooperative e-learning performance during face to face tutoring sessions (Ant Colony System approach)","authors":"H. Mustafa, S. Badran, A. Al-Hamadi, T. Al-Somani","doi":"10.1109/EDUCON.2011.5773158","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773158","url":null,"abstract":"Investigational analysis and evaluation of cooperative learning phenomenon is a challenging educational issue. Recently, educationalists have adopted interesting research work concerned with realistic modeling of human's cooperative learning phenomenon. That's by investigation of its analogy with natural behavioral learning aspects, observed by swarm intelligence of social insects colonies. Herein, this paper presents a realistic mathematical modeling of cooperative e-learning which inspired from cooperative behavioral learning observed by one type of Ant Colony System (ACS). More specifically, presented modeling motivated by qualitative analysis of observed behavioral learning performance of ACS type namely: Temnothorax albipennis. In nature, this ACS type observed to perform cooperative behavioural learning on the basis of tandem running technique. Objectively, this colony agents (ants) search for optimal algorithmic solution of foraging process by performing interactive technique. That's involves learning by interactive communication (positive feedback) between two ants (Follower/Leader) controlling trade-off between speed and accuracy. Interestingly, the analogy between introduced ACS models and corresponding Artificial Neural Networks models is presented.","PeriodicalId":146973,"journal":{"name":"2011 IEEE Global Engineering Education Conference (EDUCON)","volume":"40 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":"124682040","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.2011.5773171
A. Nussbaumer, D. Albert, Uwe Kirschenmann
This paper presents technology-mediated strategies and a technical infrastructure design for supporting self-regulated learning in open responsive learning environments which are individually compiled by the learners themselves. A self-regulated learning process model has been defined to connect the self-regulated learning approach with concrete learning activities performed to create and use own learning environments. Technology-mediated strategies have been elaborated to support all the activities and phases of the self-regulated learning process model. Guidance and personalization is supported through recommendation of cognitive and meta-cognitive learning activities and associated resources. Furthermore, automatic monitoring of learners' behavior and its feedback is used to stimulate and guide self-reflection.
{"title":"Technology-mediated support for self-regulated learning in open responsive learning environments","authors":"A. Nussbaumer, D. Albert, Uwe Kirschenmann","doi":"10.1109/EDUCON.2011.5773171","DOIUrl":"https://doi.org/10.1109/EDUCON.2011.5773171","url":null,"abstract":"This paper presents technology-mediated strategies and a technical infrastructure design for supporting self-regulated learning in open responsive learning environments which are individually compiled by the learners themselves. A self-regulated learning process model has been defined to connect the self-regulated learning approach with concrete learning activities performed to create and use own learning environments. Technology-mediated strategies have been elaborated to support all the activities and phases of the self-regulated learning process model. Guidance and personalization is supported through recommendation of cognitive and meta-cognitive learning activities and associated resources. Furthermore, automatic monitoring of learners' behavior and its feedback is used to stimulate and guide self-reflection.","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":"128109856","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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