Learner requirements derived through learning experiences plays a major role in any e-learning environment as it has the potential to retrieve the most appropriate Learning Objects (LO) for the learners. With the help of specifications like experience API (xAPI), the e-learning environments these days are capable of recording the learning experiences of the learners both inside and outside the Leaning Management Systems (LMS). These experience statements convey the basic information on the object's utilization to the LMS. However, in a typical e-learning environment with minimal tutor support, such limited information on the learner's experiences may not help the LMSs to determine the dynamically changing needs of its learners. Also, the analysis of collective experiences of similar learners could greatly benefit in determining the learning requirements of a learner. This paper proposes a novel approach towards modeling the learning experience by mapping the learner's profile and the Learning Object Metadata (LOM). The learning experience statements generated on multidimensional perspectives are stored inside the data cube and analyzed using the proposed Cross Dimensional Slicing (CDS) algorithm. The results have highlighted that the learning experiences based LO recommendation has proved to be effective and also reduced the total number of slow learners of the e-learning environment.
{"title":"Multi Dimensional Analysis of Learning Experiences over the E-learning Environment for Effective Retrieval of LOs","authors":"V. R. Raghuveer, B. Tripathy","doi":"10.1109/T4E.2014.7","DOIUrl":"https://doi.org/10.1109/T4E.2014.7","url":null,"abstract":"Learner requirements derived through learning experiences plays a major role in any e-learning environment as it has the potential to retrieve the most appropriate Learning Objects (LO) for the learners. With the help of specifications like experience API (xAPI), the e-learning environments these days are capable of recording the learning experiences of the learners both inside and outside the Leaning Management Systems (LMS). These experience statements convey the basic information on the object's utilization to the LMS. However, in a typical e-learning environment with minimal tutor support, such limited information on the learner's experiences may not help the LMSs to determine the dynamically changing needs of its learners. Also, the analysis of collective experiences of similar learners could greatly benefit in determining the learning requirements of a learner. This paper proposes a novel approach towards modeling the learning experience by mapping the learner's profile and the Learning Object Metadata (LOM). The learning experience statements generated on multidimensional perspectives are stored inside the data cube and analyzed using the proposed Cross Dimensional Slicing (CDS) algorithm. The results have highlighted that the learning experiences based LO recommendation has proved to be effective and also reduced the total number of slow learners of the e-learning environment.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115416799","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}
This article presents an integrated approach for design of distillation column which is suitable for classroom teaching. The instructor of a course may seldom need to generate multiple sets of design problems for class assignments. With the present approach he/she has to provide only the input data for individual problems in an MS-Excel® spreadsheet. The methodology integrates the Mail-Merge feature of MSWord® and MS-Excel,® coupled with user-defined function in Microsoft® Visual C++ to generate multiple sets of solution for design of the distillation column. The MATLAB® language for technical computing generates graphical outputs of those design problems. The philosophy of this approach may be extended to other design problems too.
{"title":"Computer Aided Design of Distillation Column Suitable for Classroom Teaching","authors":"Prabirkumar Saha","doi":"10.1109/T4E.2014.21","DOIUrl":"https://doi.org/10.1109/T4E.2014.21","url":null,"abstract":"This article presents an integrated approach for design of distillation column which is suitable for classroom teaching. The instructor of a course may seldom need to generate multiple sets of design problems for class assignments. With the present approach he/she has to provide only the input data for individual problems in an MS-Excel® spreadsheet. The methodology integrates the Mail-Merge feature of MSWord® and MS-Excel,® coupled with user-defined function in Microsoft® Visual C++ to generate multiple sets of solution for design of the distillation column. The MATLAB® language for technical computing generates graphical outputs of those design problems. The philosophy of this approach may be extended to other design problems too.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123544722","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}
People for various reasons need to learn new topics and acquire new skills, but they don't want to attend class or to take full e-learning courses. They search the internet and variety of other sources, to swiftly learn what they need to know. For learners, it is difficult to find and arrange this information for effective learning. Knowledge acquired is often detached, forgotten or not well incorporated into practice. These observations are not unique to the working professionals. Learners in colleges and universities also spend considerable amount of effort in search for information. In all cases, content on the web is often not well organized according to learners learning needs thus learners spend considerable amount of time in unproductive interactions. A more flexible approach to satisfy each learner's learning goal and context is required. This research focuses on dynamic sequencing learning object based on learning goal and learning object prerequisite. A dynamic course curriculum is created for each learner with option to choose learning path suitable for the learner.
{"title":"Dynamic Sequencing of Learning Objects Based on Learning Goals","authors":"Gunashekhar Nandiboyina, P. Gharpure","doi":"10.1109/T4E.2014.3","DOIUrl":"https://doi.org/10.1109/T4E.2014.3","url":null,"abstract":"People for various reasons need to learn new topics and acquire new skills, but they don't want to attend class or to take full e-learning courses. They search the internet and variety of other sources, to swiftly learn what they need to know. For learners, it is difficult to find and arrange this information for effective learning. Knowledge acquired is often detached, forgotten or not well incorporated into practice. These observations are not unique to the working professionals. Learners in colleges and universities also spend considerable amount of effort in search for information. In all cases, content on the web is often not well organized according to learners learning needs thus learners spend considerable amount of time in unproductive interactions. A more flexible approach to satisfy each learner's learning goal and context is required. This research focuses on dynamic sequencing learning object based on learning goal and learning object prerequisite. A dynamic course curriculum is created for each learner with option to choose learning path suitable for the learner.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122522132","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}
S. Balamurugan, N. Janarthanan, K. Vijayachandrakala, R. Lekshmi
This paper explains the experiments developed in the laboratory to teach undergraduate students the different aspects of power system operation and control. Simulation software are used in most of the colleges to teach different aspects of power system. Students feel difficult to understand the power system behavior in physical sense. This paper describes a model power system built in the Electrical Engineering Department of Amrita School of Engineering, Coimbatore. The model consists of two bus system connected by two parallel transmission lines. The power flow in the transmission line is controlled by varying voltage magnitude, line reactance, passive and active series compensation.
{"title":"Laboratory Model for Teaching Real Power Flow Control in Transmission Line","authors":"S. Balamurugan, N. Janarthanan, K. Vijayachandrakala, R. Lekshmi","doi":"10.1109/T4E.2014.47","DOIUrl":"https://doi.org/10.1109/T4E.2014.47","url":null,"abstract":"This paper explains the experiments developed in the laboratory to teach undergraduate students the different aspects of power system operation and control. Simulation software are used in most of the colleges to teach different aspects of power system. Students feel difficult to understand the power system behavior in physical sense. This paper describes a model power system built in the Electrical Engineering Department of Amrita School of Engineering, Coimbatore. The model consists of two bus system connected by two parallel transmission lines. The power flow in the transmission line is controlled by varying voltage magnitude, line reactance, passive and active series compensation.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122065100","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}
Saraswathi Krithivasan, Saurav Shandilya, Krishna Lala, K. Arya
Embedded systems and robotics are interdisciplinary and have a wide range of applications, making them ideal subjects for sparking innovation and creative thinking in engineering students. One way to teach these subjects to students across the country is through distance education. However, as hands-on experiments are a major part of such courses to be effective, and since most colleges lack robotics labs, such attempts have proven to be ineffective. By combining aspects from on-line distance education, multimedia content dissemination, and a step-by-step approach to impart Project Based Learning, e-Yantra Robotics Competition (eYRC) addresses this challenge. One hundred and sixty teams of four members each were provided with: (i) a real-world problem abstracted as a theme, (ii) a robotic kit along with accessories to implement a solution to a given theme, and (iii) tasks with associated templates to train them on the various steps of a project life cycle over the 4-month duration of the competition. Results show that 94% of the teams gained basic knowledge of embedded systems and robotics, with 60% successfully implementing a solution on the robot and 24% exhibiting creativity and critical thinking skills in addition.
{"title":"Massive Project Based Learning through a Competition: Impact of and Insights from the e-Yantra Robotics Competition (eYRC -- 2013)","authors":"Saraswathi Krithivasan, Saurav Shandilya, Krishna Lala, K. Arya","doi":"10.1109/T4E.2014.13","DOIUrl":"https://doi.org/10.1109/T4E.2014.13","url":null,"abstract":"Embedded systems and robotics are interdisciplinary and have a wide range of applications, making them ideal subjects for sparking innovation and creative thinking in engineering students. One way to teach these subjects to students across the country is through distance education. However, as hands-on experiments are a major part of such courses to be effective, and since most colleges lack robotics labs, such attempts have proven to be ineffective. By combining aspects from on-line distance education, multimedia content dissemination, and a step-by-step approach to impart Project Based Learning, e-Yantra Robotics Competition (eYRC) addresses this challenge. One hundred and sixty teams of four members each were provided with: (i) a real-world problem abstracted as a theme, (ii) a robotic kit along with accessories to implement a solution to a given theme, and (iii) tasks with associated templates to train them on the various steps of a project life cycle over the 4-month duration of the competition. Results show that 94% of the teams gained basic knowledge of embedded systems and robotics, with 60% successfully implementing a solution on the robot and 24% exhibiting creativity and critical thinking skills in addition.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116304563","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}
Mobile applications are widely used in many research areas as well as in current daily life. Applications on smart phones are closely related to the physical device. An application may run differently on different mobiles. It is hard and expensive for college students to adapt and test their applications on several types of smart phones. This paper presents a work in progress on the development of an online physical simulation platform for Android programmers. Remote students upload Android applications to the server, which is connected with many mobiles. The screen of the smart phone is transformed to the client user with the support of the VNC Sever. We define a series of services to support the simulation process. In contrast with the traditional software-based simulation, the online physical simulation approach is more functional, stable and effective.
{"title":"An Online Physical Simulation Platform for Android Programming","authors":"Yu Liu, Ying Li, J. Niu, Qinghua Cao","doi":"10.1109/T4E.2014.58","DOIUrl":"https://doi.org/10.1109/T4E.2014.58","url":null,"abstract":"Mobile applications are widely used in many research areas as well as in current daily life. Applications on smart phones are closely related to the physical device. An application may run differently on different mobiles. It is hard and expensive for college students to adapt and test their applications on several types of smart phones. This paper presents a work in progress on the development of an online physical simulation platform for Android programmers. Remote students upload Android applications to the server, which is connected with many mobiles. The screen of the smart phone is transformed to the client user with the support of the VNC Sever. We define a series of services to support the simulation process. In contrast with the traditional software-based simulation, the online physical simulation approach is more functional, stable and effective.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130725902","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}
Steven C. Harris, Lanqin Zheng, Vivekanandan Kumar, Kinshuk
Text-based sentiment analysis as a tool for monitoring online learning environment has elicited increasing interesting and been widely used in practice. Correctly identifying author sentiment in a stream of text presents a number of challenges including accurate language parsing, differing perspectives between author and reader, and the general difficulty in accurately classifying natural language semantics. This paper documents the development and initial results of a unique multi-dimensional sentiment analysis agent for online learning environment, in order to provide overall student feedback on a number of different levels as well as identify potential problems during the delivery of the course. This sentiment analysis agent monitors student interaction in the messaging, discussion and collaboration tools found in the Moodle learning environment, and classifies textual data into one of six dimensions: positive, negative, neutral, insightful, angry, and joke. Ultimately we see this work being especially useful to larger digital learning environments -- especially massive open online courses (MOOCs) -- where instructors and administrators are unable to read every individual forum or discussion item, but require a way to identify significant changes in tone and sentiment in order to quickly address potential students or user issues.
{"title":"Multi-dimensional Sentiment Classification in Online Learning Environment","authors":"Steven C. Harris, Lanqin Zheng, Vivekanandan Kumar, Kinshuk","doi":"10.1109/T4E.2014.50","DOIUrl":"https://doi.org/10.1109/T4E.2014.50","url":null,"abstract":"Text-based sentiment analysis as a tool for monitoring online learning environment has elicited increasing interesting and been widely used in practice. Correctly identifying author sentiment in a stream of text presents a number of challenges including accurate language parsing, differing perspectives between author and reader, and the general difficulty in accurately classifying natural language semantics. This paper documents the development and initial results of a unique multi-dimensional sentiment analysis agent for online learning environment, in order to provide overall student feedback on a number of different levels as well as identify potential problems during the delivery of the course. This sentiment analysis agent monitors student interaction in the messaging, discussion and collaboration tools found in the Moodle learning environment, and classifies textual data into one of six dimensions: positive, negative, neutral, insightful, angry, and joke. Ultimately we see this work being especially useful to larger digital learning environments -- especially massive open online courses (MOOCs) -- where instructors and administrators are unable to read every individual forum or discussion item, but require a way to identify significant changes in tone and sentiment in order to quickly address potential students or user issues.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133536857","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}
Shriguru Nayak, Prashanth Vakrani, A. Purohit, G. N. S. Prasanna
On-line education is being revolutionized by new technologies, capable of reaching millions of people with the ultimate promise of education for everyone and everywhere. With this change in trend, online laboratories are gaining popularity due to their accessibility, cost and state of the art infrastructure. The Remote Triggered Lab infrastructure for robotics is one such online laboratory for robotics and electromechanical systems domain. In this paper, we discuss about lab infrastructure, architecture, challenges faced during design, implementation and deployment along with proposed and implemented solutions. The challenges of the Remote Triggered Lab are unique: with remote triggered electromechanical motion being involved. In addition, audio/video feedback is provided to the user since it provides a clear idea of mechanical motion capability of robots. A novel robot emulator designed using bank of shafts is a unique facility in the Remote Triggered Lab to learn and simulate complex robots remotely. Challenges faced during the development of this lab infrastructure are also discussed in this paper.
{"title":"Remote Triggered Lab for Robotics: Architecture, Design and Implementation Challenges","authors":"Shriguru Nayak, Prashanth Vakrani, A. Purohit, G. N. S. Prasanna","doi":"10.1109/T4E.2014.24","DOIUrl":"https://doi.org/10.1109/T4E.2014.24","url":null,"abstract":"On-line education is being revolutionized by new technologies, capable of reaching millions of people with the ultimate promise of education for everyone and everywhere. With this change in trend, online laboratories are gaining popularity due to their accessibility, cost and state of the art infrastructure. The Remote Triggered Lab infrastructure for robotics is one such online laboratory for robotics and electromechanical systems domain. In this paper, we discuss about lab infrastructure, architecture, challenges faced during design, implementation and deployment along with proposed and implemented solutions. The challenges of the Remote Triggered Lab are unique: with remote triggered electromechanical motion being involved. In addition, audio/video feedback is provided to the user since it provides a clear idea of mechanical motion capability of robots. A novel robot emulator designed using bank of shafts is a unique facility in the Remote Triggered Lab to learn and simulate complex robots remotely. Challenges faced during the development of this lab infrastructure are also discussed in this paper.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131681909","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}
David Boulanger, Jeremie Seanosky, Michael Baddeley, Vivekanandan S. Kumar, Kinshuk
Several major accidents in the oil and gas industry traced their source to deficient training resulting in serious injuries and even casualties along with extremely expensive damage to equipment and decrease in productivity. This paper presents a procedure evaluation/e-training tool called PeT to track the knowledge and confidence of trainees in emergency operating procedures. PeT was tested with two emergency procedures in an oil and gas company in Canada. A text-based knowledge test was implemented for each procedure. Each test consisted of multiple-choice questions. Answers were classified as perfectly correct, incomplete but correct, partially correct, mostly incorrect, and totally incorrect. The paper also describes the six-factor confidence model underlying the confidence computations in PeT: knowledge, reaction time, lingering, number of visits (revision), number of selections, and number of switching answers. Each confidence factor measures a specific aspect of the targeted behaviour in an emergency. The results of two experiments conducted in 2014 in an oil and gas company are also presented to show the types of analysis that PeT enables. A plan to move PeT into an interactive training environment to track the actions of operators in their work environment and translate their interaction into higher level competences is also briefly introduced.
{"title":"Learning Analytics in the Energy Industry: Measuring Competences in Emergency Procedures","authors":"David Boulanger, Jeremie Seanosky, Michael Baddeley, Vivekanandan S. Kumar, Kinshuk","doi":"10.1109/T4E.2014.44","DOIUrl":"https://doi.org/10.1109/T4E.2014.44","url":null,"abstract":"Several major accidents in the oil and gas industry traced their source to deficient training resulting in serious injuries and even casualties along with extremely expensive damage to equipment and decrease in productivity. This paper presents a procedure evaluation/e-training tool called PeT to track the knowledge and confidence of trainees in emergency operating procedures. PeT was tested with two emergency procedures in an oil and gas company in Canada. A text-based knowledge test was implemented for each procedure. Each test consisted of multiple-choice questions. Answers were classified as perfectly correct, incomplete but correct, partially correct, mostly incorrect, and totally incorrect. The paper also describes the six-factor confidence model underlying the confidence computations in PeT: knowledge, reaction time, lingering, number of visits (revision), number of selections, and number of switching answers. Each confidence factor measures a specific aspect of the targeted behaviour in an emergency. The results of two experiments conducted in 2014 in an oil and gas company are also presented to show the types of analysis that PeT enables. A plan to move PeT into an interactive training environment to track the actions of operators in their work environment and translate their interaction into higher level competences is also briefly introduced.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131872319","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}
Question posing (QP) refers to the generation of questions by learners. It has been shown to be an effective instructional strategy for teaching-learning of complex materials. QP enables students to inquire into the given situation and generate new knowledge through self exploration. Students questioning can be used as a strategy to enable student directed learning and create a student centered curriculum. In this paper we present a software solution to incorporate a smooth implementation of an inquiry based student directed learning strategy. We used qualitative data to derive the user requirement specification. The software solution was developed and deployed in a three-day Data Structures workshop. The user testing at the end of the third day of the workshop confirmed that the system was able to deliver all the required functionalities and features.
{"title":"A Software Solution to Conduct Inquiry Based Student Directed Learning","authors":"Shitanshu Mishra, Mukulika Maity","doi":"10.1109/T4E.2014.40","DOIUrl":"https://doi.org/10.1109/T4E.2014.40","url":null,"abstract":"Question posing (QP) refers to the generation of questions by learners. It has been shown to be an effective instructional strategy for teaching-learning of complex materials. QP enables students to inquire into the given situation and generate new knowledge through self exploration. Students questioning can be used as a strategy to enable student directed learning and create a student centered curriculum. In this paper we present a software solution to incorporate a smooth implementation of an inquiry based student directed learning strategy. We used qualitative data to derive the user requirement specification. The software solution was developed and deployed in a three-day Data Structures workshop. The user testing at the end of the third day of the workshop confirmed that the system was able to deliver all the required functionalities and features.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115470387","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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