Pub Date : 2018-04-19DOI: 10.1109/ISECON.2018.8340493
A. Molnar
In this research, we study the use of interactive digital storytelling in teaching microbiology. More specifically, we carried out an exploratory study assessing the effect of using the gamification of an interactive digital storytelling on classroom dynamics and students' interaction. The results show that the presence of gamification led to an increase in classroom discussions and in students' engagement with the learning objectives taught by the interactive digital storytelling.
{"title":"The effect of interactive digital storytelling gamification on microbiology classroom interactions","authors":"A. Molnar","doi":"10.1109/ISECON.2018.8340493","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340493","url":null,"abstract":"In this research, we study the use of interactive digital storytelling in teaching microbiology. More specifically, we carried out an exploratory study assessing the effect of using the gamification of an interactive digital storytelling on classroom dynamics and students' interaction. The results show that the presence of gamification led to an increase in classroom discussions and in students' engagement with the learning objectives taught by the interactive digital storytelling.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130701943","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340488
M. Zhu, N. Panorkou, P. Lal, Sowmith Etikyala, Erell Germia, Pricilla Iranah, B. Samanthula, Debasmita Basu
This paper discusses our work in progress aiming to explore how computer simulations can be integrated into the K-12 curriculum of Earth and Environmental science. Several interactive simulations using Netlogo, a multi-agent modeling environment, and Scratch, a visual programming software are being developed with steerable parameters and the corresponding output plots for students to manipulate and interpret the results, respectively. Here, we present two simulations we designed on water cycle and discuss how these may help students learn about the distribution of water and its continuous move in the ecosystem.
{"title":"Integrating interactive computer simulations into K-12 earth and environmental science","authors":"M. Zhu, N. Panorkou, P. Lal, Sowmith Etikyala, Erell Germia, Pricilla Iranah, B. Samanthula, Debasmita Basu","doi":"10.1109/ISECON.2018.8340488","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340488","url":null,"abstract":"This paper discusses our work in progress aiming to explore how computer simulations can be integrated into the K-12 curriculum of Earth and Environmental science. Several interactive simulations using Netlogo, a multi-agent modeling environment, and Scratch, a visual programming software are being developed with steerable parameters and the corresponding output plots for students to manipulate and interpret the results, respectively. Here, we present two simulations we designed on water cycle and discuss how these may help students learn about the distribution of water and its continuous move in the ecosystem.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114375296","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340475
N. Ng
In a world of global warming and limited renewable resources, microbial fuel cells (MFCs) gain momentum in relevance and efficiency. Utilizing just organic waste and electrogenic mud microbes found in most parts of the world, these battery-like mechanisms can recycle waste to produce consumable electricity. After inserting mud and a food substrate, the microbes in the MFCs feed on the substrate and release electrons. These electrons flow through the MFC wiring from an anode to a cathode, can be used for external use, and ultimately react with oxygen to form purifiable water. MFCs from a supplier were used to test the effects of amount and different types of food substrates such as white sugar and compost on maximum electrical output. Results yielded that different cultures of mud and bacteria need certain optimal amounts and proportions of nutrients in order to yield the highest output. High amounts of sugar substrate kills the microbes due to dehydration, and the microbes need a 1:2:1 ratio of nitrogen, carbon, and phosphorous compounds (tested with soil indicators). Using the substrate that provides the highest output at a certain amount in multiple MFCs, a high electron flow was generated after connecting the MFCs in a series circuit. An external USB boost converter hardware mechanism was attached to the circuit, and channeled the electricity made into charging smartphones. In the future, the USB boost converter hardware must be able to charge a smartphone faster to improve its efficiency. Through this research, the combination of electrochemistry, mechanical engineering, and microbiology work in tandem to provide consistent accessible sources of energy in African villages.
{"title":"Bridging between electrochemistry and microbiology for a brighter future: Microbial fuel cells","authors":"N. Ng","doi":"10.1109/ISECON.2018.8340475","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340475","url":null,"abstract":"In a world of global warming and limited renewable resources, microbial fuel cells (MFCs) gain momentum in relevance and efficiency. Utilizing just organic waste and electrogenic mud microbes found in most parts of the world, these battery-like mechanisms can recycle waste to produce consumable electricity. After inserting mud and a food substrate, the microbes in the MFCs feed on the substrate and release electrons. These electrons flow through the MFC wiring from an anode to a cathode, can be used for external use, and ultimately react with oxygen to form purifiable water. MFCs from a supplier were used to test the effects of amount and different types of food substrates such as white sugar and compost on maximum electrical output. Results yielded that different cultures of mud and bacteria need certain optimal amounts and proportions of nutrients in order to yield the highest output. High amounts of sugar substrate kills the microbes due to dehydration, and the microbes need a 1:2:1 ratio of nitrogen, carbon, and phosphorous compounds (tested with soil indicators). Using the substrate that provides the highest output at a certain amount in multiple MFCs, a high electron flow was generated after connecting the MFCs in a series circuit. An external USB boost converter hardware mechanism was attached to the circuit, and channeled the electricity made into charging smartphones. In the future, the USB boost converter hardware must be able to charge a smartphone faster to improve its efficiency. Through this research, the combination of electrochemistry, mechanical engineering, and microbiology work in tandem to provide consistent accessible sources of energy in African villages.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128698936","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340489
Bernadette Sibuma, Susmitha Wunnava, Melissa-Sue John, F. Anggoro, Mia Dubosarsky
This paper reports a pilot study to determine the potential impact of an integrated STEM curriculum on Pre-K teachers' engineering content knowledge, self-efficacy and teaching practice. Using a randomized control trial design, researchers examined the impact of the curriculum in 17 Pre-K classrooms (8 intervention classrooms, 9 control classrooms) in central Massachusetts. Questionnaires measuring STEM and engineering content knowledge, self-efficacy and teaching practice were administered to participating Pre-K teachers (N=42; 21 intervention, 21 control) in Fall 2017 and again in Spring 2018. Baseline analysis showed no significant differences in engineering and STEM content knowledge, pedagogical content knowledge, or teaching self-efficacy at the start of the pilot study between intervention and comparison classroom teachers. Fidelity of implementation was measured using an observation instrument developed by the project team based on a published implementation science framework. We hypothesized that teachers who implement the integrated STEM curriculum will have significantly higher engineering pedagogical content knowledge and self-efficacy than teachers in the comparison group. As well the teachers who implement the integrated STEM curriculum will show significant gains in their engineering pedagogical content knowledge and self-efficacy in teaching engineering and STEM as a result of their participation.
{"title":"The impact of an integrated Pre-K STEM curriculum on teachers' engineering content knowledge, self-efficacy, and teaching practices","authors":"Bernadette Sibuma, Susmitha Wunnava, Melissa-Sue John, F. Anggoro, Mia Dubosarsky","doi":"10.1109/ISECON.2018.8340489","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340489","url":null,"abstract":"This paper reports a pilot study to determine the potential impact of an integrated STEM curriculum on Pre-K teachers' engineering content knowledge, self-efficacy and teaching practice. Using a randomized control trial design, researchers examined the impact of the curriculum in 17 Pre-K classrooms (8 intervention classrooms, 9 control classrooms) in central Massachusetts. Questionnaires measuring STEM and engineering content knowledge, self-efficacy and teaching practice were administered to participating Pre-K teachers (N=42; 21 intervention, 21 control) in Fall 2017 and again in Spring 2018. Baseline analysis showed no significant differences in engineering and STEM content knowledge, pedagogical content knowledge, or teaching self-efficacy at the start of the pilot study between intervention and comparison classroom teachers. Fidelity of implementation was measured using an observation instrument developed by the project team based on a published implementation science framework. We hypothesized that teachers who implement the integrated STEM curriculum will have significantly higher engineering pedagogical content knowledge and self-efficacy than teachers in the comparison group. As well the teachers who implement the integrated STEM curriculum will show significant gains in their engineering pedagogical content knowledge and self-efficacy in teaching engineering and STEM as a result of their participation.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123615932","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340460
A. J. Abdellatif, B. McCollum, P. McMullan
The use of serious games in teaching and training is increasing; however, there is a lack of suitable evaluation frameworks to evaluate the different quality characteristics in the serious games. This study highlights previous evaluation frameworks and then emphasizes different quality characteristics that have been used in evaluating serious games. The study divided the discussed quality characteristics into primary and secondary characteristics based on their use in the literature. The study proposes a framework to evaluate several dimensions of serious games by choosing and combining appropriate quality characteristics. Robocode a programming serious game was used as a case study in which the framework has been applied to it where fifteen students in Queen's University Belfast played the game and evaluated different quality characteristics based on the proposed framework. The results showed that Robocode overall evaluation is good; however, the framework recommends changes to be applied to the game to increase the game understandability to be played by the users without the need for supervision or tutors.
{"title":"Serious games: Quality characteristics evaluation framework and case study","authors":"A. J. Abdellatif, B. McCollum, P. McMullan","doi":"10.1109/ISECON.2018.8340460","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340460","url":null,"abstract":"The use of serious games in teaching and training is increasing; however, there is a lack of suitable evaluation frameworks to evaluate the different quality characteristics in the serious games. This study highlights previous evaluation frameworks and then emphasizes different quality characteristics that have been used in evaluating serious games. The study divided the discussed quality characteristics into primary and secondary characteristics based on their use in the literature. The study proposes a framework to evaluate several dimensions of serious games by choosing and combining appropriate quality characteristics. Robocode a programming serious game was used as a case study in which the framework has been applied to it where fifteen students in Queen's University Belfast played the game and evaluated different quality characteristics based on the proposed framework. The results showed that Robocode overall evaluation is good; however, the framework recommends changes to be applied to the game to increase the game understandability to be played by the users without the need for supervision or tutors.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127529258","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340458
S. Kim, N. Stogdill
This paper describes a new interdisciplinary course entitled Science and Literature of Disease offered since 2015 for second-semester high school seniors at Polytechnic School, a college-preparatory school in Pasadena, CA. The course is taught by a physician and an English teacher who initiated this course to inspire the students to identify, understand, and analyze timely issues in science and medicine. Each year, approximately 15–20 students enroll and obtain credit for a science elective and AP English Literature. Students also receive credit toward receiving a Global Initiatives Certificate from Polytechnic School's Global Initiative Program (GIP). The course is student-driven and incorporates timely issues in science and disease identified by the instructors and students. Students respond positively to the course. Medical topics include the plague, tuberculosis, malaria, cancer, and AIDS. Students read Susan Sontag's Illness as Metaphor, Leo Tolstoy's Death of Ivan Ilyich, Gabriel García Márquez's Love in the Time of Cholera, On Doctoring edited by Reynolds and Stone, Cameron Conway's Malaria Poems, Somerset Maugham's Sanatorium, and excerpts from Boccaccio's Decameron. Key lessons learned are presented. Feedback from the students seems to indicate that this environment fosters a sense that the students cherish the course and the contributions of their peers, and reasons are discussed.
{"title":"Inspiring high school students to engage with current issues in science and medicine with an interdisciplinary course entitled science and literature of disease","authors":"S. Kim, N. Stogdill","doi":"10.1109/ISECON.2018.8340458","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340458","url":null,"abstract":"This paper describes a new interdisciplinary course entitled Science and Literature of Disease offered since 2015 for second-semester high school seniors at Polytechnic School, a college-preparatory school in Pasadena, CA. The course is taught by a physician and an English teacher who initiated this course to inspire the students to identify, understand, and analyze timely issues in science and medicine. Each year, approximately 15–20 students enroll and obtain credit for a science elective and AP English Literature. Students also receive credit toward receiving a Global Initiatives Certificate from Polytechnic School's Global Initiative Program (GIP). The course is student-driven and incorporates timely issues in science and disease identified by the instructors and students. Students respond positively to the course. Medical topics include the plague, tuberculosis, malaria, cancer, and AIDS. Students read Susan Sontag's Illness as Metaphor, Leo Tolstoy's Death of Ivan Ilyich, Gabriel García Márquez's Love in the Time of Cholera, On Doctoring edited by Reynolds and Stone, Cameron Conway's Malaria Poems, Somerset Maugham's Sanatorium, and excerpts from Boccaccio's Decameron. Key lessons learned are presented. Feedback from the students seems to indicate that this environment fosters a sense that the students cherish the course and the contributions of their peers, and reasons are discussed.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125581415","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340502
Bjarke Kristian Maigaard Kjær Pedersen, K. Andersen, Anders J⊘rgensen, Simon Köslich, Fardin Sherzai, Jacob Nielsen
Educational Robotics has proven a feasible way of supporting and exemplifying Computational Thinking. With this paper, we describe the user-centered iterative and incremental development of a new educational robotic system, BRICKO, to support tangible, social and playful interaction while educating children in 1st–3rd grade in Computational Thinking. We develop the system through seven main iterations including a total of 108 participant pupils and their teachers. The methodology is a mixture of observation and interviews using Wizard of OZ testing with the early pilot prototypes as well as usability and user experience testing with the following incrementally improved digital prototypes. Our results for development and evaluation are presented for each iteration leading onto the next and describes the evolution of both the BRICKO driving robot as well as the BRICKO programming-board and its different categories of command-bricks. We discuss the methodologies used for assuring a playful and social educational robotic system and conclude that we achieved a useful prototype for supporting education in Computational Thinking.
教育机器人已经被证明是一种支持和示范计算思维的可行方法。在本文中，我们描述了一个新的教育机器人系统BRICKO的以用户为中心的迭代和增量开发，以支持有形的，社交的和有趣的互动，同时教育1 - 3年级的儿童计算思维。我们通过七个主要的迭代开发了这个系统，包括108名学生和他们的老师。该方法混合了观察和访谈，使用Wizard of OZ对早期的试点原型进行测试，以及使用随后逐步改进的数字原型进行可用性和用户体验测试。我们的开发和评估结果为每次迭代提供，并引导下一次迭代，并描述了BRICKO驱动机器人以及BRICKO编程板及其不同类别的命令块的演变。我们讨论了用于确保好玩和社会教育机器人系统的方法，并得出结论，我们实现了支持计算思维教育的有用原型。
{"title":"Towards playful learning and computational thinking — Developing the educational robot BRICKO","authors":"Bjarke Kristian Maigaard Kjær Pedersen, K. Andersen, Anders J⊘rgensen, Simon Köslich, Fardin Sherzai, Jacob Nielsen","doi":"10.1109/ISECON.2018.8340502","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340502","url":null,"abstract":"Educational Robotics has proven a feasible way of supporting and exemplifying Computational Thinking. With this paper, we describe the user-centered iterative and incremental development of a new educational robotic system, BRICKO, to support tangible, social and playful interaction while educating children in 1st–3rd grade in Computational Thinking. We develop the system through seven main iterations including a total of 108 participant pupils and their teachers. The methodology is a mixture of observation and interviews using Wizard of OZ testing with the early pilot prototypes as well as usability and user experience testing with the following incrementally improved digital prototypes. Our results for development and evaluation are presented for each iteration leading onto the next and describes the evolution of both the BRICKO driving robot as well as the BRICKO programming-board and its different categories of command-bricks. We discuss the methodologies used for assuring a playful and social educational robotic system and conclude that we achieved a useful prototype for supporting education in Computational Thinking.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116356613","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340495
P. Williams
Many jobs require the ability to collaborate effectively in teams, and STEM jobs are no exception. However, few curricula have been published that are explicitly designed to help undergraduates in STEM fields internalize the skills that are central to effective collaborative work. Students are typically assumed to be able to acquire these skills on their own. But when students without training are assigned to work in teams, they are no more likely to learn effective group process skills than if they were assigned a golf club and told to go figure out how to golf. In fact, without appropriate instruction and feedback, students typically develop counterproductive habits and attitudes, such as avoiding conflict, that undercut the effectiveness of a team. In this work-in-progress paper, I describe a curricular approach that has helped my students learn how to use teams in efficient, effective ways. It allows students to practice individual skills one at a time but also presents integrative team challenges that force them to decide how and when to apply specific group process skills and strategies. These challenges consist of 90-minute scavenger hunt or escape room-like puzzles that can only be completed within the time limit if students make efficient use of their assigned teams. Students describe these ungraded puzzles as anxiety-provoking but fun, and their progressive improvement over five once-a-week puzzles suggests that they internalize effective communication skills and learn ways of efficiently using teams to solve problems.
{"title":"Using escape room-like puzzles to teach undergraduate students effective and efficient group process skills","authors":"P. Williams","doi":"10.1109/ISECON.2018.8340495","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340495","url":null,"abstract":"Many jobs require the ability to collaborate effectively in teams, and STEM jobs are no exception. However, few curricula have been published that are explicitly designed to help undergraduates in STEM fields internalize the skills that are central to effective collaborative work. Students are typically assumed to be able to acquire these skills on their own. But when students without training are assigned to work in teams, they are no more likely to learn effective group process skills than if they were assigned a golf club and told to go figure out how to golf. In fact, without appropriate instruction and feedback, students typically develop counterproductive habits and attitudes, such as avoiding conflict, that undercut the effectiveness of a team. In this work-in-progress paper, I describe a curricular approach that has helped my students learn how to use teams in efficient, effective ways. It allows students to practice individual skills one at a time but also presents integrative team challenges that force them to decide how and when to apply specific group process skills and strategies. These challenges consist of 90-minute scavenger hunt or escape room-like puzzles that can only be completed within the time limit if students make efficient use of their assigned teams. Students describe these ungraded puzzles as anxiety-provoking but fun, and their progressive improvement over five once-a-week puzzles suggests that they internalize effective communication skills and learn ways of efficiently using teams to solve problems.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130331655","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340468
A. Ravishankar Rao, Daniel J. B. Clarke, Manthan Bhdiyadra, Siddharth Phadke
In this paper, we present the development of new course modules in the field of embedded systems, dedicated to teaching students about the internet-of-things. We discuss important issues in creating hands-on labs for students in such a course, along with the experience of teaching this course at the graduate level. We expect other instructors interested in this area to benefit from our experience. We also offer suggestions for adapting this course at the undergraduate level. Our main finding is that students are very excited to learn about cutting-edge technologies, including fast growing programming languages and platforms. Specific hands-on laboratory exercises were developed on the Raspberry Pi platform in Python to teach students about the end-to-end processing involved in acquiring, analyzing, storing and transmitting temperature sensor data. These lab exercises provided students with a detailed understanding of the end-to-end processing involved in internet-of-things applications, including sensory data acquisition, storage, transmission, retrieval and analytics. The lab exercises made the course material accessible and engaging. This addresses one of the barriers to students entering and staying in STEM fields, which is the perceived dullness of the material taught.
{"title":"Development of an embedded system course to teach the Internet-of-Things","authors":"A. Ravishankar Rao, Daniel J. B. Clarke, Manthan Bhdiyadra, Siddharth Phadke","doi":"10.1109/ISECON.2018.8340468","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340468","url":null,"abstract":"In this paper, we present the development of new course modules in the field of embedded systems, dedicated to teaching students about the internet-of-things. We discuss important issues in creating hands-on labs for students in such a course, along with the experience of teaching this course at the graduate level. We expect other instructors interested in this area to benefit from our experience. We also offer suggestions for adapting this course at the undergraduate level. Our main finding is that students are very excited to learn about cutting-edge technologies, including fast growing programming languages and platforms. Specific hands-on laboratory exercises were developed on the Raspberry Pi platform in Python to teach students about the end-to-end processing involved in acquiring, analyzing, storing and transmitting temperature sensor data. These lab exercises provided students with a detailed understanding of the end-to-end processing involved in internet-of-things applications, including sensory data acquisition, storage, transmission, retrieval and analytics. The lab exercises made the course material accessible and engaging. This addresses one of the barriers to students entering and staying in STEM fields, which is the perceived dullness of the material taught.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134050767","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 : 2018-03-10DOI: 10.1109/ISECON.2018.8340463
Bryan S. Passione, S. Robila
Technology is evolving at an incredible pace, regularly outpacing the evolution of law. The law, by nature is reactive, and thus the legal system finds itself often unprepared to handle the novel technological innovations. Further prohibiting the adequate advancement of the law, many legal practitioners lack the requisite technical knowledge to accurately argue existing laws or to craft new laws that sufficiently respond to technological innovation. This lack of understanding leads to misapplication of the law and inappropriate hindrance of technology. This paper briefly examines the origin and evolution of Copyright law in the United States, together with efforts to stem digital piracy. It then details the development of an educational module focused on user education on copyright and intellectual property that can be deployed in introductory computing courses or provided as resource to legal professionals.
{"title":"Digital piracy, technology, the legal system and computing education","authors":"Bryan S. Passione, S. Robila","doi":"10.1109/ISECON.2018.8340463","DOIUrl":"https://doi.org/10.1109/ISECON.2018.8340463","url":null,"abstract":"Technology is evolving at an incredible pace, regularly outpacing the evolution of law. The law, by nature is reactive, and thus the legal system finds itself often unprepared to handle the novel technological innovations. Further prohibiting the adequate advancement of the law, many legal practitioners lack the requisite technical knowledge to accurately argue existing laws or to craft new laws that sufficiently respond to technological innovation. This lack of understanding leads to misapplication of the law and inappropriate hindrance of technology. This paper briefly examines the origin and evolution of Copyright law in the United States, together with efforts to stem digital piracy. It then details the development of an educational module focused on user education on copyright and intellectual property that can be deployed in introductory computing courses or provided as resource to legal professionals.","PeriodicalId":186215,"journal":{"name":"2018 IEEE Integrated STEM Education Conference (ISEC)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133361463","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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