Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451508
Safawi Abdul Rahman, N. Ahmad, Masitah Ahmad, Yamin Kamis, Khairul Mizan Taib
Academic institutions have developed the institution-wide e-portfolios under the label of institutional learning management systems (ILMS) applicable for teaching and learning (TL) for both educators and students. In addition to ILMS, individual educator has established a variety of e-portfolios dedicated for personalized TL upon a variety of platforms, designs and contents without special reference to student's expectation and preference. This paper discusses the design of the Personalized Educational Resource Management System (PERMS) for TL tailored into a course taught by individual educator following a five steps guideline set forth by [5]. In this enhanced concept of e-portfolio, the variety of modules of PERMS provides additional and meaningful learning materials compliment the ILMS.
{"title":"A design of a Personalized Educational Resources Management System","authors":"Safawi Abdul Rahman, N. Ahmad, Masitah Ahmad, Yamin Kamis, Khairul Mizan Taib","doi":"10.1109/ICEED.2015.7451508","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451508","url":null,"abstract":"Academic institutions have developed the institution-wide e-portfolios under the label of institutional learning management systems (ILMS) applicable for teaching and learning (TL) for both educators and students. In addition to ILMS, individual educator has established a variety of e-portfolios dedicated for personalized TL upon a variety of platforms, designs and contents without special reference to student's expectation and preference. This paper discusses the design of the Personalized Educational Resource Management System (PERMS) for TL tailored into a course taught by individual educator following a five steps guideline set forth by [5]. In this enhanced concept of e-portfolio, the variety of modules of PERMS provides additional and meaningful learning materials compliment the ILMS.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"304 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114655430","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451505
M. Kassim, M.M. Kamal, M. Sani, J. Johari
This paper presents a study on self-learning website development through online internet knowledge among engineering students. The objective of this study is to analyze how capable and experience students' skills on self-learning with online internet knowledge to develop their own website. Students are exposed to technology and online communication in today's learning environment which has motivated this research to identify engineering students' skills and independence level. Two engineering students group from Faculty of Electrical Engineering are chosen which are the Electronic students and Communications Engineering students which consist of 32 and 26 students. They are addressed to develop a website by self-learning from online internet knowledge. Students are to follow set of derived rules and criteria tracked by some rubrics for their score marks. Website development involved planning and designed in the methodology. Analysis present most students can develop their self-learning website but some are unable to follow the derived rules and rubrics. This means that they are not capable in presenting a good website designed. Results present Electronic engineering students are far better than communications engineering students. Best result are presented by the electronics group where 84.4% score with grade A and above compared to Communications group that presented only 19% scored with the same grade although studied has targeted that communication's students are more capable to develop their own website.
{"title":"Self-learning website development through online internet knowledge among engineering students","authors":"M. Kassim, M.M. Kamal, M. Sani, J. Johari","doi":"10.1109/ICEED.2015.7451505","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451505","url":null,"abstract":"This paper presents a study on self-learning website development through online internet knowledge among engineering students. The objective of this study is to analyze how capable and experience students' skills on self-learning with online internet knowledge to develop their own website. Students are exposed to technology and online communication in today's learning environment which has motivated this research to identify engineering students' skills and independence level. Two engineering students group from Faculty of Electrical Engineering are chosen which are the Electronic students and Communications Engineering students which consist of 32 and 26 students. They are addressed to develop a website by self-learning from online internet knowledge. Students are to follow set of derived rules and criteria tracked by some rubrics for their score marks. Website development involved planning and designed in the methodology. Analysis present most students can develop their self-learning website but some are unable to follow the derived rules and rubrics. This means that they are not capable in presenting a good website designed. Results present Electronic engineering students are far better than communications engineering students. Best result are presented by the electronics group where 84.4% score with grade A and above compared to Communications group that presented only 19% scored with the same grade although studied has targeted that communication's students are more capable to develop their own website.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125936605","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451497
T. Moors
Curriculum design has traditionally been done within single institutions and at the course level, in terms of deciding what to cover and the order of coverage. Increasing student mobility between institutions creates a challenge in determining what background knowledge they bring to a course and in personalising recommendations about how they can efficiently acquire sufficient background knowledge to allow them to best learn from a course. At the same time, the increasing availability of online Open Educational Resources (e.g. from MOOCs) creates an opportunity for drawing together resources from diverse world-class sources to help students learn. These changes require more detailed mapping of curricula, both in terms of smaller units of knowledge (e.g. topics that might be covered in minutes rather than courses that might take weeks) and in terms of considering the diverse perspectives that education resources drawn from various institutions may offer for a subject. In this paper we describe our methodology and experiences in high resolution mapping of subjects in the field of electrical engineering (in particular, telecommunications engineering) that has allowed us to personalise student learning experiences through the use of online resources from varied sources.
{"title":"High resolution mapping of engineering subjects from multiple perspectives","authors":"T. Moors","doi":"10.1109/ICEED.2015.7451497","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451497","url":null,"abstract":"Curriculum design has traditionally been done within single institutions and at the course level, in terms of deciding what to cover and the order of coverage. Increasing student mobility between institutions creates a challenge in determining what background knowledge they bring to a course and in personalising recommendations about how they can efficiently acquire sufficient background knowledge to allow them to best learn from a course. At the same time, the increasing availability of online Open Educational Resources (e.g. from MOOCs) creates an opportunity for drawing together resources from diverse world-class sources to help students learn. These changes require more detailed mapping of curricula, both in terms of smaller units of knowledge (e.g. topics that might be covered in minutes rather than courses that might take weeks) and in terms of considering the diverse perspectives that education resources drawn from various institutions may offer for a subject. In this paper we describe our methodology and experiences in high resolution mapping of subjects in the field of electrical engineering (in particular, telecommunications engineering) that has allowed us to personalise student learning experiences through the use of online resources from varied sources.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122278194","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451514
R. Ab Rahman, Anuar Hassan, Habibah Hashimm, M. M. Zan
Advanced and abstract concepts of engineering and sciences are difficult to teach using traditional media such as whiteboards and still slides. In the computer networking classroom, teachers have the challenging task of communicating abstract ideas and concepts such as the Open Systems Interconnect Model (OSI Model), Message Encapsulation, Protocol Stacks and many others. Modern teaching methods such as case studies, laboratory experience, visiting real-world scenarios and story-telling are commonly and easily practiced. In this paper we identify the challenges faced by teachers of computer networking in Malaysian polytechnics and study how animated media can be a most valuable tool to use in communicating the abstract and advanced concepts of computer communication to students in this institutions. We discuss some preliminary ideas on the development of animated and interactive media for teaching computer networking and elucidate the benefits of using animated media.
{"title":"On the use of animated media in communicating the abstract concepts of computer networking: A preliminary survey","authors":"R. Ab Rahman, Anuar Hassan, Habibah Hashimm, M. M. Zan","doi":"10.1109/ICEED.2015.7451514","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451514","url":null,"abstract":"Advanced and abstract concepts of engineering and sciences are difficult to teach using traditional media such as whiteboards and still slides. In the computer networking classroom, teachers have the challenging task of communicating abstract ideas and concepts such as the Open Systems Interconnect Model (OSI Model), Message Encapsulation, Protocol Stacks and many others. Modern teaching methods such as case studies, laboratory experience, visiting real-world scenarios and story-telling are commonly and easily practiced. In this paper we identify the challenges faced by teachers of computer networking in Malaysian polytechnics and study how animated media can be a most valuable tool to use in communicating the abstract and advanced concepts of computer communication to students in this institutions. We discuss some preliminary ideas on the development of animated and interactive media for teaching computer networking and elucidate the benefits of using animated media.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131455034","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451515
H. Hussin, M. Muhamad, J. Karim
There has been a paradigm shift in the modern teaching and learning method from face-to-face to blended learning style. However, most of the lecturers having difficulty in determining whether the blended learning style can be used as one of the approach to increase the student understanding on the engineering subject. Aiming to explore the effectiveness of blended learning model in engineering subjects, an innovative blended learning model was designed and implemented in the Semiconductor Device course to increase student achievement in this subject. The blended learning model implemented in this research integrate face-to-face, E-learning, groupwork and self-work. A survey and final examination results were used to evaluate the effectiveness of each of the teaching and learning activities implemented for this subject. It was found that a minimum of 10 students agreed that face-to-face module consists of tutorial and lecture together with mind map and on-line assignment were the most effective method for the students. Less than 4 students agreed that a Java applet and video is most effective. The results of the comparative study show the effectiveness of the proposed model. 15% of the students from this semester score A compared to previous student with only 7% score A in this course. The failure rate also reduced from 10% to 2% by implementing this blended learning model.
{"title":"Design and implementation of blended learning model in Semiconductor Device course","authors":"H. Hussin, M. Muhamad, J. Karim","doi":"10.1109/ICEED.2015.7451515","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451515","url":null,"abstract":"There has been a paradigm shift in the modern teaching and learning method from face-to-face to blended learning style. However, most of the lecturers having difficulty in determining whether the blended learning style can be used as one of the approach to increase the student understanding on the engineering subject. Aiming to explore the effectiveness of blended learning model in engineering subjects, an innovative blended learning model was designed and implemented in the Semiconductor Device course to increase student achievement in this subject. The blended learning model implemented in this research integrate face-to-face, E-learning, groupwork and self-work. A survey and final examination results were used to evaluate the effectiveness of each of the teaching and learning activities implemented for this subject. It was found that a minimum of 10 students agreed that face-to-face module consists of tutorial and lecture together with mind map and on-line assignment were the most effective method for the students. Less than 4 students agreed that a Java applet and video is most effective. The results of the comparative study show the effectiveness of the proposed model. 15% of the students from this semester score A compared to previous student with only 7% score A in this course. The failure rate also reduced from 10% to 2% by implementing this blended learning model.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131951783","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451512
Rania Aboalela, J. Khan
This research presents visualization model to introduce learning knowledge according to pedagogical relation of the concepts. In a course normally we covered hundred of concepts with interesting relationship. For the current study, we take a computer science course “Data Structure” and show some interesting aspects of the relationship of the concepts. The pedagogical relation involved of three bases: the syllabus relation dimension, the ontology relation dimension, and the dimension of the cognitive skills levels of the concepts. The cognitive skills levels means comprehension in term of verbs connect between the concepts and obtains prerequisite relation between the concepts such that, to understand, or apply, or analyze, etc. a particular concept the prerequisite concepts should be known.
{"title":"Visualizing concept space of course content","authors":"Rania Aboalela, J. Khan","doi":"10.1109/ICEED.2015.7451512","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451512","url":null,"abstract":"This research presents visualization model to introduce learning knowledge according to pedagogical relation of the concepts. In a course normally we covered hundred of concepts with interesting relationship. For the current study, we take a computer science course “Data Structure” and show some interesting aspects of the relationship of the concepts. The pedagogical relation involved of three bases: the syllabus relation dimension, the ontology relation dimension, and the dimension of the cognitive skills levels of the concepts. The cognitive skills levels means comprehension in term of verbs connect between the concepts and obtains prerequisite relation between the concepts such that, to understand, or apply, or analyze, etc. a particular concept the prerequisite concepts should be known.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131642305","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451503
O. Matsushita, A. Tsuda, M. Sakamoto, K. Fujii, S. Ota
As complex social issues cross national borders, engineers who can collaborate with people from different cultural background and disciplines are in demand to create innovative solutions. Japanese government is emphasizing cultivating global human resources through higher educational institutions to contribute to the global community with innovative solutions. Therefore, Kanazawa Technical College and Kanazawa Institute of Technology joined Learning Express which has been spearheaded by our sister school, Singapore Polytechnic. This is an international social innovation program in which students from different countries and disciplines work together to tackle real problems which people face in local communities in Southeast Asia. The participants stay in the local communities to define the unmet needs of the stakeholders and solve the issues using the Design Thinking methodology over a 13-day period. The program has been successful in providing a rich learning experience to the participants in order to develop their problem-solving skills and interpersonal skills. This report presents the unique characteristics of the program and the effectiveness of the international activities on Japanese students in order to cultivate future global engineers.
{"title":"Effects of Design Thinking on transnational collaborative projects in engineering","authors":"O. Matsushita, A. Tsuda, M. Sakamoto, K. Fujii, S. Ota","doi":"10.1109/ICEED.2015.7451503","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451503","url":null,"abstract":"As complex social issues cross national borders, engineers who can collaborate with people from different cultural background and disciplines are in demand to create innovative solutions. Japanese government is emphasizing cultivating global human resources through higher educational institutions to contribute to the global community with innovative solutions. Therefore, Kanazawa Technical College and Kanazawa Institute of Technology joined Learning Express which has been spearheaded by our sister school, Singapore Polytechnic. This is an international social innovation program in which students from different countries and disciplines work together to tackle real problems which people face in local communities in Southeast Asia. The participants stay in the local communities to define the unmet needs of the stakeholders and solve the issues using the Design Thinking methodology over a 13-day period. The program has been successful in providing a rich learning experience to the participants in order to develop their problem-solving skills and interpersonal skills. This report presents the unique characteristics of the program and the effectiveness of the international activities on Japanese students in order to cultivate future global engineers.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115489363","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451495
Hideyuki Yanagibashi, N. Naoe, B. Oguntoyinbo, J. Hirama
SPA (Speaking Plant Approach) is a comparatively modern cultivation method which grows plant according to their biological information. The SPA plant factory system has suitable elements for use in engineering education. In this paper, a new education trial in KTC (Kanazawa Technical College, a private technical college in Japan) through graduate study of the SPA plant factory system construction is introduced. The system includes five significant educational elements for engineers. They are: measurement, analysis, control, circuits, and algorithms. The importance of interdisciplinary education is also present since the system combines engineering and agriculture. The study program consists of five steps; researching literature and previous studies, system and algorithm design, hardware and software design, system construction, and system operation. The program was evaluated from the view point of CDIO and student feedback. The study contents satisfy the Conceive, Design, Implement, and Operate elements of CDIO. The students have identified advantages to this type of interdisciplinary program, such as an interest to investigating other study fields, the novelty of combining life sciences and engineering, and the awareness of trial and error. From the survey, it was concluded that the trial is effective for engineering education.
{"title":"SPA plant factory system construction for Technical College's engineering education","authors":"Hideyuki Yanagibashi, N. Naoe, B. Oguntoyinbo, J. Hirama","doi":"10.1109/ICEED.2015.7451495","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451495","url":null,"abstract":"SPA (Speaking Plant Approach) is a comparatively modern cultivation method which grows plant according to their biological information. The SPA plant factory system has suitable elements for use in engineering education. In this paper, a new education trial in KTC (Kanazawa Technical College, a private technical college in Japan) through graduate study of the SPA plant factory system construction is introduced. The system includes five significant educational elements for engineers. They are: measurement, analysis, control, circuits, and algorithms. The importance of interdisciplinary education is also present since the system combines engineering and agriculture. The study program consists of five steps; researching literature and previous studies, system and algorithm design, hardware and software design, system construction, and system operation. The program was evaluated from the view point of CDIO and student feedback. The study contents satisfy the Conceive, Design, Implement, and Operate elements of CDIO. The students have identified advantages to this type of interdisciplinary program, such as an interest to investigating other study fields, the novelty of combining life sciences and engineering, and the awareness of trial and error. From the survey, it was concluded that the trial is effective for engineering education.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117347306","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451500
I. Pasya, S. Al-Junid, N. Buniyamin
This paper presents an overview of Capstone Project implementation at the Faculty of Electrical Engineering, Universiti Teknologi MARA (UiTM), and discusses the current assessments methods and related issues. The Capstone project marked course outcomes that are strongly correlated with the engineering program requirements of the Engineering Accreditation Council (EAC) in Malaysia. The paper put forward several recommendations to improve assessment methods for evaluating skills involving ethics, and project implications to environmental issues. Self-assessment surveys to evaluate the experience of the students are to be implemented and analyzed in future works.
{"title":"Overview of Capstone Project implementation in the Faculty of Electrical Engineering, Universiti Teknologi MARA, Malaysia","authors":"I. Pasya, S. Al-Junid, N. Buniyamin","doi":"10.1109/ICEED.2015.7451500","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451500","url":null,"abstract":"This paper presents an overview of Capstone Project implementation at the Faculty of Electrical Engineering, Universiti Teknologi MARA (UiTM), and discusses the current assessments methods and related issues. The Capstone project marked course outcomes that are strongly correlated with the engineering program requirements of the Engineering Accreditation Council (EAC) in Malaysia. The paper put forward several recommendations to improve assessment methods for evaluating skills involving ethics, and project implications to environmental issues. Self-assessment surveys to evaluate the experience of the students are to be implemented and analyzed in future works.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124043504","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 : 2015-11-01DOI: 10.1109/ICEED.2015.7451504
J. Y. Wu, M. May, C. C. Yang
An enterprise resource planning (ERP) system is the backbone in an e-business framework and is a process-oriented business management paradigm. An implementation of an ERP system can achieve “real-time” and “integration”. The staffs with manipulation skills of an ERP system are thus demanded for enterprises. E-learning are increasingly widespread by using information and telecommunication technologies. Therefore, this study develops a Moodle-based e-learning framework, consisting of a Moodle learning management system with a mobile learning (m-learning) solution and Web 2.0 applications (such as Wiki), and a proposed planning template of an e-learning content development for manipulation skill training of an ERP system. This study exhibits an implementation demo of the proposed framework, and indicating that (1) the used Moodle LMS can support e-learning and m-learning well, (2) an e-learning content (HTML5 format) created by the proposed template can be easily delivered to a Web and mobile devices. In future work, this study will integrate the proposed framework with a flipped classroom approach for ERP courses in a University. A statistical questionnaire analysis method will be performed to verify that the proposed framework can efficiently acquire the manipulation skills of an ERP system for learners.
{"title":"A Moodle-based e-learning framework to conduct the manipulation skill training for an enterprise resource planning system","authors":"J. Y. Wu, M. May, C. C. Yang","doi":"10.1109/ICEED.2015.7451504","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451504","url":null,"abstract":"An enterprise resource planning (ERP) system is the backbone in an e-business framework and is a process-oriented business management paradigm. An implementation of an ERP system can achieve “real-time” and “integration”. The staffs with manipulation skills of an ERP system are thus demanded for enterprises. E-learning are increasingly widespread by using information and telecommunication technologies. Therefore, this study develops a Moodle-based e-learning framework, consisting of a Moodle learning management system with a mobile learning (m-learning) solution and Web 2.0 applications (such as Wiki), and a proposed planning template of an e-learning content development for manipulation skill training of an ERP system. This study exhibits an implementation demo of the proposed framework, and indicating that (1) the used Moodle LMS can support e-learning and m-learning well, (2) an e-learning content (HTML5 format) created by the proposed template can be easily delivered to a Web and mobile devices. In future work, this study will integrate the proposed framework with a flipped classroom approach for ERP courses in a University. A statistical questionnaire analysis method will be performed to verify that the proposed framework can efficiently acquire the manipulation skills of an ERP system for learners.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"143 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129422341","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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