In order to improve college students' engineering application skills and innovation ability in SCM control, a positive teaching method and assessment system is proposed base on the case method and project evaluation method feedback model (CMPEMFM) to reconstruct the SCM course teaching and assessment system. Under the teaching reform and application of mechanical and electronic engineering major, the results show that the learning interest, application, cooperation and innovation abilities are improved. Admittedly, there are some challenges, but the positive effects overweigh the negative effects. It can be extended to other practical and professional courses teaching.
{"title":"Teaching reform and assessment system reconstruction of engineering professional courses based on CMPEMFM: a case of SCM course","authors":"Liqiang Zhang, N. Ren, Haobin Jiang","doi":"10.1145/3178158.3178183","DOIUrl":"https://doi.org/10.1145/3178158.3178183","url":null,"abstract":"In order to improve college students' engineering application skills and innovation ability in SCM control, a positive teaching method and assessment system is proposed base on the case method and project evaluation method feedback model (CMPEMFM) to reconstruct the SCM course teaching and assessment system. Under the teaching reform and application of mechanical and electronic engineering major, the results show that the learning interest, application, cooperation and innovation abilities are improved. Admittedly, there are some challenges, but the positive effects overweigh the negative effects. It can be extended to other practical and professional courses teaching.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125322740","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}
In this paper I demonstrate the solution to improve student knowledge in new learning area: a case study of the User Experience class. A documentation base and a project base are the tasks that help students understand what it is they are studying. Moreover, a project and research base require students to study about persona both solutions might show a different way to study, but sometimes they will be the same. The data will be collected from the User Experience class at Rangsit and Thammasat Universities in Thailand. Student subjects are from the 2nd and 3rd years who have not taken a User Experience class before. The results concluded that the majority of students who worked on the project base will get a higher score than students who only do a documentation base. Moreover, students who do a video project have the knowledge to analyze persona data and can apply it to the theory of user experience. The results of hypothesis testing show how work behavior, document base, and project base affect student learning in a different way.
{"title":"Comparison the best potential between doing a paper and a project base in UX class","authors":"Puwis Thiparpakul","doi":"10.1145/3178158.3178165","DOIUrl":"https://doi.org/10.1145/3178158.3178165","url":null,"abstract":"In this paper I demonstrate the solution to improve student knowledge in new learning area: a case study of the User Experience class. A documentation base and a project base are the tasks that help students understand what it is they are studying. Moreover, a project and research base require students to study about persona both solutions might show a different way to study, but sometimes they will be the same. The data will be collected from the User Experience class at Rangsit and Thammasat Universities in Thailand. Student subjects are from the 2nd and 3rd years who have not taken a User Experience class before. The results concluded that the majority of students who worked on the project base will get a higher score than students who only do a documentation base. Moreover, students who do a video project have the knowledge to analyze persona data and can apply it to the theory of user experience. The results of hypothesis testing show how work behavior, document base, and project base affect student learning in a different way.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"18 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120878787","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}
The study aims to develop a theoretical model to ascertain factors predicting Chinese preservice EFL teachers' acceptance of augmented reality (AR) mobile systems in their future language learning classrooms. Drawing on prior theoretical models related to the adoption of technology in educational context, seven salient theoretical constructs pertinent to individuals' intention to use augmented reality mobile systems were identified, which included perceived ease of use, perceived usefulness, attitudes towards using AR mobile systems, technology self-efficacy, subjective norms, facilitating conditions, and technological pedagogical and content knowledge. Furthermore, a model was proposed by reviewing prior empirical evidence. The proposed model consists of four independent variables, three mediating variables, and one dependent variable. Based on the model, 13 hypotheses were formulated for next-step empirical validation via structural equation modelling.
{"title":"Riding the waves of augmented reality in preservice EFL teacher education: model development","authors":"Shuxia Yang","doi":"10.1145/3178158.3178168","DOIUrl":"https://doi.org/10.1145/3178158.3178168","url":null,"abstract":"The study aims to develop a theoretical model to ascertain factors predicting Chinese preservice EFL teachers' acceptance of augmented reality (AR) mobile systems in their future language learning classrooms. Drawing on prior theoretical models related to the adoption of technology in educational context, seven salient theoretical constructs pertinent to individuals' intention to use augmented reality mobile systems were identified, which included perceived ease of use, perceived usefulness, attitudes towards using AR mobile systems, technology self-efficacy, subjective norms, facilitating conditions, and technological pedagogical and content knowledge. Furthermore, a model was proposed by reviewing prior empirical evidence. The proposed model consists of four independent variables, three mediating variables, and one dependent variable. Based on the model, 13 hypotheses were formulated for next-step empirical validation via structural equation modelling.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121148408","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}
In open source software (OSS) communities, volunteers collaborate and integrate expertise to develop the software online via the Internet in a decentralized, highly interactive and knowledge-intensive process. Development of qualified and secured software products relies mainly on the ability of OSS participants to acquire, refine and use new aspects of secure programming knowledge. Many OSS proponents believe that the open source innovation offers significant learning opportunities from its best practices. However, studies that specifically explore learning of software security in the context of open source development are scarce. This paper aims to empirically assess present knowledge sharing and learning about secure programming knowledge in the context of OSS communities utilized a socio-technical approach on OSS projects based on an ethnographic observation. Our motivation is not only to evaluate the knowledge sharing and learning mechanisms and the extent to which they may be viable and successful but also to gain insight into the security culture and project factors that affect learning processes of secure programming in OSS communities.
{"title":"Learning secure programming in open source software communities: a socio-technical view","authors":"Shao-Fang Wen","doi":"10.1145/3178158.3178202","DOIUrl":"https://doi.org/10.1145/3178158.3178202","url":null,"abstract":"In open source software (OSS) communities, volunteers collaborate and integrate expertise to develop the software online via the Internet in a decentralized, highly interactive and knowledge-intensive process. Development of qualified and secured software products relies mainly on the ability of OSS participants to acquire, refine and use new aspects of secure programming knowledge. Many OSS proponents believe that the open source innovation offers significant learning opportunities from its best practices. However, studies that specifically explore learning of software security in the context of open source development are scarce. This paper aims to empirically assess present knowledge sharing and learning about secure programming knowledge in the context of OSS communities utilized a socio-technical approach on OSS projects based on an ethnographic observation. Our motivation is not only to evaluate the knowledge sharing and learning mechanisms and the extent to which they may be viable and successful but also to gain insight into the security culture and project factors that affect learning processes of secure programming in OSS communities.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116355675","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 paper proposes an improved Non-Local Means denoising method based on multiple images. The main idea of this method is to use several sequential images to improve the denoising performance of NLM algorithm. This method not only takes into consideration the self-similarity of images, but also uses the similarity between sequential images. This algorithm has been verified by using synthetic images with different levels of noise and real images. PSNR and SSIM has been introduced to evaluate the quality of images after processing. Experiments show that this algorithm is able to remove the noise, and retain the details of images at the same time.
{"title":"A modified NLM method for noise remove based on sequential images","authors":"L. Yihan, Wang Yun, Yang Wei","doi":"10.1145/3178158.3178192","DOIUrl":"https://doi.org/10.1145/3178158.3178192","url":null,"abstract":"This paper proposes an improved Non-Local Means denoising method based on multiple images. The main idea of this method is to use several sequential images to improve the denoising performance of NLM algorithm. This method not only takes into consideration the self-similarity of images, but also uses the similarity between sequential images. This algorithm has been verified by using synthetic images with different levels of noise and real images. PSNR and SSIM has been introduced to evaluate the quality of images after processing. Experiments show that this algorithm is able to remove the noise, and retain the details of images at the same time.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"29 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114125436","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}
Teachers' competencies are must. Teachers are expected to improve the learning process in the classroom and improve the quality of students as well. It means that the success of students depends on the teachers' competencies and these competencies should be built from time to time to ensure the teachers' progress. This study provides the concept of project based learning to develop teachers' competencies, especially in how to conduct teaching learning process in the classroom. By using this method, we can conclude and analyze the progress and quality of their learning, realize the problems and come up with suitable teacher development solutions. This study also presents the example of application of the project-based learning to analyze and observe the teachers' learning improvement and finally presents the impact of this method on the teachers' learning progress, efficiency of the teachers' learning improvement and the development of their cooperation concept and practice.
{"title":"The application of project-based learning in teachers' professional development program","authors":"Agnes Herawati","doi":"10.1145/3178158.3178182","DOIUrl":"https://doi.org/10.1145/3178158.3178182","url":null,"abstract":"Teachers' competencies are must. Teachers are expected to improve the learning process in the classroom and improve the quality of students as well. It means that the success of students depends on the teachers' competencies and these competencies should be built from time to time to ensure the teachers' progress. This study provides the concept of project based learning to develop teachers' competencies, especially in how to conduct teaching learning process in the classroom. By using this method, we can conclude and analyze the progress and quality of their learning, realize the problems and come up with suitable teacher development solutions. This study also presents the example of application of the project-based learning to analyze and observe the teachers' learning improvement and finally presents the impact of this method on the teachers' learning progress, efficiency of the teachers' learning improvement and the development of their cooperation concept and practice.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127716659","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}
It is argued that by using cognitive science tools to analyze meaning formation then a new empirical research approach to learning oriented assessment is implemented. In order to achieve this, a sample of 37 pregraduate students in the School Psychology Program was required to provide conceptual definitions to relevant schemata related concepts from a course on Psychoeducational Evaluation Methods of academic performance by using a natural semantic network technique. Then a system is presented capable of producing emergent schemata behavior from concept organization obtained from natural semantic nets. Results showed through simulated schemata behavior that semantic organization of acquired course content is based on how students signify new knowledge rather than on structure/organization of knowledge underlying schemata. Implications to formative and summative assessment of learning are discussed.
{"title":"A cognitive tool to evaluate meaning formation of course contents: a learning-oriented assessment approach","authors":"C. Gonzalez, E. O. López, G. Morales-","doi":"10.1145/3178158.3178204","DOIUrl":"https://doi.org/10.1145/3178158.3178204","url":null,"abstract":"It is argued that by using cognitive science tools to analyze meaning formation then a new empirical research approach to learning oriented assessment is implemented. In order to achieve this, a sample of 37 pregraduate students in the School Psychology Program was required to provide conceptual definitions to relevant schemata related concepts from a course on Psychoeducational Evaluation Methods of academic performance by using a natural semantic network technique. Then a system is presented capable of producing emergent schemata behavior from concept organization obtained from natural semantic nets. Results showed through simulated schemata behavior that semantic organization of acquired course content is based on how students signify new knowledge rather than on structure/organization of knowledge underlying schemata. Implications to formative and summative assessment of learning are discussed.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128059014","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}
Instructional technologies have become mission critical elements of higher education institutional infrastructure. Faculty not only are presented with many choices when selecting instructional technologies for their individual courses, but are also sought to give input into institutional decisions regarding instructional technology selection, adoption, implementation, and retention. In this paper, an overview of current emerging instructional technologies on the horizon is provided along with a set of practical considerations and recommendations for higher education faculty who have opportunity to guide the instructional technology decision making process at their institution.
{"title":"Considerations for institutional instructional technology decision-making","authors":"Jason Rhode, M. Krishnamurthi","doi":"10.1145/3178158.3178179","DOIUrl":"https://doi.org/10.1145/3178158.3178179","url":null,"abstract":"Instructional technologies have become mission critical elements of higher education institutional infrastructure. Faculty not only are presented with many choices when selecting instructional technologies for their individual courses, but are also sought to give input into institutional decisions regarding instructional technology selection, adoption, implementation, and retention. In this paper, an overview of current emerging instructional technologies on the horizon is provided along with a set of practical considerations and recommendations for higher education faculty who have opportunity to guide the instructional technology decision making process at their institution.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126512422","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 study set out to explore university students' perceptions of learning English as a foreign language in a flipped classroom. In this study, a flipped learning task was proposed as a means to promote the students' active learning, which required them to watch teacher-selected conversational videos online, transcribe the video content, and make a role-playing video with an assigned partner based on the transcribed text. The results showed that the majority of the students had positive perceptions in terms of the attainment value, intrinsic value, utility value, and satisfaction of the flipped learning task. They considered the flipped learning task facilitative mainly because of the increased use of English in and out of class, the enhanced English learning motivation, and their improved confidence in using English, although a few of them felt that the task was rather difficult and time-consuming. These findings thus offer practical insights for English language teachers.
{"title":"Learning in a flipped english classroom from university students' perspectives","authors":"Ming-hsiu Chen, Y. Chao, Hsiu‐Ting Hung","doi":"10.1145/3178158.3178171","DOIUrl":"https://doi.org/10.1145/3178158.3178171","url":null,"abstract":"This study set out to explore university students' perceptions of learning English as a foreign language in a flipped classroom. In this study, a flipped learning task was proposed as a means to promote the students' active learning, which required them to watch teacher-selected conversational videos online, transcribe the video content, and make a role-playing video with an assigned partner based on the transcribed text. The results showed that the majority of the students had positive perceptions in terms of the attainment value, intrinsic value, utility value, and satisfaction of the flipped learning task. They considered the flipped learning task facilitative mainly because of the increased use of English in and out of class, the enhanced English learning motivation, and their improved confidence in using English, although a few of them felt that the task was rather difficult and time-consuming. These findings thus offer practical insights for English language teachers.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121941519","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}
Nowadays, Cryptography is widely used in data protection, however, one major drawback of the scheme is that it draws attention to an attacker, which results in perceptibility of those data. In order to handle this kind of problem, Steganography can be used instead. It can be operated in two domains: spatial and frequency domains. Usually, spatial domain-based methods usually yield higher payload than transform domain-based methods. On the other hand, transform domain-based methods usually work well with image compression. In a recent survey, many existing transform domain-based methods are designed for a JPEG-based image. Even though the JPEG-based image is widely used, the JPEG compression performance is not good enough in cloud era for which tons of images are transferred over the internet. Thus, the newer image format such as WebP is presented to provide better compression performance. In this research, the new scheme for image steganography based on WebP is presented. The proposed method archived good performance in terms of data capacity, image quality and file size compared to the existing JPEG-based method. Moreover, because WebP supports alpha-channel. Thus, image steganography with alpha-channel is also introduced.
{"title":"WebP-based high capacity image steganography","authors":"Eittipat Kraichingrith, Suphakant Phimoltares","doi":"10.1145/3178158.3178205","DOIUrl":"https://doi.org/10.1145/3178158.3178205","url":null,"abstract":"Nowadays, Cryptography is widely used in data protection, however, one major drawback of the scheme is that it draws attention to an attacker, which results in perceptibility of those data. In order to handle this kind of problem, Steganography can be used instead. It can be operated in two domains: spatial and frequency domains. Usually, spatial domain-based methods usually yield higher payload than transform domain-based methods. On the other hand, transform domain-based methods usually work well with image compression. In a recent survey, many existing transform domain-based methods are designed for a JPEG-based image. Even though the JPEG-based image is widely used, the JPEG compression performance is not good enough in cloud era for which tons of images are transferred over the internet. Thus, the newer image format such as WebP is presented to provide better compression performance. In this research, the new scheme for image steganography based on WebP is presented. The proposed method archived good performance in terms of data capacity, image quality and file size compared to the existing JPEG-based method. Moreover, because WebP supports alpha-channel. Thus, image steganography with alpha-channel is also introduced.","PeriodicalId":213847,"journal":{"name":"Proceedings of the 6th International Conference on Information and Education Technology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129772933","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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