Pub Date : 2014-12-08DOI: 10.1109/TALE.2014.7062556
A. Connor, S. Karmokar, C. Whittington, Charles Walker
This paper sets out to challenge the common pedagogies found in STEM education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of engineering and “engineering like” projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.
{"title":"Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education","authors":"A. Connor, S. Karmokar, C. Whittington, Charles Walker","doi":"10.1109/TALE.2014.7062556","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062556","url":null,"abstract":"This paper sets out to challenge the common pedagogies found in STEM education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of engineering and “engineering like” projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116021085","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062612
K. H. Huang, Y. S. Huang, K. Ssu, S. Tsai, Y. C. Huang, S. P. Ho, C. Wen
Nowadays, Web-based learning become one of the most important components in educational technologies and has been widely employed in both educational and non-educational institutions. However, many of the Web-based learning systems are closed system and use private internal format. The learning materials may be dispersed and stored in database or on the server's file system, therefore the learning materials are not easy to be extracted and reused. The downloaded content often cannot be operated as they were on the server. Therefore, sharing and reusing learning materials is an important issue but not an easy task in real world applications. In addressing the above problem, we proposed the information object model used to construct an information system for the mothballing, sharing, and reusing of digital contents. In our developments, two subsystems were implemented. The two subsystems developed apply the information object model to build and share the learning objects which comes with the benefits of portability, extensibility and reusability. One of the subsystems is used to build and compose learning objects. The other subsystem implementing a information object storage service can be used for sharing learning objects on a large scale. In this paper we will describe the important concepts and principles in the design of the system. We will present concisely the system used to build and share reusable learning objects.
{"title":"A system for the sharing and reuse of learning objects","authors":"K. H. Huang, Y. S. Huang, K. Ssu, S. Tsai, Y. C. Huang, S. P. Ho, C. Wen","doi":"10.1109/TALE.2014.7062612","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062612","url":null,"abstract":"Nowadays, Web-based learning become one of the most important components in educational technologies and has been widely employed in both educational and non-educational institutions. However, many of the Web-based learning systems are closed system and use private internal format. The learning materials may be dispersed and stored in database or on the server's file system, therefore the learning materials are not easy to be extracted and reused. The downloaded content often cannot be operated as they were on the server. Therefore, sharing and reusing learning materials is an important issue but not an easy task in real world applications. In addressing the above problem, we proposed the information object model used to construct an information system for the mothballing, sharing, and reusing of digital contents. In our developments, two subsystems were implemented. The two subsystems developed apply the information object model to build and share the learning objects which comes with the benefits of portability, extensibility and reusability. One of the subsystems is used to build and compose learning objects. The other subsystem implementing a information object storage service can be used for sharing learning objects on a large scale. In this paper we will describe the important concepts and principles in the design of the system. We will present concisely the system used to build and share reusable learning objects.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125344633","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062642
Ryosuke Yoshihashi, Daiki Shimada, H. Iyatomi
In this paper, we developed an estimation system for degree of audience's concentration by estimating individual's behavior with a deep learning approach. Our system firstly detects candidate location of audiences (CLAs) from the movie with Ada-boost classifier composed of Haar-like filters and their integration process. Then, each CLA is investigated to determine the target audience is “concentrated”, “not concentrated” or “no exist” with 5-layered deep convolutional neural networks (DCNN). We used a total of 13 movies of which 3 movies were used for training of DCNN and the remains for evaluation. Our system achieved audience detection performance of precision = 84.8% and recall = 61.8% and estimation accuracy of individual attention as 72.8%.
{"title":"Feasibility study on evaluation of audience's concentration in the classroom with deep convolutional neural networks","authors":"Ryosuke Yoshihashi, Daiki Shimada, H. Iyatomi","doi":"10.1109/TALE.2014.7062642","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062642","url":null,"abstract":"In this paper, we developed an estimation system for degree of audience's concentration by estimating individual's behavior with a deep learning approach. Our system firstly detects candidate location of audiences (CLAs) from the movie with Ada-boost classifier composed of Haar-like filters and their integration process. Then, each CLA is investigated to determine the target audience is “concentrated”, “not concentrated” or “no exist” with 5-layered deep convolutional neural networks (DCNN). We used a total of 13 movies of which 3 movies were used for training of DCNN and the remains for evaluation. Our system achieved audience detection performance of precision = 84.8% and recall = 61.8% and estimation accuracy of individual attention as 72.8%.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122312833","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062554
F. Lin, Der-Fen Lin
Social software is a label for community software that supports participation and connection via Web 2.0 technology. Scholars believe it is a feasible tool for learner-centered education. However, students are used to receiving answers to their inquiries conveniently from the internet and online friends. Researcher interests in ways to strengthen learning for surface learners via social software. A slideshare-like social software: OpenSlide has been installed for the pedagogy of an operating system course for undergraduates of the information management department. Through the use of slide-exercises and online presentations of learning activities after school, this research explores the patterns of online interactions in social software. Findings show that students of peripheral partition have much progress through the instructional design in social software. Students made new connections and are no longer confined to cohesive relationships. The research results can give inspiration to relative issues of knowledge management, community networks, and organizational learning.
{"title":"Exploring the online interactions in social software","authors":"F. Lin, Der-Fen Lin","doi":"10.1109/TALE.2014.7062554","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062554","url":null,"abstract":"Social software is a label for community software that supports participation and connection via Web 2.0 technology. Scholars believe it is a feasible tool for learner-centered education. However, students are used to receiving answers to their inquiries conveniently from the internet and online friends. Researcher interests in ways to strengthen learning for surface learners via social software. A slideshare-like social software: OpenSlide has been installed for the pedagogy of an operating system course for undergraduates of the information management department. Through the use of slide-exercises and online presentations of learning activities after school, this research explores the patterns of online interactions in social software. Findings show that students of peripheral partition have much progress through the instructional design in social software. Students made new connections and are no longer confined to cohesive relationships. The research results can give inspiration to relative issues of knowledge management, community networks, and organizational learning.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114567119","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062567
M. Hasegawa, Shun Teshima
The student project team “Rika-Kobo” tried to use tablet terminals during their science experiment classes to be performed for primary school children for the purpose of conducting their own investigations about how to improve usefulness of tablet terminals. Desirable effects were confirmed from the results of questionnaires, while some points were found to which attentions should be paid in order to obtain enhanced effects. This trial of investigations by undergraduate students served as an effective chance of engineering education for the student members. It was also served as a good OJT chance for those who wish to become a teacher.
{"title":"Undergraduates investigation on how to effectively use tablet terminals in science experiment classes and engineering education through such investigation","authors":"M. Hasegawa, Shun Teshima","doi":"10.1109/TALE.2014.7062567","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062567","url":null,"abstract":"The student project team “Rika-Kobo” tried to use tablet terminals during their science experiment classes to be performed for primary school children for the purpose of conducting their own investigations about how to improve usefulness of tablet terminals. Desirable effects were confirmed from the results of questionnaires, while some points were found to which attentions should be paid in order to obtain enhanced effects. This trial of investigations by undergraduate students served as an effective chance of engineering education for the student members. It was also served as a good OJT chance for those who wish to become a teacher.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121463654","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}
Along with the trend of computer technology, programming skill becomes the core competency of the future world, which highlights the importance of programming education. However, most of the related literature indicated that programming is difficult to be tackled for both learners who learn it and teachers who teach it. Despite of the importance, there are only a few cases in which teachers adopt system, which is made by programming, to teach students to design how to program. In this study, an online programming learning system was proposed to improve students' learning achievement, self-regulated learning ability and teachers' teaching experiences through several theory-based functions such as real-time screen-sharing, synchronous demonstration, and students' portfolio monitoring. To explore the learning efficiency of the proposed system, a one-group pretest-posttest design was performed in which 45 freshmen IT students were participants. The results have shown that meta-cognitive strategy and the programming achievement have improved. In the future, researchers will continue to adjust LETJS (Learning with Entertainment and Training in JavaScript) system and teaching strategy, taking an innovative approach to reach the goal of improving self-regulated action control strategy.
随着计算机技术的发展趋势，编程技能成为未来世界的核心竞争力，这凸显了编程教育的重要性。然而，大多数相关文献表明，编程对于学习它的学习者和教授它的教师来说都是很难解决的。尽管它很重要，但教师采用编程制作的系统来教学生设计如何编程的案例很少。本研究提出了一个在线编程学习系统，通过实时屏幕共享、同步演示、学生作品集监控等基于理论的功能，提高学生的学习成绩、自主学习能力和教师的教学体验。本研究以45名资讯科技大一学生为研究对象，采用单组前测后测设计，探讨系统的学习效率。结果表明，学生的元认知策略和编程成绩均有提高。未来，研究人员将继续调整LETJS (Learning with Entertainment and Training In JavaScript)系统和教学策略，以创新的方式达到完善自我调节动作控制策略的目标。
{"title":"Developing a self-regulated oriented online programming teaching and learning system","authors":"Tien-Chi Huang, Sung-Lin Lee, Yu Shu, Yong-Ming Huang, Shu-Hsuan Chang, Chien-Hung Liu, Yan-Zhang Huang","doi":"10.1109/TALE.2014.7062599","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062599","url":null,"abstract":"Along with the trend of computer technology, programming skill becomes the core competency of the future world, which highlights the importance of programming education. However, most of the related literature indicated that programming is difficult to be tackled for both learners who learn it and teachers who teach it. Despite of the importance, there are only a few cases in which teachers adopt system, which is made by programming, to teach students to design how to program. In this study, an online programming learning system was proposed to improve students' learning achievement, self-regulated learning ability and teachers' teaching experiences through several theory-based functions such as real-time screen-sharing, synchronous demonstration, and students' portfolio monitoring. To explore the learning efficiency of the proposed system, a one-group pretest-posttest design was performed in which 45 freshmen IT students were participants. The results have shown that meta-cognitive strategy and the programming achievement have improved. In the future, researchers will continue to adjust LETJS (Learning with Entertainment and Training in JavaScript) system and teaching strategy, taking an innovative approach to reach the goal of improving self-regulated action control strategy.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121753386","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062571
F. Grivokostopoulou, I. Perikos, I. Hatzilygeroudis
E-learning systems are becoming a fundamental mean of education delivery. Recently, data mining techniques have been utilized by tutors and researchers to analyze students learning with the aim to get deeper sight of it and improve the quality of the educational procedures. In this paper, we present a methodology to analyze students learning and extract semantic rules that can be used to predict student's final performance in the course. Specifically, the students' performance at interim tests during the semester is analyzed and the methodology utilizes decision trees and extracts rules to make predictions regarding the student's final performance in the course. The methodology has been integrated in an educational system used to assist students in learning the Artificial Intelligence (AI) course in our university. The educational system utilizes semantic web technologies such as ontologies and semantic rules to enhance the quality of the educational content and the delivered learning activities to each student. The methodology can assists the system and the tutor to get a deeper insight of the students' performance, trace students that are underachieving or in the edge to fail the final exams and also offer proper recommendations and advises to each one and drive broader pedagogical improvements.
{"title":"Utilizing semantic web technologies and data mining techniques to analyze students learning and predict final performance","authors":"F. Grivokostopoulou, I. Perikos, I. Hatzilygeroudis","doi":"10.1109/TALE.2014.7062571","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062571","url":null,"abstract":"E-learning systems are becoming a fundamental mean of education delivery. Recently, data mining techniques have been utilized by tutors and researchers to analyze students learning with the aim to get deeper sight of it and improve the quality of the educational procedures. In this paper, we present a methodology to analyze students learning and extract semantic rules that can be used to predict student's final performance in the course. Specifically, the students' performance at interim tests during the semester is analyzed and the methodology utilizes decision trees and extracts rules to make predictions regarding the student's final performance in the course. The methodology has been integrated in an educational system used to assist students in learning the Artificial Intelligence (AI) course in our university. The educational system utilizes semantic web technologies such as ontologies and semantic rules to enhance the quality of the educational content and the delivered learning activities to each student. The methodology can assists the system and the tutor to get a deeper insight of the students' performance, trace students that are underachieving or in the edge to fail the final exams and also offer proper recommendations and advises to each one and drive broader pedagogical improvements.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121763029","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062588
D. Samuelsen, Joakim Bjørk, O. Graven
In this paper we describe some of the work taking place in a system to create an affordable setup for a remote laboratory. The system utilizes HTML5 and JavaScript to make the user interface accessible on various platforms, including mobile devises and computers, without any additional software installation. The system comprises a remote laboratory for configuring and analyzing a simple power supply for electrical engineering students. Practical testing on the separate components shows the feasibility of the proposed solution. Previous versions of the remote laboratory has proven to be a valuable addition to the exercise program the students need to complete in order to fulfill the learning objectives in various modules run as part of an electrical engineering education.
{"title":"Work in progress: Simple software solution for accessing remote lab on mobile devices","authors":"D. Samuelsen, Joakim Bjørk, O. Graven","doi":"10.1109/TALE.2014.7062588","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062588","url":null,"abstract":"In this paper we describe some of the work taking place in a system to create an affordable setup for a remote laboratory. The system utilizes HTML5 and JavaScript to make the user interface accessible on various platforms, including mobile devises and computers, without any additional software installation. The system comprises a remote laboratory for configuring and analyzing a simple power supply for electrical engineering students. Practical testing on the separate components shows the feasibility of the proposed solution. Previous versions of the remote laboratory has proven to be a valuable addition to the exercise program the students need to complete in order to fulfill the learning objectives in various modules run as part of an electrical engineering education.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131970544","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062581
Ling Cen, D. Ruta, Leigh Powell, Jason W. P. Ng
In our recent work we have proven quantitatively that collaborative learning improves students' knowledge retention and boosts the quality of attained learning outcomes. In this research we investigate the role that the students' gender plays in their engagement during collaborative learning and their learning performance as assessed by the teacher. In the context of the EBTIC developed Collaborative Learning Environment deployed at Khalifa University along the sequence of three group courseworks over one semesters, we intend to explore the differences between the collaborative learning style and quality in female, male and mixed-gender groups. The series of detailed cross-gender learning engagement and performance comparisons indicate that female groups tend to work simultaneously and achieve better results while male group members engage less and work in sequence. As a result female groups exploit the added benefits of collaborative learning more than the male groups. What is striking, however, the members of the mixed-gender groups excel the most, significantly improving their engagement, focus and the quality of groupwork comparing to same-gender groups. We believe this outcome delivers yet another proof of the synergies and efficiencies of interactive learning in a diverse group of students and encourages mixing genders when composing groups for collaborative learning.
{"title":"Does gender matter for collaborative learning?","authors":"Ling Cen, D. Ruta, Leigh Powell, Jason W. P. Ng","doi":"10.1109/TALE.2014.7062581","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062581","url":null,"abstract":"In our recent work we have proven quantitatively that collaborative learning improves students' knowledge retention and boosts the quality of attained learning outcomes. In this research we investigate the role that the students' gender plays in their engagement during collaborative learning and their learning performance as assessed by the teacher. In the context of the EBTIC developed Collaborative Learning Environment deployed at Khalifa University along the sequence of three group courseworks over one semesters, we intend to explore the differences between the collaborative learning style and quality in female, male and mixed-gender groups. The series of detailed cross-gender learning engagement and performance comparisons indicate that female groups tend to work simultaneously and achieve better results while male group members engage less and work in sequence. As a result female groups exploit the added benefits of collaborative learning more than the male groups. What is striking, however, the members of the mixed-gender groups excel the most, significantly improving their engagement, focus and the quality of groupwork comparing to same-gender groups. We believe this outcome delivers yet another proof of the synergies and efficiencies of interactive learning in a diverse group of students and encourages mixing genders when composing groups for collaborative learning.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"316 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134541907","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 : 2014-12-01DOI: 10.1109/TALE.2014.7062618
F. Kowalski, S. Kowalski
This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the practice more widespread. We discuss some of the reasons why this practice may not have yet reached its full potential in undergraduate engineering classrooms, as well as some available solutions.
{"title":"Embedded formative assessment in the undergraduate engineering classroom","authors":"F. Kowalski, S. Kowalski","doi":"10.1109/TALE.2014.7062618","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062618","url":null,"abstract":"This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the practice more widespread. We discuss some of the reasons why this practice may not have yet reached its full potential in undergraduate engineering classrooms, as well as some available solutions.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131656300","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：