Pub Date : 2010-07-01DOI: 10.1109/T4E.2010.5550036
K. Moudgalya, Inderpreet Arora
With the addition of online laboratories, distance education can become more meaningful and complete. This paper presents a virtual lab established through LabVIEW data socket technology that enables the end user to design and implement control algorithms. Although this makes the problem more challenging, the quality of learning is also enhanced enormously. We demonstrate this lab through an open source, low cost, single board heater system. A large number experiments have been conducted using this setup.
{"title":"A virtual laboratory for distance education","authors":"K. Moudgalya, Inderpreet Arora","doi":"10.1109/T4E.2010.5550036","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550036","url":null,"abstract":"With the addition of online laboratories, distance education can become more meaningful and complete. This paper presents a virtual lab established through LabVIEW data socket technology that enables the end user to design and implement control algorithms. Although this makes the problem more challenging, the quality of learning is also enhanced enormously. We demonstrate this lab through an open source, low cost, single board heater system. A large number experiments have been conducted using this setup.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121265486","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550115
Y. Pinto
Computer Science Education faces two major problems - one being the continuous evolvement of the discipline itself, and, secondly, the issue of appropriate employment of graduating students. Instructors and educators need to periodically reinvent and restructure their curriculum to keep their learners abreast. An effective approach is to structure the curriculum by defining the requisite competencies as the instructional goals and subsequently defining the conceptual requirements to achieve these goals. When the outcomes of learning are clearly specified, activities must be designed and assessments logically done to confirm to what degree the required learning has been achieved. Certain instructional pedagogies may help students to acquire the mental processes for learning more efficiently, and to ably analogize and annotate the acquired skill. Thoughtful and detailed planning, understanding of the stakeholders and their needs, and an appropriate testing and feedback mechanism can maximize the benefits and minimize the negatives of a learning environment. This paper describes a study performed on one such learner centric pedagogical approach. The results of this analysis are expected to throw light about the impact of a competency based activity in the presence of a homogenous group formation. The paper describes the implementation and examines the learning effectiveness of a collaborative, peer-reviewed, learner-centric activity based instructional design approach for a core competency in a course on Data Base Management Systems at the Masters Level program in Computer Science.
{"title":"Measuring the impact of a learner centric pedagogical technique for a core competency of a course in Data Base Management Systems","authors":"Y. Pinto","doi":"10.1109/T4E.2010.5550115","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550115","url":null,"abstract":"Computer Science Education faces two major problems - one being the continuous evolvement of the discipline itself, and, secondly, the issue of appropriate employment of graduating students. Instructors and educators need to periodically reinvent and restructure their curriculum to keep their learners abreast. An effective approach is to structure the curriculum by defining the requisite competencies as the instructional goals and subsequently defining the conceptual requirements to achieve these goals. When the outcomes of learning are clearly specified, activities must be designed and assessments logically done to confirm to what degree the required learning has been achieved. Certain instructional pedagogies may help students to acquire the mental processes for learning more efficiently, and to ably analogize and annotate the acquired skill. Thoughtful and detailed planning, understanding of the stakeholders and their needs, and an appropriate testing and feedback mechanism can maximize the benefits and minimize the negatives of a learning environment. This paper describes a study performed on one such learner centric pedagogical approach. The results of this analysis are expected to throw light about the impact of a competency based activity in the presence of a homogenous group formation. The paper describes the implementation and examines the learning effectiveness of a collaborative, peer-reviewed, learner-centric activity based instructional design approach for a core competency in a course on Data Base Management Systems at the Masters Level program in Computer Science.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127963690","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550042
Himani Verma
In 2005, the Government of Tamil Nadu collaborated with Intel Educational Initiatives, to provide 21st century global skills to the teachers of the state. This initiative aimed to bring about an enhancement in education along with community development. This study was conducted in two schools serving the underserved children with a similar socio economic status - one in Karaikottai Needamangalam block of Thiruvarur District and one of the Toda tribal in the Udhagamandalam Block of the Nilgiris in Tamil Nadu. A group of teachers from the government aided Panchayat Union Middle School of both the areas were trained to incorporate global skills like collaboration, critical thinking and technological literacy to enhance education especially through Project Based Approaches. The objective of the initiative being to examine if ICT integrated innovative teaching and learning methodologies in education can help eradicate some social evils and bring about community development. With an illiteracy rate of over 90%, social evils like illiteracy and child marriage (in Toda) and child labor(in Karaikottai) were rampant. The tribal people of Toda who are deeply traditional, depend on the ecosystem for their survival and live much below the poverty line. In Karaikottai poverty and lack of education had resulted in the practice of child labor. The teachers of these schools were empowered to incorporate 21st century skills into the classroom teaching and impart the same skills to the students. A technology infrastructure was also provided to the school thereby integrating technology in classroom practices. A computer with an internet connection was provided to the schools after the training and classes were assigned time to work on the computer. The students were encouraged to work collaboratively on projects concerning issues facing their community and it was seen that they were able to develop the skills of research, critical thinking and communication. They were also able to work with different kinds of media and put together a presentation to convince the community about the evils of child marriage and child labor.
{"title":"Innovative use of ICT for educational and community development","authors":"Himani Verma","doi":"10.1109/T4E.2010.5550042","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550042","url":null,"abstract":"In 2005, the Government of Tamil Nadu collaborated with Intel Educational Initiatives, to provide 21st century global skills to the teachers of the state. This initiative aimed to bring about an enhancement in education along with community development. This study was conducted in two schools serving the underserved children with a similar socio economic status - one in Karaikottai Needamangalam block of Thiruvarur District and one of the Toda tribal in the Udhagamandalam Block of the Nilgiris in Tamil Nadu. A group of teachers from the government aided Panchayat Union Middle School of both the areas were trained to incorporate global skills like collaboration, critical thinking and technological literacy to enhance education especially through Project Based Approaches. The objective of the initiative being to examine if ICT integrated innovative teaching and learning methodologies in education can help eradicate some social evils and bring about community development. With an illiteracy rate of over 90%, social evils like illiteracy and child marriage (in Toda) and child labor(in Karaikottai) were rampant. The tribal people of Toda who are deeply traditional, depend on the ecosystem for their survival and live much below the poverty line. In Karaikottai poverty and lack of education had resulted in the practice of child labor. The teachers of these schools were empowered to incorporate 21st century skills into the classroom teaching and impart the same skills to the students. A technology infrastructure was also provided to the school thereby integrating technology in classroom practices. A computer with an internet connection was provided to the schools after the training and classes were assigned time to work on the computer. The students were encouraged to work collaboratively on projects concerning issues facing their community and it was seen that they were able to develop the skills of research, critical thinking and communication. They were also able to work with different kinds of media and put together a presentation to convince the community about the evils of child marriage and child labor.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128161857","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550098
Divya Tiwari, Richa Sehgal, Jayant Bansal, S. Murthy
While distance education is becoming increasingly popular, it suffers from the problem of a lack of real-time interactivity between the instructor and the students, as well as an absence of peer interaction between students. A technique used in face-to-face classrooms to improve student-teacher interaction and promote peer discussion among students is the use of clickers, or student response systems. In this paper we describe the adaptation of clickers in distance education for a multiple classroom environment. We discuss the design and development of a distributed architecture for the implementation of a student response system for multiple remote classrooms. We report on a pilot implementation and discuss problems faced and solutions implemented.
{"title":"Clicking away the distance from education","authors":"Divya Tiwari, Richa Sehgal, Jayant Bansal, S. Murthy","doi":"10.1109/T4E.2010.5550098","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550098","url":null,"abstract":"While distance education is becoming increasingly popular, it suffers from the problem of a lack of real-time interactivity between the instructor and the students, as well as an absence of peer interaction between students. A technique used in face-to-face classrooms to improve student-teacher interaction and promote peer discussion among students is the use of clickers, or student response systems. In this paper we describe the adaptation of clickers in distance education for a multiple classroom environment. We discuss the design and development of a distributed architecture for the implementation of a student response system for multiple remote classrooms. We report on a pilot implementation and discuss problems faced and solutions implemented.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132147020","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550035
S. Balaji, Ravi Ganapathy
In this paper on the theme Support systems for distance Education, E-learning, blended learning, the paper addresses about authoring tools namely Elicitus and Raptivity which we have used to create interactive and cost effective E-learning modules in our organization to meet the technology requirement and keep us ahead with respect to technology. Secondly it addresses about AT & T connect's Interwise participant tool which is used to connect across the globe, across various countries in conducting technical sessions through virtual classroom mode from the base location to address the technical knowledge requirement and to develop the technical versatility among the fellow employees of our organization, later this paper proposes how to use these tools to support and extend them as a support system for distance Education and E-learning.
{"title":"E-learning development through Elicitus and Raptivity and learning enablement through Interwise a pragmatic approach in blended learning","authors":"S. Balaji, Ravi Ganapathy","doi":"10.1109/T4E.2010.5550035","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550035","url":null,"abstract":"In this paper on the theme Support systems for distance Education, E-learning, blended learning, the paper addresses about authoring tools namely Elicitus and Raptivity which we have used to create interactive and cost effective E-learning modules in our organization to meet the technology requirement and keep us ahead with respect to technology. Secondly it addresses about AT & T connect's Interwise participant tool which is used to connect across the globe, across various countries in conducting technical sessions through virtual classroom mode from the base location to address the technical knowledge requirement and to develop the technical versatility among the fellow employees of our organization, later this paper proposes how to use these tools to support and extend them as a support system for distance Education and E-learning.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124174182","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550054
Michele A. Parker, Florence Martin
Virtual classrooms are online environments that enable students and instructors to interact as if they were face to face in a classroom. In this study, the researchers compared the perceptions of 57 undergraduate students who used the virtual classroom in a fully online and a blended education course. Students in the fully online course rated the virtual classroom features and characteristics higher than students in the blended course. There were statistically significant differences for 9 out of the 16 features that were investigated. Three of the four characteristics were statistically significant. Instructors can integrate this information in their course design and delivery to ensure that students benefit from a rewarding learning experience.
{"title":"Synchronous virtual classrooms: Student perceptions from an online and blended education course","authors":"Michele A. Parker, Florence Martin","doi":"10.1109/T4E.2010.5550054","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550054","url":null,"abstract":"Virtual classrooms are online environments that enable students and instructors to interact as if they were face to face in a classroom. In this study, the researchers compared the perceptions of 57 undergraduate students who used the virtual classroom in a fully online and a blended education course. Students in the fully online course rated the virtual classroom features and characteristics higher than students in the blended course. There were statistically significant differences for 9 out of the 16 features that were investigated. Three of the four characteristics were statistically significant. Instructors can integrate this information in their course design and delivery to ensure that students benefit from a rewarding learning experience.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115311929","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550107
Srinagesh Chatarajupalli, Venkata Bhanu Prasad Tolety, K. S. Reddy
This paper describes a three year project that promoted developing problem solving abilities to engineering students. This is attempted by effectively leveraging technology. To solve problems successfully, the students used algorithmic thinking and logical reasoning, and demonstrated the solution in the context of programming and through team work. We found that the effective use of technology, people, and process can create the desired impact.
{"title":"Leveraging technology for creating awareness of problem-solving skills to engineering students","authors":"Srinagesh Chatarajupalli, Venkata Bhanu Prasad Tolety, K. S. Reddy","doi":"10.1109/T4E.2010.5550107","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550107","url":null,"abstract":"This paper describes a three year project that promoted developing problem solving abilities to engineering students. This is attempted by effectively leveraging technology. To solve problems successfully, the students used algorithmic thinking and logical reasoning, and demonstrated the solution in the context of programming and through team work. We found that the effective use of technology, people, and process can create the desired impact.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125328955","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550096
Rodrigo C. Rivera
Online social networks or OSNs are an emergent Internet-based technology that is changing the way people connect and communicate, attracting the youth and adults alike. This study examined the content applications of five popular OSNs, namely Facebook, MySpace, Orkut, Friendster and Hi5; and explored multi-sectoral constructs of students, teachers and parents, who are members of online communities. It utilizes a dominantly qualitative design, following phenomenological and network ethnographic traditions, to estimate the potential of OSNs in facilitating instructional communication. Findings reveal that OSNs are generally perceived as a communication space, and being embedded in an information-rich environment of the Internet, it offers opportunities for users to create and construct knowledge. Informants believe that it can be useful for instruction as a communication tool. Likewise they agree that OSNs can be maximized to facilitate instructional communication in various contexts, but they stressed some concerns that teachers need to consider in its integration to instruction.
{"title":"Instruction over online social networks: Where does the platform lead?","authors":"Rodrigo C. Rivera","doi":"10.1109/T4E.2010.5550096","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550096","url":null,"abstract":"Online social networks or OSNs are an emergent Internet-based technology that is changing the way people connect and communicate, attracting the youth and adults alike. This study examined the content applications of five popular OSNs, namely Facebook, MySpace, Orkut, Friendster and Hi5; and explored multi-sectoral constructs of students, teachers and parents, who are members of online communities. It utilizes a dominantly qualitative design, following phenomenological and network ethnographic traditions, to estimate the potential of OSNs in facilitating instructional communication. Findings reveal that OSNs are generally perceived as a communication space, and being embedded in an information-rich environment of the Internet, it offers opportunities for users to create and construct knowledge. Informants believe that it can be useful for instruction as a communication tool. Likewise they agree that OSNs can be maximized to facilitate instructional communication in various contexts, but they stressed some concerns that teachers need to consider in its integration to instruction.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126991839","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550099
Nakhat Nasreen AzizulHaq, Gamal Ahmed Ahmed Abdullah Alawi
In this paper, we have proposed a new method that helps teachers to explore the weakness points of the students who could not pass the exam under the certain condition of success, and propose a method to build special courses to encounter this problem.
{"title":"Various learning courses based on digital library conceptualization","authors":"Nakhat Nasreen AzizulHaq, Gamal Ahmed Ahmed Abdullah Alawi","doi":"10.1109/T4E.2010.5550099","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550099","url":null,"abstract":"In this paper, we have proposed a new method that helps teachers to explore the weakness points of the students who could not pass the exam under the certain condition of success, and propose a method to build special courses to encounter this problem.","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128066674","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 : 2010-07-01DOI: 10.1109/T4E.2010.5550117
A. Wiethoff, Raphael Wimmer, H. Richter, A. Butz
In this work, we present a teachable moment in the context of a physical computing and prototyping course held at our university. We tried to investigate how different brainstorming methods affected the ideation phase of a project. To do this, we conducted an experiment in which we separated teams and gave them three different ideation methods: Post-Its®, creative thinking (mind mapping) and a physical brainstorming set consisting of cardboard objects to generate their concepts. The conclusions drawn from these observations encouraged us to open up the domain for further experimental setups to investigate the question: Do opportunistic techniques provide a benefit in this context?
{"title":"Different brainstorming methods within the context of physical computing","authors":"A. Wiethoff, Raphael Wimmer, H. Richter, A. Butz","doi":"10.1109/T4E.2010.5550117","DOIUrl":"https://doi.org/10.1109/T4E.2010.5550117","url":null,"abstract":"In this work, we present a teachable moment in the context of a physical computing and prototyping course held at our university. We tried to investigate how different brainstorming methods affected the ideation phase of a project. To do this, we conducted an experiment in which we separated teams and gave them three different ideation methods: Post-Its®, creative thinking (mind mapping) and a physical brainstorming set consisting of cardboard objects to generate their concepts. The conclusions drawn from these observations encouraged us to open up the domain for further experimental setups to investigate the question: Do opportunistic techniques provide a benefit in this context?","PeriodicalId":266595,"journal":{"name":"2010 International Conference on Technology for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124366196","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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