With the development of the education, computer technology plays an important role in modern teaching. It is helpful for students to learn better about both the crystal and amorphous structures in Solid State Physics course by introducing the Matlab software for teaching aid tool. In this paper, Matlab software is applied to show the crystal cells and the microstructural models. Based on the 3D visualization technology, crystal cells and sectional drawings can rotate around X, Y and Z axes and be cut freely and be viewed from different perspectives. The teaching practice shows that this method can stimulate students' participation, increase interests in learning and finally improve the teaching effect. The new technology is helpful for students to explore microstructures of materials and enhance the application and practice of computer technology.
{"title":"The Application and Practice of Matlab in Solid State Physics Teaching","authors":"T. Gao, Xuechen Hu, Jin-Min Zhang","doi":"10.1145/3134847.3134853","DOIUrl":"https://doi.org/10.1145/3134847.3134853","url":null,"abstract":"With the development of the education, computer technology plays an important role in modern teaching. It is helpful for students to learn better about both the crystal and amorphous structures in Solid State Physics course by introducing the Matlab software for teaching aid tool. In this paper, Matlab software is applied to show the crystal cells and the microstructural models. Based on the 3D visualization technology, crystal cells and sectional drawings can rotate around X, Y and Z axes and be cut freely and be viewed from different perspectives. The teaching practice shows that this method can stimulate students' participation, increase interests in learning and finally improve the teaching effect. The new technology is helpful for students to explore microstructures of materials and enhance the application and practice of computer technology.","PeriodicalId":269655,"journal":{"name":"Proceedings of the 1st International Conference on Digital Technology in Education","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123202729","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}
Considering that the virtual teamwork has rapidly emerging, the phenomenon turns out to create another problem, the internal team conflict. To increase the effectiveness of teamwork, the conflict problem must be solved. This study aimed to know the performance of students' abilities of conflict solving problems in doing the virtual teamwork in online learning. It was taken using convenience and using the quantitative method. The respondents are online learning students from varied semesters. There are 97 respondents consisting of students from several departments, i.e.: Information System, Business Management, Marketing Management, and Computer Science. It measured the conflict problem solving abilities performance of the respondents using the online learning management system with the Likert scale on the scale of 1 to 5 with corrected item total correlations 0.49, and α 0.81 (> 0.5). The performance is: scale 3 is chosen by 31.15% of respondents, scale 4 is 25.64%, the scale 2 is 16.40%, the scale 1 is 17.58%, and the scale 5 is just chosen by 8.87% of respondents.
{"title":"Conflict Problem Solving in Digital Technology: A Case Study in Virtual Teamwork for Online Learning","authors":"M. Pane, Christian Siregar, H. Sriyanto","doi":"10.1145/3134847.3134861","DOIUrl":"https://doi.org/10.1145/3134847.3134861","url":null,"abstract":"Considering that the virtual teamwork has rapidly emerging, the phenomenon turns out to create another problem, the internal team conflict. To increase the effectiveness of teamwork, the conflict problem must be solved. This study aimed to know the performance of students' abilities of conflict solving problems in doing the virtual teamwork in online learning. It was taken using convenience and using the quantitative method. The respondents are online learning students from varied semesters. There are 97 respondents consisting of students from several departments, i.e.: Information System, Business Management, Marketing Management, and Computer Science. It measured the conflict problem solving abilities performance of the respondents using the online learning management system with the Likert scale on the scale of 1 to 5 with corrected item total correlations 0.49, and α 0.81 (> 0.5). The performance is: scale 3 is chosen by 31.15% of respondents, scale 4 is 25.64%, the scale 2 is 16.40%, the scale 1 is 17.58%, and the scale 5 is just chosen by 8.87% of respondents.","PeriodicalId":269655,"journal":{"name":"Proceedings of the 1st International Conference on Digital Technology in Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134235230","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}
Flipped classroom model, which integrates the traditional face-to-face interaction model in classroom with self-paced e-learning model on the Internet, has significance to modern English teaching. In this study, we designed a series of teaching programs in combination with the teaching model of Robert Talbert and Jukui secondary school to explore the effectiveness of this teaching model in middle school English teaching. The results of four-month teaching practice show: first, the flipped classroom model is effective in improving students' academic achievements; second, it realizes individualized teaching and consequently enhances the students' autonomous learning ability and increases their learning efficiency; finally, both the students and the teachers involved hold a positive view to the flipped classroom. The students believe that if there is enough guidance and help from the teacher, this teaching model can make them more involved in classroom activities. As for the teachers, this teaching model reforms their way of teaching. It is helpful to complete the transformation from "teaching materials" to "using materials to teach" which promotes individualized learning. But the study also shows that the teachers need to take up more responsibilities and invest more time and energy to ensure that everything goes on smoothly, which becomes an additional workload for them.
{"title":"Research on the Application of Flipped Classroom Model in English Teaching","authors":"Zhongmei Li, Jingtao Qian, Shanshan Gao","doi":"10.1145/3134847.3134859","DOIUrl":"https://doi.org/10.1145/3134847.3134859","url":null,"abstract":"Flipped classroom model, which integrates the traditional face-to-face interaction model in classroom with self-paced e-learning model on the Internet, has significance to modern English teaching. In this study, we designed a series of teaching programs in combination with the teaching model of Robert Talbert and Jukui secondary school to explore the effectiveness of this teaching model in middle school English teaching. The results of four-month teaching practice show: first, the flipped classroom model is effective in improving students' academic achievements; second, it realizes individualized teaching and consequently enhances the students' autonomous learning ability and increases their learning efficiency; finally, both the students and the teachers involved hold a positive view to the flipped classroom. The students believe that if there is enough guidance and help from the teacher, this teaching model can make them more involved in classroom activities. As for the teachers, this teaching model reforms their way of teaching. It is helpful to complete the transformation from \"teaching materials\" to \"using materials to teach\" which promotes individualized learning. But the study also shows that the teachers need to take up more responsibilities and invest more time and energy to ensure that everything goes on smoothly, which becomes an additional workload for them.","PeriodicalId":269655,"journal":{"name":"Proceedings of the 1st International Conference on Digital Technology in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116315939","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 advent of 21st century has brought various technological improvements across several areas. This movement has transformed the way material was used to be connected. The outcome is predominantly noticeable in the academic setting where educators and students are no more bound by time and space. Using current innovative tools students can learn in a more time-efficient way than eternally. As a result, they are untying from learning, and the rate of drop-out is increasing day by day. At present, a large number of educators are going for technology-driven academic classrooms where they can switch the teaching and learning activities more productively. In this paper, we are proposing a model for building innovative education products which enables the teachers to engage students with different educational exercises and interactive activities using computer/smart devices. This Parent-Student-Teacher model will enable educators to create, organize and share their curricula, lesson plans and classroom materials; also, the teachers to share knowledge, exchange ideas and get feedback from other educators where teachers can give performance points to students in a real-time manner and share the performance and behavior of their students with the parents and administrators. It enables teachers, students and parents to collaborate on a single platform by interactive white boards where they can give lessons write notes and save their work with just the tip of finger.
{"title":"A Proposed PST Model for Enhancing E-Learning Experiences","authors":"T. Bhuiyan, M. Rana, Kaushik Sarker, Zaman Wahid","doi":"10.1145/3134847.3134864","DOIUrl":"https://doi.org/10.1145/3134847.3134864","url":null,"abstract":"The advent of 21st century has brought various technological improvements across several areas. This movement has transformed the way material was used to be connected. The outcome is predominantly noticeable in the academic setting where educators and students are no more bound by time and space. Using current innovative tools students can learn in a more time-efficient way than eternally. As a result, they are untying from learning, and the rate of drop-out is increasing day by day. At present, a large number of educators are going for technology-driven academic classrooms where they can switch the teaching and learning activities more productively. In this paper, we are proposing a model for building innovative education products which enables the teachers to engage students with different educational exercises and interactive activities using computer/smart devices. This Parent-Student-Teacher model will enable educators to create, organize and share their curricula, lesson plans and classroom materials; also, the teachers to share knowledge, exchange ideas and get feedback from other educators where teachers can give performance points to students in a real-time manner and share the performance and behavior of their students with the parents and administrators. It enables teachers, students and parents to collaborate on a single platform by interactive white boards where they can give lessons write notes and save their work with just the tip of finger.","PeriodicalId":269655,"journal":{"name":"Proceedings of the 1st International Conference on Digital Technology in Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126610211","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 recent years, researches on vocational skills are very extensive, most of them concentrated on vocational skills training, effect of vocational skill competition, vocational education and vocational skill identification and so on. But, there is very little research on the inner relationship among vocational skill based on big data. To address the issue, from LinkedIn we first collect tens of thousands of member profiles with vocational skills as empirical data. And then, we dig out high-frequency vocational skills and apply correlation analysis method to explore correlation characteristics of vocational skills. According to our studying, we figure out that there exist a large number of association rules, some of which have very high degrees of confidence, lift, and support. This research reveals the intrinsic association among different vocational skills. These relationships can reflect the general behavior and cognitive rules of human beings. We hope that our research results can provide a theoretical base for other research areas of vocational skills, such as vocational skill training, vocational skill mining, and identification of vocational skills.
{"title":"Mining and Measurement of Vocational Skills and Their Association Rules Based on Big Data","authors":"Jian Wan, Binbin Chen, Huayou Si","doi":"10.1145/3134847.3134858","DOIUrl":"https://doi.org/10.1145/3134847.3134858","url":null,"abstract":"In recent years, researches on vocational skills are very extensive, most of them concentrated on vocational skills training, effect of vocational skill competition, vocational education and vocational skill identification and so on. But, there is very little research on the inner relationship among vocational skill based on big data. To address the issue, from LinkedIn we first collect tens of thousands of member profiles with vocational skills as empirical data. And then, we dig out high-frequency vocational skills and apply correlation analysis method to explore correlation characteristics of vocational skills. According to our studying, we figure out that there exist a large number of association rules, some of which have very high degrees of confidence, lift, and support. This research reveals the intrinsic association among different vocational skills. These relationships can reflect the general behavior and cognitive rules of human beings. We hope that our research results can provide a theoretical base for other research areas of vocational skills, such as vocational skill training, vocational skill mining, and identification of vocational skills.","PeriodicalId":269655,"journal":{"name":"Proceedings of the 1st International Conference on Digital Technology in Education","volume":"366 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121659109","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：