Pub Date : 2013-12-01DOI: 10.1109/MITE.2013.6756344
Kavita Suryawanshi, S. Narkhede
Green ICT is an innovative way of using ICT related to the environment protection and sustaining a future. This paper analyzes the need as well as practices of Green ICT at educational institution. This paper presents the benefits to educational institutes for going green information and communication technology and also barriers in the Green ICT implementation based on data collected from survey of various website of educational institutions and overall discussion and analysis. The study identified that the Green ICT is essential at institutions for cost effectiveness and environment sustainability.
{"title":"Green ICT implementation at educational institution: A step towards sustainable future","authors":"Kavita Suryawanshi, S. Narkhede","doi":"10.1109/MITE.2013.6756344","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756344","url":null,"abstract":"Green ICT is an innovative way of using ICT related to the environment protection and sustaining a future. This paper analyzes the need as well as practices of Green ICT at educational institution. This paper presents the benefits to educational institutes for going green information and communication technology and also barriers in the Green ICT implementation based on data collected from survey of various website of educational institutions and overall discussion and analysis. The study identified that the Green ICT is essential at institutions for cost effectiveness and environment sustainability.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"253 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117305335","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 : 2013-12-01DOI: 10.1109/MITE.2013.6756354
Saurabh Varshney, Jyoti Bajpai
The hurdle problem in Cross Language Information Retrieval (CLIR) is the poor performance when compared to monolingual performance in terms of average precision. The main reasons behind the poor performance of CLIR are query term mismatching, multiple representations of query terms and un-translated query terms. In this paper, we are putting our effort to solve the given problem which is discussed in detail. The limitations are needed to be addressed in order to increase the performance of the CLIR system. By analyzing those methods the architecture for English-Hindi CLIR system is proposed. Pre and post query expansion is used to improve the performance of English-Hindi CLIR system using English and Hindi WordNet, Local Expansion using initial query, definition based pre query expansion and keyword ranking. The pre and post query expansion helps to improving the performance of English-Hindi CLIR system and based upon past experiences the proposed approach retrieves more relevant information. All experiments are performed on FIRE 2010 (Forum of Information Retrieval Evaluation) datasets. The experimental results show that the proposed approach gives equal/better performance of English-Hindi CLIR system compared to monolingual performance and also helps in overcoming existing problems and outperforms the existing English-Hindi CLIR system in terms of average precision.
{"title":"Improving Retrieval performance of English-Hindi based Cross-Language Information Retrieval","authors":"Saurabh Varshney, Jyoti Bajpai","doi":"10.1109/MITE.2013.6756354","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756354","url":null,"abstract":"The hurdle problem in Cross Language Information Retrieval (CLIR) is the poor performance when compared to monolingual performance in terms of average precision. The main reasons behind the poor performance of CLIR are query term mismatching, multiple representations of query terms and un-translated query terms. In this paper, we are putting our effort to solve the given problem which is discussed in detail. The limitations are needed to be addressed in order to increase the performance of the CLIR system. By analyzing those methods the architecture for English-Hindi CLIR system is proposed. Pre and post query expansion is used to improve the performance of English-Hindi CLIR system using English and Hindi WordNet, Local Expansion using initial query, definition based pre query expansion and keyword ranking. The pre and post query expansion helps to improving the performance of English-Hindi CLIR system and based upon past experiences the proposed approach retrieves more relevant information. All experiments are performed on FIRE 2010 (Forum of Information Retrieval Evaluation) datasets. The experimental results show that the proposed approach gives equal/better performance of English-Hindi CLIR system compared to monolingual performance and also helps in overcoming existing problems and outperforms the existing English-Hindi CLIR system in terms of average precision.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133480452","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 : 2013-12-01DOI: 10.1109/MITE.2013.6756298
Aruna S. Nayak, M. Vijayalakshmi
Computer systems play an integral role in all facets of the engineering profession. Systems users are always in need of faster, more powerful, yet cheaper computer systems. This calls for an understanding of the processor-level components of computer systems, their design and operation, and their impact on the overall performance of the systems. To fulfill this requirement the course on Computer System Design and Architecture has been introduced in the 3rd semester. Earlier, there were two courses offered with titles “Computer Organization” in Semester 3 and “Advanced Computer Architecture” in Semester 8. These two courses were not related and there existed a gap of 4 semesters in learning of these two courses. Students were unable to appreciate the architecture related concepts in other courses of lower semesters. As mentioned in IEEE SWEEBOK curriculum recommendations, a wide semantic gap exists between the computer's intended behavior and the workings of the underlying electronic devices that actually do the work within the computer. This gap is bridged through Computer Organization. On the other hand Computer Architecture is the course that specifies the relations and parts of a computer system and it deals with mainly three elements viz. Instruction Set Architecture, Computer Organization and Hardware. Accordingly, a course on Computer System Design and Architecture which combines the study of Computer Organization and Computer Architecture is designed to be offered at semester 3. The next challenge came in the form of delivery of the course. Since a detailed conceptual understanding of computer organization and architecture is required, which was not possible only with classroom delivery, self study activity was introduced which provided ability to the students to compare various processor architectures, their functionality and visibility to information processing. This continuous process helped them acquire knowledge, values, skills and understanding that they will require throughout their lifetime.
{"title":"Teaching Computer System Design and Architecture course — An experience","authors":"Aruna S. Nayak, M. Vijayalakshmi","doi":"10.1109/MITE.2013.6756298","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756298","url":null,"abstract":"Computer systems play an integral role in all facets of the engineering profession. Systems users are always in need of faster, more powerful, yet cheaper computer systems. This calls for an understanding of the processor-level components of computer systems, their design and operation, and their impact on the overall performance of the systems. To fulfill this requirement the course on Computer System Design and Architecture has been introduced in the 3rd semester. Earlier, there were two courses offered with titles “Computer Organization” in Semester 3 and “Advanced Computer Architecture” in Semester 8. These two courses were not related and there existed a gap of 4 semesters in learning of these two courses. Students were unable to appreciate the architecture related concepts in other courses of lower semesters. As mentioned in IEEE SWEEBOK curriculum recommendations, a wide semantic gap exists between the computer's intended behavior and the workings of the underlying electronic devices that actually do the work within the computer. This gap is bridged through Computer Organization. On the other hand Computer Architecture is the course that specifies the relations and parts of a computer system and it deals with mainly three elements viz. Instruction Set Architecture, Computer Organization and Hardware. Accordingly, a course on Computer System Design and Architecture which combines the study of Computer Organization and Computer Architecture is designed to be offered at semester 3. The next challenge came in the form of delivery of the course. Since a detailed conceptual understanding of computer organization and architecture is required, which was not possible only with classroom delivery, self study activity was introduced which provided ability to the students to compare various processor architectures, their functionality and visibility to information processing. This continuous process helped them acquire knowledge, values, skills and understanding that they will require throughout their lifetime.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116247765","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 : 2013-12-01DOI: 10.1109/MITE.2013.6756372
Jiang Wengan, Zheng Yaya
There are a large number of foreign language learners in China. Lots of research has been done on how to improve foreign language learning efficiency, but in reviewing the foreign language learning researches, it can be easily seen that the cultural effects on foreign language learning have not been given its due attention. Much of the research has been done within the scope of particular theories. This thesis attempts to explore the science of foreign language learning from the perspective of cultural effects on language learners, especially the effects of culture on foreign language learning beliefs. The efficiency of foreign language learning can be improved by improving learning strategies, which in turn are determined by language learning beliefs. The language learning beliefs are adversely affected by such cultural factors in Chinese culture as patterns of social hierarchy, face, collectivism and past oriented time concept. These cultural patterns help explain the existing language learning beliefs in China. Understanding the effects of these cultural patterns on foreign language learning beliefs, foreign language teachers can better understand students' learning beliefs and help students in turn with the evaluation of their learning beliefs; students of foreign languages can develop their own independent understanding of the foreign language, avoiding some false language learning beliefs.
{"title":"The effects of culture on foreign language learning beliefs","authors":"Jiang Wengan, Zheng Yaya","doi":"10.1109/MITE.2013.6756372","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756372","url":null,"abstract":"There are a large number of foreign language learners in China. Lots of research has been done on how to improve foreign language learning efficiency, but in reviewing the foreign language learning researches, it can be easily seen that the cultural effects on foreign language learning have not been given its due attention. Much of the research has been done within the scope of particular theories. This thesis attempts to explore the science of foreign language learning from the perspective of cultural effects on language learners, especially the effects of culture on foreign language learning beliefs. The efficiency of foreign language learning can be improved by improving learning strategies, which in turn are determined by language learning beliefs. The language learning beliefs are adversely affected by such cultural factors in Chinese culture as patterns of social hierarchy, face, collectivism and past oriented time concept. These cultural patterns help explain the existing language learning beliefs in China. Understanding the effects of these cultural patterns on foreign language learning beliefs, foreign language teachers can better understand students' learning beliefs and help students in turn with the evaluation of their learning beliefs; students of foreign languages can develop their own independent understanding of the foreign language, avoiding some false language learning beliefs.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131600076","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 : 2013-12-01DOI: 10.1109/MITE.2013.6756375
Kalaimagal Sivamuni, Sujoy Bhattacharya
Massive Open Online Courses (MOOCs) have captured the imagination of the current generation of academicians, educationalists and students. MOOCs are a path breaking new concept that havestormed the education world in the past two years although the foundation for the same was established in 2008 itself. Inspite of all the excitement and hype surrounding the MOOC phenomenon a number of doubts also exist parallel to the hype. In India the MOOC concept is still to catch on in the education scene with a number of academicians expressing their doubts over whether it will be a success or not. Research in MOOC technology is also becoming a potentially new area in education technology. However, many people are still unaware of the various aspects of MOOC technology. This paper is an eye opener that will describe the history, the various terminologies and technologies associated with the MOOC technology. We will outline the essential steps that have to be taken care of before developing a MOOC. The challenges and issues that are currently facing this new technology are discussed. Finally the paper will describe the various research areas that have potential which researchers can look into.
{"title":"Assembling pieces of the MOOCs jigsaw puzzle","authors":"Kalaimagal Sivamuni, Sujoy Bhattacharya","doi":"10.1109/MITE.2013.6756375","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756375","url":null,"abstract":"Massive Open Online Courses (MOOCs) have captured the imagination of the current generation of academicians, educationalists and students. MOOCs are a path breaking new concept that havestormed the education world in the past two years although the foundation for the same was established in 2008 itself. Inspite of all the excitement and hype surrounding the MOOC phenomenon a number of doubts also exist parallel to the hype. In India the MOOC concept is still to catch on in the education scene with a number of academicians expressing their doubts over whether it will be a success or not. Research in MOOC technology is also becoming a potentially new area in education technology. However, many people are still unaware of the various aspects of MOOC technology. This paper is an eye opener that will describe the history, the various terminologies and technologies associated with the MOOC technology. We will outline the essential steps that have to be taken care of before developing a MOOC. The challenges and issues that are currently facing this new technology are discussed. Finally the paper will describe the various research areas that have potential which researchers can look into.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132278464","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 : 2013-12-01DOI: 10.1109/MITE.2013.6756371
S. Subbaraman, R. Jagtap, Sunita S. Shinde
In recent years an engineer or technocrat graduated from any country is expected to provide his/her services to any location of the globe for the betterment of mankind. In this respect it has become necessary that an engineering graduate possesses a set of skills which encompass technical knowledge, practical skills and right attitude. Every educational program defines its program educational objectives (PEOs) and program outcomes (POs)/course outcomes (COs) which spell out the capabilities that a graduated and graduating engineer should have respectively. In this regard, an Outcome Based Learning (OBL) has become an accepted philosophy in technical educational institutes. This paper discusses the basics of OBL and presents a case study carried out for one of the courses of ETC program for the attainment of desired POs through spelled out COs. The study clearly indicates that a focused teaching-learning process and an appropriate assessment has led to attainment of expected POs to a level of more than 70%.
{"title":"Outcome Based Learning: A case study","authors":"S. Subbaraman, R. Jagtap, Sunita S. Shinde","doi":"10.1109/MITE.2013.6756371","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756371","url":null,"abstract":"In recent years an engineer or technocrat graduated from any country is expected to provide his/her services to any location of the globe for the betterment of mankind. In this respect it has become necessary that an engineering graduate possesses a set of skills which encompass technical knowledge, practical skills and right attitude. Every educational program defines its program educational objectives (PEOs) and program outcomes (POs)/course outcomes (COs) which spell out the capabilities that a graduated and graduating engineer should have respectively. In this regard, an Outcome Based Learning (OBL) has become an accepted philosophy in technical educational institutes. This paper discusses the basics of OBL and presents a case study carried out for one of the courses of ETC program for the attainment of desired POs through spelled out COs. The study clearly indicates that a focused teaching-learning process and an appropriate assessment has led to attainment of expected POs to a level of more than 70%.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125688305","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 : 2013-12-01DOI: 10.1109/MITE.2013.6756325
D. Reddy, M. Batchanaboyina, D. Phanikumar, B. Ravindrababu
Most of the students are forced to take different courses based on their parent's interest, not of their interest. Some students are selecting their courses without knowing their inner ability. In this paper, how the student should select the different courses based on their learning styles in different levels is derived. This is achieved by eliminating the outliers in collected data from students. Since the data collected from students based on their learning styles is categorical, outlier detection analysis for categorical data is used to eliminate outliers from this data. These outliers are occurred while collecting data from students. Because some students are very peculiar, some students are not interested to reveal their data, some students may give wrong answers for any questionnaire by bias and some students may give incomplete data due to lack of time. The data is collected from B.Tech students from different colleges for experiments. After eliminating outliers from this data by proposed outliers' techniques, different classifiers are applied to frame set of rules to select suitable courses based on their learning styles. The results are better when proposed method is applied.
{"title":"Learning styles vs suitable courses","authors":"D. Reddy, M. Batchanaboyina, D. Phanikumar, B. Ravindrababu","doi":"10.1109/MITE.2013.6756325","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756325","url":null,"abstract":"Most of the students are forced to take different courses based on their parent's interest, not of their interest. Some students are selecting their courses without knowing their inner ability. In this paper, how the student should select the different courses based on their learning styles in different levels is derived. This is achieved by eliminating the outliers in collected data from students. Since the data collected from students based on their learning styles is categorical, outlier detection analysis for categorical data is used to eliminate outliers from this data. These outliers are occurred while collecting data from students. Because some students are very peculiar, some students are not interested to reveal their data, some students may give wrong answers for any questionnaire by bias and some students may give incomplete data due to lack of time. The data is collected from B.Tech students from different colleges for experiments. After eliminating outliers from this data by proposed outliers' techniques, different classifiers are applied to frame set of rules to select suitable courses based on their learning styles. The results are better when proposed method is applied.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125124600","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 : 1900-01-01DOI: 10.1109/MITE.2013.6756319
Atul M. Gonsai, Anil Ambasana, Bhargavi Goswami, Manasi A. Antani, V. J. Rughani
For the last few years, development in Information and Communication Technology is remarkable and still the development is under progress which can be easily observed in the current trend and the market is the evidence for it. Universities are the main source provider for IT Skilled personals to fulfill the demands of IT People in the Market. This situation arise a clear question in our mind that whether the current Lab facilities are satisfactory up to which level especially to the students who are the actual users and beneficiary of the Lab Resources. To answer this question, we conduct a survey type of research by conducting some test on the Lab Users and after analyzing few parameters like Infrastructure, Arrangement, Timings, Internet facility, laboratory practical literature, Updated version of all software, User rights, Assistant teacher's availability, all practical in parallel with theory class, faculty response for the practical and important of all, the benefit of the lab subject syllabus design to the student career. From the data obtained, we came to know about results which are present in this paper to throw the light upon current practice by the Department of Computer Science and also suggested the solutions for the issues which came up during the research study.
{"title":"A study of lab satisfaction of MCA and MSc. (IT) students of department computer science of Saurashtra University, Rajkot","authors":"Atul M. Gonsai, Anil Ambasana, Bhargavi Goswami, Manasi A. Antani, V. J. Rughani","doi":"10.1109/MITE.2013.6756319","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756319","url":null,"abstract":"For the last few years, development in Information and Communication Technology is remarkable and still the development is under progress which can be easily observed in the current trend and the market is the evidence for it. Universities are the main source provider for IT Skilled personals to fulfill the demands of IT People in the Market. This situation arise a clear question in our mind that whether the current Lab facilities are satisfactory up to which level especially to the students who are the actual users and beneficiary of the Lab Resources. To answer this question, we conduct a survey type of research by conducting some test on the Lab Users and after analyzing few parameters like Infrastructure, Arrangement, Timings, Internet facility, laboratory practical literature, Updated version of all software, User rights, Assistant teacher's availability, all practical in parallel with theory class, faculty response for the practical and important of all, the benefit of the lab subject syllabus design to the student career. From the data obtained, we came to know about results which are present in this paper to throw the light upon current practice by the Department of Computer Science and also suggested the solutions for the issues which came up during the research study.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129327116","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 : 1900-01-01DOI: 10.1109/MITE.2013.6756320
Asha Vashe, V. Devi, Raghavendra Rao, R. Abraham, V. Pallath
Self-directed learning is a potential methodology recommended in medical education to promote life-long learning. To promote self-directed learning skills and to make students life-long learners, self-directed learning sessions were conducted at Melaka Manipal Medical College (Manipal Campus), Manipal University, India. Students' knowledge in the topics was assessed in three formative assessments conducted during the course. This study was conducted to explore whether there is any change in students' readiness for self-directed learning as they experience the curriculum, and also to find out whether the change is reflected in students' academic performance in topics learnt through self-directed learning. To assess the change in self-directed learning readiness, self-directed learning readiness scale was administered to the students at the commencement and at the end of first year of the MBBS course. Students' scores in all three formative assessments were also collected. There was a statistically significant increase in self-directed learning readiness of students at the end of year compared to the commencement. Students' scores significantly increased in second and third when compared to first formative assessment. A weak positive correlation between the assessment scores was observed. The study demonstrated that students' readiness for self-directed learning was increased as they experienced the curriculum which was reflected in their academic performance.
{"title":"Link between self-directed learning readiness and academic performance of medical students","authors":"Asha Vashe, V. Devi, Raghavendra Rao, R. Abraham, V. Pallath","doi":"10.1109/MITE.2013.6756320","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756320","url":null,"abstract":"Self-directed learning is a potential methodology recommended in medical education to promote life-long learning. To promote self-directed learning skills and to make students life-long learners, self-directed learning sessions were conducted at Melaka Manipal Medical College (Manipal Campus), Manipal University, India. Students' knowledge in the topics was assessed in three formative assessments conducted during the course. This study was conducted to explore whether there is any change in students' readiness for self-directed learning as they experience the curriculum, and also to find out whether the change is reflected in students' academic performance in topics learnt through self-directed learning. To assess the change in self-directed learning readiness, self-directed learning readiness scale was administered to the students at the commencement and at the end of first year of the MBBS course. Students' scores in all three formative assessments were also collected. There was a statistically significant increase in self-directed learning readiness of students at the end of year compared to the commencement. Students' scores significantly increased in second and third when compared to first formative assessment. A weak positive correlation between the assessment scores was observed. The study demonstrated that students' readiness for self-directed learning was increased as they experienced the curriculum which was reflected in their academic performance.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130685591","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 : 1900-01-01DOI: 10.1109/MITE.2013.6756373
S. Saydam, W. Timms, S. Raval, C. Daly
Learning Management Systems (LMS) including Moodle and Blackboard are now almost ubiquitous in many K-12 and Higher Education institutions. They represent a suite of technologies, tools, and processes that, when implemented and utilised skillfully, can have a very positive impact on the ability to provide a quality teaching and learning environment. The University of New South Wales (UNSW), School of Mining Engineering in Australia has successfully implemented the open source Moodle as the sole LMS in both undergraduate and postgraduate programs. This paper presents an overview of the existing approach to learning and based on this experience, provides recommendations for the future advanced implementation of Moodle.
{"title":"Using Moodle — An open source leaning management system in Australian Mining Engineering Education","authors":"S. Saydam, W. Timms, S. Raval, C. Daly","doi":"10.1109/MITE.2013.6756373","DOIUrl":"https://doi.org/10.1109/MITE.2013.6756373","url":null,"abstract":"Learning Management Systems (LMS) including Moodle and Blackboard are now almost ubiquitous in many K-12 and Higher Education institutions. They represent a suite of technologies, tools, and processes that, when implemented and utilised skillfully, can have a very positive impact on the ability to provide a quality teaching and learning environment. The University of New South Wales (UNSW), School of Mining Engineering in Australia has successfully implemented the open source Moodle as the sole LMS in both undergraduate and postgraduate programs. This paper presents an overview of the existing approach to learning and based on this experience, provides recommendations for the future advanced implementation of Moodle.","PeriodicalId":284844,"journal":{"name":"2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128908305","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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