Pub Date : 2013-03-13DOI: 10.1109/EduCon.2013.6530233
A. Shukhman, M. Motyleva, I. Belonovskaya
This work proposes an approach to the development of individual learning path using the Petri nets modeling on the basis of generalized competencies system.
本研究提出了一种基于广义能力系统的Petri网模型来开发个人学习路径的方法。
{"title":"Individual learning path modeling on the basis of generalized competencies system","authors":"A. Shukhman, M. Motyleva, I. Belonovskaya","doi":"10.1109/EduCon.2013.6530233","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530233","url":null,"abstract":"This work proposes an approach to the development of individual learning path using the Petri nets modeling on the basis of generalized competencies system.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130041417","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530277
F. Grünewald, Elnaz Mazandarani, C. Meinel, Ralf Teusner, Michael Totschnig, Christian Willems
Recently a new format of online education has emerged that combines video lectures, interactive quizzes and social learning into an event that aspires to attract a massive number of participants. This format, referred to as Massive Open Online Course (MOOC), has garnered considerable public attention, and has been invested with great hopes (and fears) of transforming higher education by opening up the walls of closed institutions to a world-wide audience. In this paper, we present two MOOCs that were hosted at the same platform, and have implemented the same learning design. Due to their difference in language, topic domain and difficulty, the communities that they brought into existence were very different. We start by describing the MOOC format in more detail, and the distinguishing features of openHPI. We then discuss the literature on communities of practice and cultures of participation. After some statistical data about the first openHPI course, we present our qualitative observations about both courses, and conclude by giving an outlook on an ongoing comparative analysis of the two courses.
{"title":"openHPI - A case-study on the emergence of two learning communities","authors":"F. Grünewald, Elnaz Mazandarani, C. Meinel, Ralf Teusner, Michael Totschnig, Christian Willems","doi":"10.1109/EduCon.2013.6530277","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530277","url":null,"abstract":"Recently a new format of online education has emerged that combines video lectures, interactive quizzes and social learning into an event that aspires to attract a massive number of participants. This format, referred to as Massive Open Online Course (MOOC), has garnered considerable public attention, and has been invested with great hopes (and fears) of transforming higher education by opening up the walls of closed institutions to a world-wide audience. In this paper, we present two MOOCs that were hosted at the same platform, and have implemented the same learning design. Due to their difference in language, topic domain and difficulty, the communities that they brought into existence were very different. We start by describing the MOOC format in more detail, and the distinguishing features of openHPI. We then discuss the literature on communities of practice and cultures of participation. After some statistical data about the first openHPI course, we present our qualitative observations about both courses, and conclude by giving an outlook on an ongoing comparative analysis of the two courses.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130145454","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530088
N. Kafadarova, N. Mileva, S. Stoyanova
The ongoing integration of telecommunications with the learning and collaboration process has enabled many of the engineering projects to take advantage of the remote access to laboratories that it allows. However, most of the remote laboratories today are simulated or else real, but with a fixed configuration. With the integration of telecommunication technologies and computer science with virtual instrumentation, real, remote laboratories can be developed and accessed through Internet in real time, ensuring a richer collaborative experience for the student while avoiding some of the growing limitations of traditional laboratories, such as the lack of enough work area, expensive instrumentation, lack of personnel, time assigned to a laboratory, and their availability in non-working office hours. In this paper, we present a method of creating a web-based Remote Laboratory Experimentation in the MSc course “Wireless Communications Systems” which is part of “Information and Communication Systems (ICS)” curriculum. This is done within the RIPLECS project (http://riplecs.dipseil.net/). The course “Wireless Communication Systems” gives students an overview of the characteristics of different types of antennas used in wireless communications and the wave propagation in mobile communications. The practical part consists of several assignments dealing with understanding the basic functions of the antennas as well as mobile communication propagation characteristics experiments. The proposed approach integrates a traditional Learning Management System (LMS) with the remote access to real instrumentation located in wireless communication laboratory, without requiring specific software components on the client side. The remote laboratory system relying on virtual instruments (VIs) is described in RIPLECS. This paper presents our performance support approach to the design of the wireless communications course in DIPSEIL system (env.dipseil.net/v3). There are listed the tasks and their educational objectives.
{"title":"Remote Wireless Communications lab in real time","authors":"N. Kafadarova, N. Mileva, S. Stoyanova","doi":"10.1109/EduCon.2013.6530088","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530088","url":null,"abstract":"The ongoing integration of telecommunications with the learning and collaboration process has enabled many of the engineering projects to take advantage of the remote access to laboratories that it allows. However, most of the remote laboratories today are simulated or else real, but with a fixed configuration. With the integration of telecommunication technologies and computer science with virtual instrumentation, real, remote laboratories can be developed and accessed through Internet in real time, ensuring a richer collaborative experience for the student while avoiding some of the growing limitations of traditional laboratories, such as the lack of enough work area, expensive instrumentation, lack of personnel, time assigned to a laboratory, and their availability in non-working office hours. In this paper, we present a method of creating a web-based Remote Laboratory Experimentation in the MSc course “Wireless Communications Systems” which is part of “Information and Communication Systems (ICS)” curriculum. This is done within the RIPLECS project (http://riplecs.dipseil.net/). The course “Wireless Communication Systems” gives students an overview of the characteristics of different types of antennas used in wireless communications and the wave propagation in mobile communications. The practical part consists of several assignments dealing with understanding the basic functions of the antennas as well as mobile communication propagation characteristics experiments. The proposed approach integrates a traditional Learning Management System (LMS) with the remote access to real instrumentation located in wireless communication laboratory, without requiring specific software components on the client side. The remote laboratory system relying on virtual instruments (VIs) is described in RIPLECS. This paper presents our performance support approach to the design of the wireless communications course in DIPSEIL system (env.dipseil.net/v3). There are listed the tasks and their educational objectives.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124333487","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530251
Igor Titov
This paper describes a new software web-based system for hosting and sharing on-line laboratories - Labicom platform [1] available at https://labicom.net. This platform serves the growing needs of expanding technical curriculum into internet-based engineering courses and allows deploying, hosting and sharing laboratory resources between people all over the world. It frees laboratory owners from many responsibilities (such as creating and managing time reservation system, keeping the trusted certificate, etc.) and gives more time and freedom to concentrate on subject specific tasks rather than on computer science. On-line laboratories hosted on Labicom are normally accessible worldwide from modern web-browsers in many languages. Laboratory owners have an opportunity to localize their labs to as many languages as they want. Labicom.net represents multi-tier distributed server-client net of applications. Currently only a few laboratories are connected (Remote Laser Laboratory (RLL) [2], [3] is the most mature) but they are already used in beta-testing. New features and updates are applied regularly and new labs are supposed to join the platform soon.
{"title":"Labicom.net - The on-line laboratories platform","authors":"Igor Titov","doi":"10.1109/EduCon.2013.6530251","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530251","url":null,"abstract":"This paper describes a new software web-based system for hosting and sharing on-line laboratories - Labicom platform [1] available at https://labicom.net. This platform serves the growing needs of expanding technical curriculum into internet-based engineering courses and allows deploying, hosting and sharing laboratory resources between people all over the world. It frees laboratory owners from many responsibilities (such as creating and managing time reservation system, keeping the trusted certificate, etc.) and gives more time and freedom to concentrate on subject specific tasks rather than on computer science. On-line laboratories hosted on Labicom are normally accessible worldwide from modern web-browsers in many languages. Laboratory owners have an opportunity to localize their labs to as many languages as they want. Labicom.net represents multi-tier distributed server-client net of applications. Currently only a few laboratories are connected (Remote Laser Laboratory (RLL) [2], [3] is the most mature) but they are already used in beta-testing. New features and updates are applied regularly and new labs are supposed to join the platform soon.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122769776","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530215
F. H. L. Vasconcelos, T. Silva, A. L. F. Almeida, J. C. M. Mota, W. B. Andriola
This paper presents a comparative analysis between a bilinear decomposition (Principal Component Analysis - PCA) and a multilinear decomposition (Parallel Factor - PARAFAC) on the data obtained by the students' evaluation of teaching effectiveness in an engineering course. It is known that the teaching and learning relationship is a nonlinear process related to many fundamental subjects, which are highlighted into students' evaluation of the teaching effectiveness methodology. The comparison was made in order to know which additional knowledge is obtained when the analysis takes into account the multilinear process model of this. The results shown the importance of the latent characteristics in a students' professional formation in accordance with the results presented in the application of PARAFAC decomposition, that has been reveled as a powerful tool for data analysis in the assessment area.
{"title":"Multilinear decomposition application into students' evaluation of teaching effectiveness","authors":"F. H. L. Vasconcelos, T. Silva, A. L. F. Almeida, J. C. M. Mota, W. B. Andriola","doi":"10.1109/EduCon.2013.6530215","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530215","url":null,"abstract":"This paper presents a comparative analysis between a bilinear decomposition (Principal Component Analysis - PCA) and a multilinear decomposition (Parallel Factor - PARAFAC) on the data obtained by the students' evaluation of teaching effectiveness in an engineering course. It is known that the teaching and learning relationship is a nonlinear process related to many fundamental subjects, which are highlighted into students' evaluation of the teaching effectiveness methodology. The comparison was made in order to know which additional knowledge is obtained when the analysis takes into account the multilinear process model of this. The results shown the importance of the latent characteristics in a students' professional formation in accordance with the results presented in the application of PARAFAC decomposition, that has been reveled as a powerful tool for data analysis in the assessment area.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123047835","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530231
L. Bellido, David Fernández, E. Pastor
By combining virtualization technologies, virtual private network techniques and parameterization of network scenarios it is possible to enhance a networking laboratory, typically carried out in university laboratory premises using equipment located there, by interconnecting it to virtual networks running on the students' own personal computers. This paper describes some experiences applying this model to create hands-on assignments for a large group of students in computer networking education.
{"title":"Towards a virtualized Internet for computer networking assignments","authors":"L. Bellido, David Fernández, E. Pastor","doi":"10.1109/EduCon.2013.6530231","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530231","url":null,"abstract":"By combining virtualization technologies, virtual private network techniques and parameterization of network scenarios it is possible to enhance a networking laboratory, typically carried out in university laboratory premises using equipment located there, by interconnecting it to virtual networks running on the students' own personal computers. This paper describes some experiences applying this model to create hands-on assignments for a large group of students in computer networking education.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123092643","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530275
S. Joseph, M. Schumm, O. Rummel, A. Soska, M. Reschke, J. Mottok, M. Niemetz, I. Schroll-Decker
The professional requirements in Software Engineering have become highly volatile due to the complexities of project development and rapid and innovative changes occurring in the field. Therefore, the development of inter-personal and social competences has gained central importance in the training of software developers. This paper will present a concept allowing to acquire competences by using Case Method and Role Play as instruments in several lectures of Software Engineering. By approaching the issue of competence acquisition on a technical as well as on an educational and social level, life-long learning is facilitated and supported.
{"title":"Teaching finite state machines with case method and role play","authors":"S. Joseph, M. Schumm, O. Rummel, A. Soska, M. Reschke, J. Mottok, M. Niemetz, I. Schroll-Decker","doi":"10.1109/EduCon.2013.6530275","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530275","url":null,"abstract":"The professional requirements in Software Engineering have become highly volatile due to the complexities of project development and rapid and innovative changes occurring in the field. Therefore, the development of inter-personal and social competences has gained central importance in the training of software developers. This paper will present a concept allowing to acquire competences by using Case Method and Role Play as instruments in several lectures of Software Engineering. By approaching the issue of competence acquisition on a technical as well as on an educational and social level, life-long learning is facilitated and supported.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113964197","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530200
A. Angeluci, G. M. Calixto, M. Zuffo, R. Lopes, Lyn Pemberton
New technologies are slowly changing the shared experience of watching TV. In the case of educational applications, the interactive use of a second screen, such as mobile devices synchronized with digital TV contents using data connection, offers promising new possibilities. However, populations from some regions in the world are not part of this trend due to their lack of data connection or other technological infrastructures. This paper focuses on possible technical solutions to provide applications using mobile devices and digital TV, applied to an educational context. It also describes a user test carried out with students, exploring interaction with TV content through a second screen device. As a preliminary trial, it was very fruitful in providing information about Human-Computer Interaction (HCI) requirements for future next steps of this research. The focus was the educational toolset prototype “Buddy Learning”, and alternative options for providing the second screen experience were explored. Three research aims were considered: 1) developing a technical solution for transmitting data content for regions where data connection is inexistent or intermittent; 2) obtaining preliminary information about HCI requirements for learner interaction with the proposed system through a user test with the prototype; 3) stimulating and motivating undergraduate and graduate engineer students to develop solutions involving a digital TV infrastructure that would be workable in remote areas.
{"title":"Human Computer Interaction requirements for an educational toolset using Digital TV infrastructure: Case study","authors":"A. Angeluci, G. M. Calixto, M. Zuffo, R. Lopes, Lyn Pemberton","doi":"10.1109/EduCon.2013.6530200","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530200","url":null,"abstract":"New technologies are slowly changing the shared experience of watching TV. In the case of educational applications, the interactive use of a second screen, such as mobile devices synchronized with digital TV contents using data connection, offers promising new possibilities. However, populations from some regions in the world are not part of this trend due to their lack of data connection or other technological infrastructures. This paper focuses on possible technical solutions to provide applications using mobile devices and digital TV, applied to an educational context. It also describes a user test carried out with students, exploring interaction with TV content through a second screen device. As a preliminary trial, it was very fruitful in providing information about Human-Computer Interaction (HCI) requirements for future next steps of this research. The focus was the educational toolset prototype “Buddy Learning”, and alternative options for providing the second screen experience were explored. Three research aims were considered: 1) developing a technical solution for transmitting data content for regions where data connection is inexistent or intermittent; 2) obtaining preliminary information about HCI requirements for learner interaction with the proposed system through a user test with the prototype; 3) stimulating and motivating undergraduate and graduate engineer students to develop solutions involving a digital TV infrastructure that would be workable in remote areas.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115682076","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530174
L. Khoroshko, T. S. Sukhova
Issues of application of Autodesk® Inventor® software were reviewed in distance learning in MATI. The software was used for preparation of educational materials for technical courses including “Theory of Machines and Mechanisms”, “Mechanics”, “Machine parts”, “Basics of construction documentation preparation”, “Engineering and computer graphics” etc.
{"title":"Application of computer aided design (CAD) systems for development of electronic educational courses for engineering disciplines in engineering higher educational institution","authors":"L. Khoroshko, T. S. Sukhova","doi":"10.1109/EduCon.2013.6530174","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530174","url":null,"abstract":"Issues of application of Autodesk<sup>®</sup> Inventor<sup>®</sup> software were reviewed in distance learning in MATI. The software was used for preparation of educational materials for technical courses including “Theory of Machines and Mechanisms”, “Mechanics”, “Machine parts”, “Basics of construction documentation preparation”, “Engineering and computer graphics” etc.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130758545","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 : 2013-03-13DOI: 10.1109/EduCon.2013.6530126
D. May, C. Terkowsky, T. Haertel, C. Pleul
Within laboratories in Engineering Education students have the chance to do own experiments and by that gain own experiences in their learning processes - means that they are an adequate opportunity to implement experiential and research based learning. Recently finished research projects - e.g. like the PeTEX project done by universities in Dortmund (Germany), Palermo (Italy) and Stockholm (Sweden) - implemented an opportunity to do experiential learning by using real laboratory equipment without being physically in the laboratory but having access via the Internet. A question in this context is, how students can document their learning process and show to others (teachers and/or other students), what they have been doing. Making the whole environment available for mobile devices so that students have access from virtually everywhere and every time is the consequent further development. With this work in progress paper we show what kind of role e-portfolios can play in the learning process and which kind of scenarios are possible using the software on mobile devices. Furthermore, we show that the combination of experiential learning and the use of e-portfolios offer a great potential to promote the learners' creativity. This unique combination of topics is realized within one subtask of the project “ELLI - Excellent Teaching and Learning in Engineering Education” at TU Dortmund University.
{"title":"The laboratory in your hand Making remote laboratories accesible through mobile devices","authors":"D. May, C. Terkowsky, T. Haertel, C. Pleul","doi":"10.1109/EduCon.2013.6530126","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530126","url":null,"abstract":"Within laboratories in Engineering Education students have the chance to do own experiments and by that gain own experiences in their learning processes - means that they are an adequate opportunity to implement experiential and research based learning. Recently finished research projects - e.g. like the PeTEX project done by universities in Dortmund (Germany), Palermo (Italy) and Stockholm (Sweden) - implemented an opportunity to do experiential learning by using real laboratory equipment without being physically in the laboratory but having access via the Internet. A question in this context is, how students can document their learning process and show to others (teachers and/or other students), what they have been doing. Making the whole environment available for mobile devices so that students have access from virtually everywhere and every time is the consequent further development. With this work in progress paper we show what kind of role e-portfolios can play in the learning process and which kind of scenarios are possible using the software on mobile devices. Furthermore, we show that the combination of experiential learning and the use of e-portfolios offer a great potential to promote the learners' creativity. This unique combination of topics is realized within one subtask of the project “ELLI - Excellent Teaching and Learning in Engineering Education” at TU Dortmund University.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114886404","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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