Pub Date : 2013-03-13DOI: 10.1109/EduCon.2013.6530121
L. Cerulo, Damiano Distante
Online discussion forums represent, nowadays, one of the main asynchronous communication means and information sources over the Internet. The forum paradigm is adopted by the most followed websites, such as social networks and blogs. The effectiveness of discussion forums as information source, i.e., the capability to satisfy their users' information needs, depends on their information richness first, but also on how their are organized and effectively moderated. Forums organized and moderated by topics of discussion tend to host messages on related subjects and, overall, provide a classification of message threads which eases information search. In this paper we propose a semi-automatic approach to detect topics of discussion in a forum and to enhance its organization by providing a hierarchical topic-driven navigation view on its messages. We adopt Information Retrieval (IR) techniques, such as topic modeling, and formal concept analysis (FCA) to identify discussion topics and to provide a hierarchical topic-centered view on messages. We tested the validity of our approach on four forums of the e-learning platform of an Italian distance-learning university which provides around 20 moderated and unmoderated main forums followed actively by almost 5000 users, including students and teachers, each year. We validated the topics identification and messages to topics allocation process with a specific empirical experiment obtaining promising results.
{"title":"Topic-driven semi-automatic reorganization of online discussion forums: A case study in an e-learning context","authors":"L. Cerulo, Damiano Distante","doi":"10.1109/EduCon.2013.6530121","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530121","url":null,"abstract":"Online discussion forums represent, nowadays, one of the main asynchronous communication means and information sources over the Internet. The forum paradigm is adopted by the most followed websites, such as social networks and blogs. The effectiveness of discussion forums as information source, i.e., the capability to satisfy their users' information needs, depends on their information richness first, but also on how their are organized and effectively moderated. Forums organized and moderated by topics of discussion tend to host messages on related subjects and, overall, provide a classification of message threads which eases information search. In this paper we propose a semi-automatic approach to detect topics of discussion in a forum and to enhance its organization by providing a hierarchical topic-driven navigation view on its messages. We adopt Information Retrieval (IR) techniques, such as topic modeling, and formal concept analysis (FCA) to identify discussion topics and to provide a hierarchical topic-centered view on messages. We tested the validity of our approach on four forums of the e-learning platform of an Italian distance-learning university which provides around 20 moderated and unmoderated main forums followed actively by almost 5000 users, including students and teachers, each year. We validated the topics identification and messages to topics allocation process with a specific empirical experiment obtaining promising results.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"21 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":"126118826","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.2013.6530252
D. Grois, O. Hadar
This paper overviews the most recent trends and research directions with regard to presenting Region-of-Interest (ROI) multimedia content by using Scalable Video Coding (SVC), which can be especially useful for online multimedia education services in the heterogeneous end-user environment. The advent of a plurality of cheaper and more powerful devices, having the ability to play, create, and transmit video content, has led to a dramatic increase in the multimedia content distribution, especially for engineering educational purposes on both wireline (e.g., cable) and wireless networks. Also, the reduction of cost of digital video cameras along with the development of user-generated content video sites (e.g., YouTube™) stimulated a new user-generated video content sector and made very strong demands for the high-quality and low-delay video communication, especially for online education courses and lectures in the engineering field. In addition, much of the attention in the field of video/multimedia adaptation is currently directed to the SVC, which is an extension of the H.264/AVC video standard. A major requirement for the SVC is to enable encoding of a high-quality video stream that contains one or more subset video streams, each of which can have for example, various temporal and spatial resolutions (i.e., QCIF, CIF, 720p, 1080p) to be presented on heterogeneous user devices, such as mobile/cellular phones, laptops, personal computers, TV sets, and the like. In this work, we focus on online multimedia engineering education by employing Region-of-Interest SVC, thereby enabling to provide an ultimate solution for streaming educational multimedia content to a plurality of heterogeneous end-user devices.
{"title":"Recent trends in online mutimedia education for heterogeneous end-user devices based on Scalable Video Coding","authors":"D. Grois, O. Hadar","doi":"10.1109/EduCon.2013.6530252","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530252","url":null,"abstract":"This paper overviews the most recent trends and research directions with regard to presenting Region-of-Interest (ROI) multimedia content by using Scalable Video Coding (SVC), which can be especially useful for online multimedia education services in the heterogeneous end-user environment. The advent of a plurality of cheaper and more powerful devices, having the ability to play, create, and transmit video content, has led to a dramatic increase in the multimedia content distribution, especially for engineering educational purposes on both wireline (e.g., cable) and wireless networks. Also, the reduction of cost of digital video cameras along with the development of user-generated content video sites (e.g., YouTube™) stimulated a new user-generated video content sector and made very strong demands for the high-quality and low-delay video communication, especially for online education courses and lectures in the engineering field. In addition, much of the attention in the field of video/multimedia adaptation is currently directed to the SVC, which is an extension of the H.264/AVC video standard. A major requirement for the SVC is to enable encoding of a high-quality video stream that contains one or more subset video streams, each of which can have for example, various temporal and spatial resolutions (i.e., QCIF, CIF, 720p, 1080p) to be presented on heterogeneous user devices, such as mobile/cellular phones, laptops, personal computers, TV sets, and the like. In this work, we focus on online multimedia engineering education by employing Region-of-Interest SVC, thereby enabling to provide an ultimate solution for streaming educational multimedia content to a plurality of heterogeneous end-user devices.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"15 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":"124746951","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.2013.6530167
Mikel Salazar, José Gaviria de la Puerta, Carlos Laorden, P. G. Bringas
As social networks and always-connected mobile devices grow in popularity, the control over personal information weakens. This is especially true for teenagers between 15 and 18 years old, one of the population groups that shares more information online, but also the most unaware of the risks associated with this activity. For this reason, many institutions have developed programs to educate the students in the correct use of the new communication mediums. However, the concepts about information security require a lot of expert knowledge and are very difficult to explain appropriately. In this paper, we present a serious game designed to enhance an information security presentation aimed at high school students. This is achieved through the use of augmented reality to give shape and form to the intangible cybersecurity concepts and allow the students to interact with them using the same rule set that was explained during the presentation.
{"title":"Enhancing cybersecurity learning through an augmented reality-based serious game","authors":"Mikel Salazar, José Gaviria de la Puerta, Carlos Laorden, P. G. Bringas","doi":"10.1109/EduCon.2013.6530167","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530167","url":null,"abstract":"As social networks and always-connected mobile devices grow in popularity, the control over personal information weakens. This is especially true for teenagers between 15 and 18 years old, one of the population groups that shares more information online, but also the most unaware of the risks associated with this activity. For this reason, many institutions have developed programs to educate the students in the correct use of the new communication mediums. However, the concepts about information security require a lot of expert knowledge and are very difficult to explain appropriately. In this paper, we present a serious game designed to enhance an information security presentation aimed at high school students. This is achieved through the use of augmented reality to give shape and form to the intangible cybersecurity concepts and allow the students to interact with them using the same rule set that was explained during the presentation.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"46 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":"128260451","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.2013.6530267
G. Robles, Jesus M. Gonzalez-Barahona
Engineering students often have to deliver small computer programs in many engineering courses. Instructors have to evaluate these assignments according to the learning goals and their quality, but ensure as well that there is no plagiarism. In this paper, we report the experience of using mining software repositories techniques in a multimedia networks course where students have to submit several software programs. We show how we have proceeded, the tools that we have used and provide some useful links and ideas that other lecturers may use.
{"title":"Mining student repositories to gain learning analytics. An experience report","authors":"G. Robles, Jesus M. Gonzalez-Barahona","doi":"10.1109/EduCon.2013.6530267","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530267","url":null,"abstract":"Engineering students often have to deliver small computer programs in many engineering courses. Instructors have to evaluate these assignments according to the learning goals and their quality, but ensure as well that there is no plagiarism. In this paper, we report the experience of using mining software repositories techniques in a multimedia networks course where students have to submit several software programs. We show how we have proceeded, the tools that we have used and provide some useful links and ideas that other lecturers may use.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"3 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":"132884490","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.2013.6530100
Asaka Yagi, Yuki Tachikawa, H. Maruyama, Taichi Nakamura
The information technology industry has required universities to provide project management education. In Tokyo University of Technology, role-play training has been carried out as a part of project management education. We have been developing an on-line group work training system named PROMASTER (Project Management Skills Training Environment) which can gather the behavior records of each learner to realize PBE (Profile Based Education). Also we have developed a software agent system, named BONAMI (agent system Based ON Aggregated Mentoring and expert Intelligence for project management), which plays the role of an adviser, and monitors the behavior of each learner, when necessary encouraging a learner to take the action. However BONAMI cannot suggest that a learner takes the proper procedures in a timely manner. In this paper, we propose an instruction method for providing advice or a hint in a timely manner. The proposed method is based on the principle that “the correct solution should be derived through the correct orderly manner”. In particular, the method is to extract the conversation patterns from the chat messages and then to compare them to model patterns. According to the result of analyzing the actual conversation patterns, the learners' acquired skill level was found to be positively correlated with the degree of the desirable patterns. This result suggests that the degree of desirable patterns might correspond to the correct orderly approach. Consequently the proposed method encourages learners to discuss in an orderly correct manner to arrive at a correct solution.
信息技术产业要求大学提供项目管理教育。在东京工业大学，角色扮演训练作为项目管理教育的一部分进行。我们开发了一个在线小组工作培训系统PROMASTER (Project Management Skills training Environment)，可以收集每个学习者的行为记录，实现PBE (Profile Based Education)。我们还开发了一个软件代理系统，名为BONAMI(基于聚合指导和项目管理专家智能的代理系统)，它扮演顾问的角色，监控每个学习者的行为，必要时鼓励学习者采取行动。然而BONAMI不能建议学习者及时采取适当的程序。在本文中，我们提出了一种及时提供建议或提示的指导方法。提出的方法是基于“通过正确有序的方式得出正确的解决方案”的原则。具体来说，该方法是从聊天消息中提取会话模式，然后将它们与模型模式进行比较。根据对实际会话模式的分析结果，学习者的习得技能水平与理想会话模式的程度呈正相关。这一结果表明，理想模式的程度可能对应于正确的有序方法。因此，建议的方法鼓励学习者以有序的正确方式进行讨论，以达到正确的解决方案。
{"title":"An analysis of conversations in role-play training for project management education","authors":"Asaka Yagi, Yuki Tachikawa, H. Maruyama, Taichi Nakamura","doi":"10.1109/EduCon.2013.6530100","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530100","url":null,"abstract":"The information technology industry has required universities to provide project management education. In Tokyo University of Technology, role-play training has been carried out as a part of project management education. We have been developing an on-line group work training system named PROMASTER (Project Management Skills Training Environment) which can gather the behavior records of each learner to realize PBE (Profile Based Education). Also we have developed a software agent system, named BONAMI (agent system Based ON Aggregated Mentoring and expert Intelligence for project management), which plays the role of an adviser, and monitors the behavior of each learner, when necessary encouraging a learner to take the action. However BONAMI cannot suggest that a learner takes the proper procedures in a timely manner. In this paper, we propose an instruction method for providing advice or a hint in a timely manner. The proposed method is based on the principle that “the correct solution should be derived through the correct orderly manner”. In particular, the method is to extract the conversation patterns from the chat messages and then to compare them to model patterns. According to the result of analyzing the actual conversation patterns, the learners' acquired skill level was found to be positively correlated with the degree of the desirable patterns. This result suggests that the degree of desirable patterns might correspond to the correct orderly approach. Consequently the proposed method encourages learners to discuss in an orderly correct manner to arrive at a correct solution.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"23 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":"131715250","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.2013.6530214
T. Komenda, Viktorio Malisa
This paper summarizes the introduction of a method for optimizing students' workload by means of a so called ECTS-barometer. This barometer was developed on the basis of the European Credit Transfer and Accumulation System in order to capture learning activities of students on a weekly basis. The main principles of this barometer are presented on an example of a complex study course in the field of Mechatronics. It is shown how the implementation of the barometer can lead to improvement in terms of allocating assignments as well as course units as to avoid overloads. Furthermore, it shows the discrepancy of workload between full-time and part-time study programmes.
{"title":"Summarized evaluation of optimizing workload by implementing an ECTS-barometer","authors":"T. Komenda, Viktorio Malisa","doi":"10.1109/EduCon.2013.6530214","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530214","url":null,"abstract":"This paper summarizes the introduction of a method for optimizing students' workload by means of a so called ECTS-barometer. This barometer was developed on the basis of the European Credit Transfer and Accumulation System in order to capture learning activities of students on a weekly basis. The main principles of this barometer are presented on an example of a complex study course in the field of Mechatronics. It is shown how the implementation of the barometer can lead to improvement in terms of allocating assignments as well as course units as to avoid overloads. Furthermore, it shows the discrepancy of workload between full-time and part-time study programmes.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"25 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":"123295153","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.2013.6530091
Kerstin Sommer, Steven Braun, Denise Gramß, B. Vogel‐Heuser
The results of the evaluation of a web 2.0 platform promoting interactive learning for technical vocational training are presented. The focus of the paper lies on an analysis of the user interests in that particular context. It was found that despite the industrial-technical trainees' high affinity with computers and multimedia, they prefer a rather passive (traditional) use of the internet and its elements.
{"title":"Analysis of user interests in context of Web 2.0 technologies","authors":"Kerstin Sommer, Steven Braun, Denise Gramß, B. Vogel‐Heuser","doi":"10.1109/EduCon.2013.6530091","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530091","url":null,"abstract":"The results of the evaluation of a web 2.0 platform promoting interactive learning for technical vocational training are presented. The focus of the paper lies on an analysis of the user interests in that particular context. It was found that despite the industrial-technical trainees' high affinity with computers and multimedia, they prefer a rather passive (traditional) use of the internet and its elements.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"91 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":"123404480","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.2013.6530243
A. Razak, T. Connolly
Games-based learning (GBL) is perceived by some educationalists as a highly motivating form of supplementary learning and is now being used more widely at different levels of education. Under the new Curriculum for Excellence (CfE) introduced in Scotland, teachers are expected to implement active learning with a focus on the child at the centre of the learning process to achieve optimum engagement. One of the approaches that is highly promoted under the CfE is GBL. This paper presents a case study conducted at a primary school in Scotland that demonstrated the use of games as a context for interdisciplinary learning. The findings suggest that the students were fully engaged and motivated throughout the learning process and learned constructively through the activities and social interaction. Findings from this case study will contribute to the growing research in the field of GBL towards making learning more appealing and relevant to the younger generation.
{"title":"Using games as a context for interdisciplinary learning: A case study at a Scottish primary school","authors":"A. Razak, T. Connolly","doi":"10.1109/EduCon.2013.6530243","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530243","url":null,"abstract":"Games-based learning (GBL) is perceived by some educationalists as a highly motivating form of supplementary learning and is now being used more widely at different levels of education. Under the new Curriculum for Excellence (CfE) introduced in Scotland, teachers are expected to implement active learning with a focus on the child at the centre of the learning process to achieve optimum engagement. One of the approaches that is highly promoted under the CfE is GBL. This paper presents a case study conducted at a primary school in Scotland that demonstrated the use of games as a context for interdisciplinary learning. The findings suggest that the students were fully engaged and motivated throughout the learning process and learned constructively through the activities and social interaction. Findings from this case study will contribute to the growing research in the field of GBL towards making learning more appealing and relevant to the younger generation.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"500 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":"123059753","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.2013.6530264
C. D. Kloos, A. Pardo, P. Merino, Israel Gutiérrez Rojas, D. Leony
Feedback is important for any activity, and learning is no exception. Whereas assessment can give summative feedback about the proficiency of the learning, learning analytics can give a much finer level of feedback about the learning process. Learning analytics can help in identifying the effectiveness of learning elements, can help in engaging students, can guide teachers in the preparation and deployment of the teaching activity. In this paper, we present a number of different initiatives carried out at UC3M that include elements of learning analytics for different purposes.
{"title":"Learning analytics @ UC3M","authors":"C. D. Kloos, A. Pardo, P. Merino, Israel Gutiérrez Rojas, D. Leony","doi":"10.1109/EduCon.2013.6530264","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530264","url":null,"abstract":"Feedback is important for any activity, and learning is no exception. Whereas assessment can give summative feedback about the proficiency of the learning, learning analytics can give a much finer level of feedback about the learning process. Learning analytics can help in identifying the effectiveness of learning elements, can help in engaging students, can guide teachers in the preparation and deployment of the teaching activity. In this paper, we present a number of different initiatives carried out at UC3M that include elements of learning analytics for different purposes.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"19 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":"126484660","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.2013.6530266
A. Al-Bahi, M. Taha, N. Turkmen
Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Assessment of these skills, as part of student outcomes in ABET accreditation, remains problematic. A rubric-based method is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.
{"title":"Assessment of engineering professional skills","authors":"A. Al-Bahi, M. Taha, N. Turkmen","doi":"10.1109/EduCon.2013.6530266","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530266","url":null,"abstract":"Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Assessment of these skills, as part of student outcomes in ABET accreditation, remains problematic. A rubric-based method is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.","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":"121141446","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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