Pub Date : 2013-03-13DOI: 10.1109/EduCon.2013.6530152
J. A. N. Cocota, Danilo Carrasco Abrao, Airton Goncalves Lopes, Marlos Rodrigo Oliveira de Medeiros, Elisabete Santos da Silva Lopes
Nowadays, dropping out of engineering courses practically occurs in all universities of the world. Over the past few years, active learning has been recognized by the educational community as the most effective learning method, that involves direct, purposeful learning experiences, such as hands-on or field experiences. In this paper we will discuss the educational experience associated with the design and development of projects to motivate the students of Control and Automation Engineering and Electrical Engineering during a semester of Industrial Robotics and Integrated Manufacturing Systems courses. The key learning objectives and tools used to implement them and the evaluation results will be detailed. Our focus was to introduce how those multidisciplinary works could help the students increase their motivation and improve their professional skills such as problem solving, team work and leadership. Evaluation results show that those projects were effective in engaging the students and as well as an effective active learning tool.
{"title":"Development of tangible experiments for motivating undergraduate students","authors":"J. A. N. Cocota, Danilo Carrasco Abrao, Airton Goncalves Lopes, Marlos Rodrigo Oliveira de Medeiros, Elisabete Santos da Silva Lopes","doi":"10.1109/EduCon.2013.6530152","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530152","url":null,"abstract":"Nowadays, dropping out of engineering courses practically occurs in all universities of the world. Over the past few years, active learning has been recognized by the educational community as the most effective learning method, that involves direct, purposeful learning experiences, such as hands-on or field experiences. In this paper we will discuss the educational experience associated with the design and development of projects to motivate the students of Control and Automation Engineering and Electrical Engineering during a semester of Industrial Robotics and Integrated Manufacturing Systems courses. The key learning objectives and tools used to implement them and the evaluation results will be detailed. Our focus was to introduce how those multidisciplinary works could help the students increase their motivation and improve their professional skills such as problem solving, team work and leadership. Evaluation results show that those projects were effective in engaging the students and as well as an effective active learning tool.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"90 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":"133573345","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.2013.6530139
S. Lord, Rick T. Olson, Yinghui Kuang, Victor W. Chang, Yongming Tang
What are the experiences of Chinese students taking engineering courses taught in English by American professors using active learning techniques? Case studies of three such courses are explored in this work. Specifically, two American professors taught courses in English to about 90 students whose native language was Chinese. These courses included a required Electronics course for electrical engineering sophomores, a seminar on Medical Device Product Development within a required Biomedical Instrumentation course for juniors in biomedical engineering, and a lecture series on New Product Development for first year honors students. All courses included homework teams and active learning techniques in the classroom. Surveys were given to students throughout the courses. Statistical analyses of these surveys show that the Chinese students valued the homework team experience and believed that it helped them learn although some variation is seen among the courses. Peer evaluations of teamwork also showed that students responded well to homework teams. Despite considerable variation in their comfort with speaking English, the students did well in these courses taught in English with active learning techniques.
{"title":"Cross-cultural active learning: Results from Americans teaching in China","authors":"S. Lord, Rick T. Olson, Yinghui Kuang, Victor W. Chang, Yongming Tang","doi":"10.1109/EduCon.2013.6530139","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530139","url":null,"abstract":"What are the experiences of Chinese students taking engineering courses taught in English by American professors using active learning techniques? Case studies of three such courses are explored in this work. Specifically, two American professors taught courses in English to about 90 students whose native language was Chinese. These courses included a required Electronics course for electrical engineering sophomores, a seminar on Medical Device Product Development within a required Biomedical Instrumentation course for juniors in biomedical engineering, and a lecture series on New Product Development for first year honors students. All courses included homework teams and active learning techniques in the classroom. Surveys were given to students throughout the courses. Statistical analyses of these surveys show that the Chinese students valued the homework team experience and believed that it helped them learn although some variation is seen among the courses. Peer evaluations of teamwork also showed that students responded well to homework teams. Despite considerable variation in their comfort with speaking English, the students did well in these courses taught in English with active learning techniques.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"60 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":"121749177","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.2013.6530269
E. Caro, A. Dimovska, Nelson Piedra, Janneth Chicaiza
MOOCs (Massive Open Online Courses) promote mass education through collaboration scenarios between participants. The purpose of this paper is to analyze the characteristics of MOOCs that can be incorporated into environments such as OpenCourseWare. We develop a study on how the concept of OCW evolves nowadays: focused on the distribution of open educational resources, towards a concept of collaborative open massive training (as with the MOOC), that not all current learning platforms provide. This new generation of social OCW will be called OCW-S.
{"title":"OCW-S: Enablers for building sustainable open education evolving OCW and MOOC","authors":"E. Caro, A. Dimovska, Nelson Piedra, Janneth Chicaiza","doi":"10.1109/EDUCON.2013.6530269","DOIUrl":"https://doi.org/10.1109/EDUCON.2013.6530269","url":null,"abstract":"MOOCs (Massive Open Online Courses) promote mass education through collaboration scenarios between participants. The purpose of this paper is to analyze the characteristics of MOOCs that can be incorporated into environments such as OpenCourseWare. We develop a study on how the concept of OCW evolves nowadays: focused on the distribution of open educational resources, towards a concept of collaborative open massive training (as with the MOOC), that not all current learning platforms provide. This new generation of social OCW will be called OCW-S.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"257 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":"133251222","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.2013.6530191
G. Jain, V. Gurupur, Eileen D. Faulkenberry
In this paper we describe a tool coined as Artificial Intelligence Based Student Learning Evaluation Tool (AISLE). The main purpose of this tool is to improve the use of artificial intelligence techniques in evaluating a student's understanding of a particular topic of study using concept maps. Here we calculate the probability distribution of the concepts identified in the concept map developed by the student. The evaluation of a student's understanding of the topic is assessed by analyzing the curve of the graph generated by this tool. For the purpose of experimentation we have taken into consideration concept maps developed by students in the area of mathematics.
{"title":"Artificial Intelligence Based Student Learning Evaluation Tool","authors":"G. Jain, V. Gurupur, Eileen D. Faulkenberry","doi":"10.1109/EduCon.2013.6530191","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530191","url":null,"abstract":"In this paper we describe a tool coined as Artificial Intelligence Based Student Learning Evaluation Tool (AISLE). The main purpose of this tool is to improve the use of artificial intelligence techniques in evaluating a student's understanding of a particular topic of study using concept maps. Here we calculate the probability distribution of the concepts identified in the concept map developed by the student. The evaluation of a student's understanding of the topic is assessed by analyzing the curve of the graph generated by this tool. For the purpose of experimentation we have taken into consideration concept maps developed by students in the area of mathematics.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"32 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":"133417071","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.2013.6530217
C. Böhmer, H. Meuth, N. Roznawski, E. Beck-Meuth
A blended-learning Bachelor's degree in electrical engineering is designed within the program “Upward mobility through academic training”. A questionnaire concerning learning intentions and needs returned by 144 potential non-traditional students was evaluated in the conception phase. The consequences for the design of the program are discussed.
{"title":"Designing a blended-learning Bachelor's degree in electrical engineering for non-traditional students","authors":"C. Böhmer, H. Meuth, N. Roznawski, E. Beck-Meuth","doi":"10.1109/EduCon.2013.6530217","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530217","url":null,"abstract":"A blended-learning Bachelor's degree in electrical engineering is designed within the program “Upward mobility through academic training”. A questionnaire concerning learning intentions and needs returned by 144 potential non-traditional students was evaluated in the conception phase. The consequences for the design of the program are discussed.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"53 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":"133447338","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.2013.6530254
A. Kist, P. Gibbings, Andrew D. Maxwell
Information and Communication Technologies have become a critical part of distance education and Remote Access Laboratories (RAL) have been widely discussed in the research community. However, RAL technology is not as prevalent as other electronic learning tools. This study identifies considerations for the wider implementation, uptake and embedding of the Remote Access Laboratory system as an online learning tool across universities. The study explores whether and how the benefits offered by the RAL system can be extended to students in other disciplines and faculties, with a view to creating more equitable opportunities for student learning across the university. Investigating four learning activities in three different disciplines, evaluation questions in the areas of appropriateness, effectiveness, efficiency, impact and sustainability are addressed. The study concludes that the RAL approach is sufficiently open and flexible to suite a variety of learning objectives and pedagogies in a number of contexts. Some wider issues are significant to the uptake of RAL and this evaluation highlights main considerations to be addressed if RAL implementations are to occur more broadly across universities as learning systems.
{"title":"From individual Remote Access Laboratory implementations to institutional learning tools","authors":"A. Kist, P. Gibbings, Andrew D. Maxwell","doi":"10.1109/EduCon.2013.6530254","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530254","url":null,"abstract":"Information and Communication Technologies have become a critical part of distance education and Remote Access Laboratories (RAL) have been widely discussed in the research community. However, RAL technology is not as prevalent as other electronic learning tools. This study identifies considerations for the wider implementation, uptake and embedding of the Remote Access Laboratory system as an online learning tool across universities. The study explores whether and how the benefits offered by the RAL system can be extended to students in other disciplines and faculties, with a view to creating more equitable opportunities for student learning across the university. Investigating four learning activities in three different disciplines, evaluation questions in the areas of appropriateness, effectiveness, efficiency, impact and sustainability are addressed. The study concludes that the RAL approach is sufficiently open and flexible to suite a variety of learning objectives and pedagogies in a number of contexts. Some wider issues are significant to the uptake of RAL and this evaluation highlights main considerations to be addressed if RAL implementations are to occur more broadly across universities as learning systems.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"18 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":"131850844","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.2013.6530136
K. Chimos, T. Karvounidis, C. Douligeris, Michail Basios, Sotiris Bersimis
Unisuite is an integrated suite of applications for the creation and management of e-learning. It consists of three state-of-the-art stand-alone entities, Unibook, Uniboard and UniPM, which communicate via smart interfaces. In this paper, the techntechnological and operational innovationsical characteristics of Unisuite are presented. The technological and operational innovations are analyzed and potential extensions and improvements are presented.
{"title":"Unisuite: An innovative integrated suite for delivering synchronous and asynchronous online education","authors":"K. Chimos, T. Karvounidis, C. Douligeris, Michail Basios, Sotiris Bersimis","doi":"10.1109/EduCon.2013.6530136","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530136","url":null,"abstract":"Unisuite is an integrated suite of applications for the creation and management of e-learning. It consists of three state-of-the-art stand-alone entities, Unibook, Uniboard and UniPM, which communicate via smart interfaces. In this paper, the techntechnological and operational innovationsical characteristics of Unisuite are presented. The technological and operational innovations are analyzed and potential extensions and improvements are presented.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"149 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":"132231235","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.2013.6530175
A. Lopez-Martin, P. Sanchis, G. Perez-Artieda, E. Gubía, Daniel Morató, David Astrain, E. Tartas, J. L. Taberna, Ignacio R. Matías
A set of outreach initiatives implemented at the School of Industrial and Telecommunications Engineering of the Public University of Navarre is described. During the six academic years where these initiatives have been carried out, a 10% increase in the intake of engineering students has been observed, which is even more valuable considering the global decrease of new students in the region during this period. Feedback from students evidences that the activities carried out improve knowledge about the degrees offered and motivation towards engineering studies, specially the onsite workshops programmed at high schools and the open-door day.
{"title":"Engineering outreach programs at the Public University of Navarre: A holistic approach","authors":"A. Lopez-Martin, P. Sanchis, G. Perez-Artieda, E. Gubía, Daniel Morató, David Astrain, E. Tartas, J. L. Taberna, Ignacio R. Matías","doi":"10.1109/EDUCON.2013.6530175","DOIUrl":"https://doi.org/10.1109/EDUCON.2013.6530175","url":null,"abstract":"A set of outreach initiatives implemented at the School of Industrial and Telecommunications Engineering of the Public University of Navarre is described. During the six academic years where these initiatives have been carried out, a 10% increase in the intake of engineering students has been observed, which is even more valuable considering the global decrease of new students in the region during this period. Feedback from students evidences that the activities carried out improve knowledge about the degrees offered and motivation towards engineering studies, specially the onsite workshops programmed at high schools and the open-door day.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"14 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":"134601033","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.2013.6530229
M. Costa, Simão Cardeal, S. Soares, J. Barroso
This paper presents an educational tool to be used in signal processing interpolation-related subjects. Besides the consolidation of acquired theoretical knowledge, the tool allows its users to apply three error patterns geometry to the signals and test minimum dimension and maximum dimension signal reconstruction algorithms. In the specific case of minimum dimension problems it can be solved using different solvers, iterative and direct linear equations methods. The developed tool allows the problem conditioning analysis through the spectral radius of the system matrix, the condition number and others parameters available in some specific methods. This feature gives the possibility to alter the problem definitions to the desired goal before the reconstruction begins and to choose the optimal method, depending on each problem constraints The time unit that measures the algorithms performance is expressed in terms of one Fourier Transform (FFT) calculation time. In this way the data is presented not in an absolute way but in a relative measure independent from the machine's architecture.
{"title":"Problem conditioning interpolation educational tool","authors":"M. Costa, Simão Cardeal, S. Soares, J. Barroso","doi":"10.1109/EduCon.2013.6530229","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530229","url":null,"abstract":"This paper presents an educational tool to be used in signal processing interpolation-related subjects. Besides the consolidation of acquired theoretical knowledge, the tool allows its users to apply three error patterns geometry to the signals and test minimum dimension and maximum dimension signal reconstruction algorithms. In the specific case of minimum dimension problems it can be solved using different solvers, iterative and direct linear equations methods. The developed tool allows the problem conditioning analysis through the spectral radius of the system matrix, the condition number and others parameters available in some specific methods. This feature gives the possibility to alter the problem definitions to the desired goal before the reconstruction begins and to choose the optimal method, depending on each problem constraints The time unit that measures the algorithms performance is expressed in terms of one Fourier Transform (FFT) calculation time. In this way the data is presented not in an absolute way but in a relative measure independent from the machine's architecture.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"51 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":"115202447","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.2013.6530116
P. Garaizar, Oscar Peña del Rio, J. A. Romero
Smartphones have become everyday objects for many children. They learn how to count, spell or paint by swiping their fingers on a screen, using some of the thousands of applications specially designed for them. However, real world interactions also need other kind of skills for physical object manipulation, often developed through traditional toys. In this paper we present 3DU Blocks, a proposal to take advantage of both approaches, combining traditional building blocks with the features provided by mobile devices to create new gaming experiences.
{"title":"Swiping fingers on a screen is not enough! Dusting off toy blocks to build new gaming experiences through mobile apps","authors":"P. Garaizar, Oscar Peña del Rio, J. A. Romero","doi":"10.1109/EduCon.2013.6530116","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530116","url":null,"abstract":"Smartphones have become everyday objects for many children. They learn how to count, spell or paint by swiping their fingers on a screen, using some of the thousands of applications specially designed for them. However, real world interactions also need other kind of skills for physical object manipulation, often developed through traditional toys. In this paper we present 3DU Blocks, a proposal to take advantage of both approaches, combining traditional building blocks with the features provided by mobile devices to create new gaming experiences.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"52 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":"114178963","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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