Pub Date : 2013-03-13DOI: 10.1109/EduCon.2013.6530131
A. P. P. Babb, Candace Saar, Chenoa Marcotte, Jim Brandon, Sharon Friesen
Student engagement, and in particular intellectual engagement, has been identified as a key factor in learning at the high school level. While this type of engagement has an impact on student learning in fields related to science, technology, engineering and mathematics (STEM), it also has a positive impact on the learning of other disciplines such as English, Fine Arts, and Social Sciences. This report describes a set of projects co-designed by teachers and education specialists aimed at engaging students intellectually in each major high school subject area. Student use of mobile technologies, in this case the iPad2, features prominently in each of these projects. Interviews with teachers and students were conducted in order to identify evidence of intellectual engagement, as well as students' interactions with the mobile device. Data from a survey was also used to identify the level of engagement of students involved in these projects.
{"title":"Using mobile technology for fostering intellectual engagement A high school project","authors":"A. P. P. Babb, Candace Saar, Chenoa Marcotte, Jim Brandon, Sharon Friesen","doi":"10.1109/EduCon.2013.6530131","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530131","url":null,"abstract":"Student engagement, and in particular intellectual engagement, has been identified as a key factor in learning at the high school level. While this type of engagement has an impact on student learning in fields related to science, technology, engineering and mathematics (STEM), it also has a positive impact on the learning of other disciplines such as English, Fine Arts, and Social Sciences. This report describes a set of projects co-designed by teachers and education specialists aimed at engaging students intellectually in each major high school subject area. Student use of mobile technologies, in this case the iPad2, features prominently in each of these projects. Interviews with teachers and students were conducted in order to identify evidence of intellectual engagement, as well as students' interactions with the mobile device. Data from a survey was also used to identify the level of engagement of students involved in these projects.","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":"128600751","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.2013.6530204
Darren Abramson, Krzysztof Pietroszek, Leila Chinaei, E. Lank, Michael A. Terry
Classroom response systems (CRS) have been shown to dramatically improve a variety of learning outcomes in science and engineering education. Their adoption in research university classrooms has been very slow. This paper postulates a contributing factor to the lack of widespread adoption of CRS in that context and introduces a new CRS designed to mitigate the identified factor. The CRS, NetClick, is built on the premise that the requirement of authoring new content prevents many Professors from using existing CRS. After describing the operation and advantages of NetClick to other CRS, we describe initial feedback from Computer Science Professors on its use for converting existing teaching slides into interactive content.
{"title":"Classroom response systems in higher education: Meeting user needs with NetClick","authors":"Darren Abramson, Krzysztof Pietroszek, Leila Chinaei, E. Lank, Michael A. Terry","doi":"10.1109/EduCon.2013.6530204","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530204","url":null,"abstract":"Classroom response systems (CRS) have been shown to dramatically improve a variety of learning outcomes in science and engineering education. Their adoption in research university classrooms has been very slow. This paper postulates a contributing factor to the lack of widespread adoption of CRS in that context and introduces a new CRS designed to mitigate the identified factor. The CRS, NetClick, is built on the premise that the requirement of authoring new content prevents many Professors from using existing CRS. After describing the operation and advantages of NetClick to other CRS, we describe initial feedback from Computer Science Professors on its use for converting existing teaching slides into interactive content.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"41 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":"129885276","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.2013.6530248
Luz Stella Robles Pedrozo, M. Rodríguez-Artacho
Assessment and evaluation of students' performance has always played an important role in the learning process as it provides information about the level of knowledge acquired on a subject, and the progress that has been achieved. However, another main issue is detecting the thematic core in which the students have learning problems because they are evaluated in terms of competencies. This study proposes an adaptive approach to diagnose and feedback students, and makes use of the Item Response Theory to estimate skill levels and classify the students. In addition, it uses a model of concepts' relationship between the concepts and the items of the test. The purpose is to diagnose students' cognitive problems and provide personalized and intelligent learning suggestions. This approach can be used as a system of intelligent diagnosis that receives a set of responses, and generates a data set of weak concepts for each student, specifying their learning path and resulting in clustering individuals who share the same shortcomings to ease any process of group feedback.
{"title":"A cluster-based analisys to diagnose students' learning achievements","authors":"Luz Stella Robles Pedrozo, M. Rodríguez-Artacho","doi":"10.1109/EduCon.2013.6530248","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530248","url":null,"abstract":"Assessment and evaluation of students' performance has always played an important role in the learning process as it provides information about the level of knowledge acquired on a subject, and the progress that has been achieved. However, another main issue is detecting the thematic core in which the students have learning problems because they are evaluated in terms of competencies. This study proposes an adaptive approach to diagnose and feedback students, and makes use of the Item Response Theory to estimate skill levels and classify the students. In addition, it uses a model of concepts' relationship between the concepts and the items of the test. The purpose is to diagnose students' cognitive problems and provide personalized and intelligent learning suggestions. This approach can be used as a system of intelligent diagnosis that receives a set of responses, and generates a data set of weak concepts for each student, specifying their learning path and resulting in clustering individuals who share the same shortcomings to ease any process of group feedback.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 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":"128902927","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.2013.6530274
Paula Figas, Georg Hagel, Alexander Bartel
Lack of motivation can cause a strong discrepancy between potential and success in learning with individuals. This explains why highly skilled students show poor performance under the same dispositions while one can find averagely gifted among the best of the group. It is hardly possible to attain good achievements without motivation. We put a strong focus at this question and try to clear the role of motivation for academic learning in software engineering and elaborate on the teachers' influence on increasing the success in student learning.
{"title":"The furtherance of motivation in the context of teaching software engineering","authors":"Paula Figas, Georg Hagel, Alexander Bartel","doi":"10.1109/EduCon.2013.6530274","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530274","url":null,"abstract":"Lack of motivation can cause a strong discrepancy between potential and success in learning with individuals. This explains why highly skilled students show poor performance under the same dispositions while one can find averagely gifted among the best of the group. It is hardly possible to attain good achievements without motivation. We put a strong focus at this question and try to clear the role of motivation for academic learning in software engineering and elaborate on the teachers' influence on increasing the success in student learning.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 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":"121208063","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.2013.6530172
Sabine Batz, Larissa Pauser, Sebastian Wagner, Thomas Fuhrmann, M. Niemetz
In most of their projects, engineering students work on purely technical topics without tying these to economic or marketing aspects. This type of work does not reflect economic reality where innovation results out of team work among specialists with different academical backgrounds. Reacting to this, our university has introduced a new concept for student projects where different faculties team up. As a pioneering project, two Electrical Engineering Students are developing and building an amateur radio transmitter together with a Business Administration Student who develops the marketing and publication concept for this product.
{"title":"Development and marketing of a short wave transmitter as an interdisciplinary student project","authors":"Sabine Batz, Larissa Pauser, Sebastian Wagner, Thomas Fuhrmann, M. Niemetz","doi":"10.1109/EduCon.2013.6530172","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530172","url":null,"abstract":"In most of their projects, engineering students work on purely technical topics without tying these to economic or marketing aspects. This type of work does not reflect economic reality where innovation results out of team work among specialists with different academical backgrounds. Reacting to this, our university has introduced a new concept for student projects where different faculties team up. As a pioneering project, two Electrical Engineering Students are developing and building an amateur radio transmitter together with a Business Administration Student who develops the marketing and publication concept for this product.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"200 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":"122349334","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.2013.6530162
M. Nistal, M. Caeiro, M. Castro, I. Plaza, E. Tovar
This paper shows the results of a study carried out by the IEEE-Education Society Spanish Chapter on the state of implementation of the Bologna process in engineering degrees along Spain and the opinion of teachers about the main aspects of this implementation. These include the implementation of new learning methodologies (problem-based learning, collaborative learning, project-based learning, etc.), resources, assessment criteria, workload of students and teachers, the support of each university for the EHEA implementation, and the general satisfaction (or not) about the EHEA. The aim of this paper to contribute to a reflexive debate, not only in Spain but also in the international community, about the advantages and drawbacks of the EHEA implementation in engineering education.
{"title":"Engineering education in Spain: One year with the Bologna process","authors":"M. Nistal, M. Caeiro, M. Castro, I. Plaza, E. Tovar","doi":"10.1109/EduCon.2013.6530162","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530162","url":null,"abstract":"This paper shows the results of a study carried out by the IEEE-Education Society Spanish Chapter on the state of implementation of the Bologna process in engineering degrees along Spain and the opinion of teachers about the main aspects of this implementation. These include the implementation of new learning methodologies (problem-based learning, collaborative learning, project-based learning, etc.), resources, assessment criteria, workload of students and teachers, the support of each university for the EHEA implementation, and the general satisfaction (or not) about the EHEA. The aim of this paper to contribute to a reflexive debate, not only in Spain but also in the international community, about the advantages and drawbacks of the EHEA implementation in engineering education.","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":"126931344","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.2013.6530236
N. J. V. Rensburg, N. Clarke
Solar Challenge events are hosted around the world with growing numbers of teams competing with solar powered electric vehicles designed and built by engineering students. These projects are resource intensive and require a great deal of effort and commitment from everyone involved. The purpose of the research is to comment on the value of participating in these events and to evaluate student participation in the South African Solar Challenge event as a cooperative learning environment. The research comments on the impact of the Solar Challenge on the student learning experience.
{"title":"Taking on the challenge: Evaluating the benefits of participating in solar vehicle racing","authors":"N. J. V. Rensburg, N. Clarke","doi":"10.1109/EduCon.2013.6530236","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530236","url":null,"abstract":"Solar Challenge events are hosted around the world with growing numbers of teams competing with solar powered electric vehicles designed and built by engineering students. These projects are resource intensive and require a great deal of effort and commitment from everyone involved. The purpose of the research is to comment on the value of participating in these events and to evaluate student participation in the South African Solar Challenge event as a cooperative learning environment. The research comments on the impact of the Solar Challenge on the student learning experience.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"24 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":"130380196","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.2013.6530201
M. Krasna, B. Bedrac, Vida Jesensek
In a language learning and translation service a proper translation between languages is mandatory. Translation of phrases is not something that is always logical and needs to be learned by the translator, interpreter or language student. Language specialists rather use the term equivalent phrase than translated phrase. Since the suitable software would be very helpful in language learning and assisting translation we developed a web application for phrase translation. During the analysis we prepared a detailed specification and discrepancies. Languages are not equally strong in phrases and suitable translation of one phrase can give one or more phrases depending on the context. The proper data structure and search logic to find the suitable phrases is therefore needed. The design of the application is customizable for different users' categories and supports multiple languages. Smart search is implemented using word and lemma keywords and works on all languages simultaneously. But the background of the smart search is much more complex than we thought at the beginning. Implemented search statistics provide an insight into language specifics of phrase translation. Authenticated users usually provide better insight but even anonymous users can be classified depending on languages hits and give some results.
{"title":"Computer support for phrases translation","authors":"M. Krasna, B. Bedrac, Vida Jesensek","doi":"10.1109/EduCon.2013.6530201","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530201","url":null,"abstract":"In a language learning and translation service a proper translation between languages is mandatory. Translation of phrases is not something that is always logical and needs to be learned by the translator, interpreter or language student. Language specialists rather use the term equivalent phrase than translated phrase. Since the suitable software would be very helpful in language learning and assisting translation we developed a web application for phrase translation. During the analysis we prepared a detailed specification and discrepancies. Languages are not equally strong in phrases and suitable translation of one phrase can give one or more phrases depending on the context. The proper data structure and search logic to find the suitable phrases is therefore needed. The design of the application is customizable for different users' categories and supports multiple languages. Smart search is implemented using word and lemma keywords and works on all languages simultaneously. But the background of the smart search is much more complex than we thought at the beginning. Implemented search statistics provide an insight into language specifics of phrase translation. Authenticated users usually provide better insight but even anonymous users can be classified depending on languages hits and give some results.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"70 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":"116834035","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.2013.6530260
Z. Ali, M. Samaka
Problem-based Learning (PBL) has been utilized by educators for almost half a century as a powerful and engaging student-centered pedagogy. PBL has also been employed across a wide range of disciplines and areas in education primarily medical, engineering, and business. The pedagogy that has been practiced for decades using the traditional face-to-face activities largely benefited from all the online technologies in empowering the learners in a non-classical structure. Computer technologies were exploited by researcher and educators at different capacities in order to add a value to PBL. Online implementations ranged from using basic communication tools to building fully-fledged systems and websites. Several research projects succeeded in building comprehensive, feature-rich, PBL-tailored learning environments. On the other hand, some implementation were either partially useful or inherently deficient. Although many attempts achieved attractive results, they either ended up unused or unsupported by the institution. The reasons in many cases were purely technical and not related to the suitability of the environment to the pedagogy. This paper describes the need, design, and implementation of a conceptual model to allow students to effectively collaborate using a customizable framework for PBL courses. In this paper, we present ePBL , an online environment for PBL suitable for educational institutions at any level. We also share our experiences and recommendations for developing similar pedagogy-specific solutions. We also describe the details of implementing and testing of ePBL at Qatar University. Analysis of students activities along with their feedbacks is also detailed in this paper.
{"title":"ePBL: Design and implementation of a Problem-based Learning environment","authors":"Z. Ali, M. Samaka","doi":"10.1109/EduCon.2013.6530260","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530260","url":null,"abstract":"Problem-based Learning (PBL) has been utilized by educators for almost half a century as a powerful and engaging student-centered pedagogy. PBL has also been employed across a wide range of disciplines and areas in education primarily medical, engineering, and business. The pedagogy that has been practiced for decades using the traditional face-to-face activities largely benefited from all the online technologies in empowering the learners in a non-classical structure. Computer technologies were exploited by researcher and educators at different capacities in order to add a value to PBL. Online implementations ranged from using basic communication tools to building fully-fledged systems and websites. Several research projects succeeded in building comprehensive, feature-rich, PBL-tailored learning environments. On the other hand, some implementation were either partially useful or inherently deficient. Although many attempts achieved attractive results, they either ended up unused or unsupported by the institution. The reasons in many cases were purely technical and not related to the suitability of the environment to the pedagogy. This paper describes the need, design, and implementation of a conceptual model to allow students to effectively collaborate using a customizable framework for PBL courses. In this paper, we present ePBL , an online environment for PBL suitable for educational institutions at any level. We also share our experiences and recommendations for developing similar pedagogy-specific solutions. We also describe the details of implementing and testing of ePBL at Qatar University. Analysis of students activities along with their feedbacks is also detailed in this paper.","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":"122627827","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.2013.6530151
J. L. Sánchez, C. González-González, S. Alayón, P. González
At present, not all of the universities understands the usefulness of social networks for teaching and working insertion. However, both the teachers and the students make use of them. In USA, 100% of the universities make use of social networks in some way. The most widely used social network among American students is Facebook (98%), followed by Twitter (84%) and Linkedin (47%). In this paper, different uses of social networks in education and working insertion at School of Computer Science of University of La Laguna will be described (educational use, work insertion and social media).
{"title":"Using social networks at university: The case of school of computer science","authors":"J. L. Sánchez, C. González-González, S. Alayón, P. González","doi":"10.1109/EDUCON.2013.6530151","DOIUrl":"https://doi.org/10.1109/EDUCON.2013.6530151","url":null,"abstract":"At present, not all of the universities understands the usefulness of social networks for teaching and working insertion. However, both the teachers and the students make use of them. In USA, 100% of the universities make use of social networks in some way. The most widely used social network among American students is Facebook (98%), followed by Twitter (84%) and Linkedin (47%). In this paper, different uses of social networks in education and working insertion at School of Computer Science of University of La Laguna will be described (educational use, work insertion and social media).","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"490 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":"115882009","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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