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.2013.6530120
N. Ackovska, S. Ristov
Teaching computer science students how hardware devices work is often a very difficult process. It requires huge efforts both from the instructors and students. Although teaching the theoretical lessons and exercises is important process, the most important part of teaching hardware based courses is hand-on exercises since they can easily awake or asleep computer science student curiosity for hardware courses. This paper presents the continuum in evolution of a hardware based course “Microprocessors and Microcontrollers” in a software oriented curriculum. It presents the improvements realized in hands-on laboratory exercises and new teaching methodology for them. The results show that realized changes have improved the quality of grade distribution even more, and not only in hands-on lab exercises, but also in mandatory practical projects and course overall grade distribution.
{"title":"Hands-on improvements for efficient teaching computer science students about hardware","authors":"N. Ackovska, S. Ristov","doi":"10.1109/EduCon.2013.6530120","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530120","url":null,"abstract":"Teaching computer science students how hardware devices work is often a very difficult process. It requires huge efforts both from the instructors and students. Although teaching the theoretical lessons and exercises is important process, the most important part of teaching hardware based courses is hand-on exercises since they can easily awake or asleep computer science student curiosity for hardware courses. This paper presents the continuum in evolution of a hardware based course “Microprocessors and Microcontrollers” in a software oriented curriculum. It presents the improvements realized in hands-on laboratory exercises and new teaching methodology for them. The results show that realized changes have improved the quality of grade distribution even more, and not only in hands-on lab exercises, but also in mandatory practical projects and course overall grade distribution.","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":"129372161","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.2013.6530268
Á. Blanco, Ángel Serrano, M. Freire, I. Martínez-Ortiz, Baltasar Fernandez-Manjon
The Learning Analytics (LA) discipline analyzes educational data obtained from student interaction with online resources. Most of the data is collected from Learning Management Systems deployed at established educational institutions. In addition, other learning platforms, most notably Massive Open Online Courses such as Udacity and Coursera or other educational initiatives such as Khan Academy, generate large amounts of data. However, there is no generally agreedupon data model for student interactions. Thus, analysis tools must be tailored to each system's particular data structure, reducing their interoperability and increasing development costs. Some e-Learning standards designed for content interoperability include data models for gathering student performance information. In this paper, we describe how well-known LA tools collect data, which we link to how two e-Learning standards - IEEE Standard for Learning Technology and Experience API - define their data models. From this analysis, we identify the advantages of using these e-Learning standards from the point of view of Learning Analytics.
{"title":"E-Learning standards and learning analytics. Can data collection be improved by using standard data models?","authors":"Á. Blanco, Ángel Serrano, M. Freire, I. Martínez-Ortiz, Baltasar Fernandez-Manjon","doi":"10.1109/EDUCON.2013.6530268","DOIUrl":"https://doi.org/10.1109/EDUCON.2013.6530268","url":null,"abstract":"The Learning Analytics (LA) discipline analyzes educational data obtained from student interaction with online resources. Most of the data is collected from Learning Management Systems deployed at established educational institutions. In addition, other learning platforms, most notably Massive Open Online Courses such as Udacity and Coursera or other educational initiatives such as Khan Academy, generate large amounts of data. However, there is no generally agreedupon data model for student interactions. Thus, analysis tools must be tailored to each system's particular data structure, reducing their interoperability and increasing development costs. Some e-Learning standards designed for content interoperability include data models for gathering student performance information. In this paper, we describe how well-known LA tools collect data, which we link to how two e-Learning standards - IEEE Standard for Learning Technology and Experience API - define their data models. From this analysis, we identify the advantages of using these e-Learning standards from the point of view of Learning Analytics.","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":"129355144","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.2013.6530236
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.2013.6530192
I. Angulo, J. García-Zubía, P. Orduña, O. Dziabenko
A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. There are usually two approaches when designing remote laboratories: relying on small, inexpensive devices that can be deployed anywhere or relying software rich software infrastructures that support high load of users, providing panel administration, access to other institutional servers (e.g. directories such as Lightweight Directory Access Protocol “LDAP”), etc. With distributed remote laboratory architectures, it is possible to have the laboratory server on the former approach, but the management usually relies on the latter. In certain entities, such as secondary schools or farm schools, they may not be willing to buy and maintain a dedicated server for remote laboratories, and therefore the former approach is more adequate. However, a tradeoff is being made between management capabilities and how easy is to deploy the system. This contribution shows how federation could help in solving this tradeoff, and it uses a real fish tank remote laboratory as a case study.
{"title":"Addressing low cost remote laboratories through federation protocols: Fish tank remote laboratory","authors":"I. Angulo, J. García-Zubía, P. Orduña, O. Dziabenko","doi":"10.1109/EduCon.2013.6530192","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530192","url":null,"abstract":"A remote laboratory is a software and hardware tool which enables students to use real equipment -located in an educational institution- through the Internet. This way, students can experiment as if they were using the laboratories with their own hands. There are usually two approaches when designing remote laboratories: relying on small, inexpensive devices that can be deployed anywhere or relying software rich software infrastructures that support high load of users, providing panel administration, access to other institutional servers (e.g. directories such as Lightweight Directory Access Protocol “LDAP”), etc. With distributed remote laboratory architectures, it is possible to have the laboratory server on the former approach, but the management usually relies on the latter. In certain entities, such as secondary schools or farm schools, they may not be willing to buy and maintain a dedicated server for remote laboratories, and therefore the former approach is more adequate. However, a tradeoff is being made between management capabilities and how easy is to deploy the system. This contribution shows how federation could help in solving this tradeoff, and it uses a real fish tank remote laboratory as a case study.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"17 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":"126536296","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.2013.6530143
J. García-Zubía, I. Angulo, O. Dziabenko, P. Orduña
The main goal of the OLAREX project is to offer to providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies. The project's primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers.
{"title":"OLAREX project: Open learning approach with remote experiments","authors":"J. García-Zubía, I. Angulo, O. Dziabenko, P. Orduña","doi":"10.1109/EduCon.2013.6530143","DOIUrl":"https://doi.org/10.1109/EduCon.2013.6530143","url":null,"abstract":"The main goal of the OLAREX project is to offer to providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies. The project's primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers.","PeriodicalId":297233,"journal":{"name":"2013 IEEE Global Engineering Education Conference (EDUCON)","volume":"8 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":"126506806","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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