Even with recent research showing students enrolled in online courses are outperforming those in traditional courses, the need to assess the instructional design of online courses is greater than ever due to increasing enrollments and attrition rates that continue to be significantly higher than traditional courses. Most past research used surveys for course assessment, which measure only perceptions. Recently researchers have proposed more holistic assessments of online courses using Bayesian Belief Networks (BBNs) to integrate multiple assessment instruments. While the advantages of BBNs for educational assessments have been demonstrated, past research used only simulated data. This study furthers past research by testing the suitability of BBN-based methodologies for real-time assessment of online courses using larger data sets with missing and sparse data. Testing used actual course data from two undergraduate online Java programming courses. Past literature identified the creation of the conditional probability tables (CPTs) as the greatest challenge of using BBNs. This research also investigated the automatic population of CPTs via software. Tests revealed excellent performance with large data sets demonstrating the scalability of BBN-based assessment methodologies for online courses with large enrollments. With a well-designed network, most of the CPTs can be populated via software, significantly reducing the time and effort required to design and use the BBN. A number of recommendations to improve usability, performance, and accuracy of BBN-based course assessment methodologies are demonstrated. Future research should provide a comparative analysis between BBNs and other methodologies for the assessment of online course design.
{"title":"Assessing Design of Online Courses Using Bayesian Belief Networks","authors":"Lino Forner, Vivekanandan Kumar, Kinshuk","doi":"10.1109/T4E.2013.17","DOIUrl":"https://doi.org/10.1109/T4E.2013.17","url":null,"abstract":"Even with recent research showing students enrolled in online courses are outperforming those in traditional courses, the need to assess the instructional design of online courses is greater than ever due to increasing enrollments and attrition rates that continue to be significantly higher than traditional courses. Most past research used surveys for course assessment, which measure only perceptions. Recently researchers have proposed more holistic assessments of online courses using Bayesian Belief Networks (BBNs) to integrate multiple assessment instruments. While the advantages of BBNs for educational assessments have been demonstrated, past research used only simulated data. This study furthers past research by testing the suitability of BBN-based methodologies for real-time assessment of online courses using larger data sets with missing and sparse data. Testing used actual course data from two undergraduate online Java programming courses. Past literature identified the creation of the conditional probability tables (CPTs) as the greatest challenge of using BBNs. This research also investigated the automatic population of CPTs via software. Tests revealed excellent performance with large data sets demonstrating the scalability of BBN-based assessment methodologies for online courses with large enrollments. With a well-designed network, most of the CPTs can be populated via software, significantly reducing the time and effort required to design and use the BBN. A number of recommendations to improve usability, performance, and accuracy of BBN-based course assessment methodologies are demonstrated. Future research should provide a comparative analysis between BBNs and other methodologies for the assessment of online course design.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128386785","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}
Venkatesh Choppella, V. Kasturi, Manjula Pidaparty
We revive an old but little explored idea about how to think about algorithms and problem solving. Algorithms are discrete dynamical systems, also called iterative systems. Pursuing this point of view pays rich dividends. Important concepts like state space, next-state function, termination, fixed points, invariants, traces etc., can be mapped from dynamical systems to elements of algorithm design. Many of these concepts can be visualised through plots that trace the dynamic behaviour of the algorithm.
{"title":"Viewing Algorithms as Iterative Systems and Plotting Their Dynamic Behaviour","authors":"Venkatesh Choppella, V. Kasturi, Manjula Pidaparty","doi":"10.1109/T4E.2013.56","DOIUrl":"https://doi.org/10.1109/T4E.2013.56","url":null,"abstract":"We revive an old but little explored idea about how to think about algorithms and problem solving. Algorithms are discrete dynamical systems, also called iterative systems. Pursuing this point of view pays rich dividends. Important concepts like state space, next-state function, termination, fixed points, invariants, traces etc., can be mapped from dynamical systems to elements of algorithm design. Many of these concepts can be visualised through plots that trace the dynamic behaviour of the algorithm.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131621481","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}
This paper examines how concept maps can be used to facilitate learning in a flipped classroom. Concept maps are a method for visual knowledge representation. In a flipped classroom, learning materials are made available to students for self-learning before class starts, while in-class time is used for student-teacher interaction. In this paper, we consider the role of concept maps created by the teacher in three different ways: a) as learning materials for students in a flipped classroom, b) as an organizational tool for the knowledge representation, and c) as an assessment method in which the questions are created for each concept so that the teacher is able to identify which concept the student has not grasped properly. This methodology was implemented in a pilot study with final year MCA students. The preliminary findings are extremely positive, further research work is in progress and large-scale experimentation is planned.
{"title":"Concept Maps for Learning in a Flipped Classroom","authors":"K. Bijlani, Shiffon Chatterjee, S. Anand","doi":"10.1109/T4E.2013.22","DOIUrl":"https://doi.org/10.1109/T4E.2013.22","url":null,"abstract":"This paper examines how concept maps can be used to facilitate learning in a flipped classroom. Concept maps are a method for visual knowledge representation. In a flipped classroom, learning materials are made available to students for self-learning before class starts, while in-class time is used for student-teacher interaction. In this paper, we consider the role of concept maps created by the teacher in three different ways: a) as learning materials for students in a flipped classroom, b) as an organizational tool for the knowledge representation, and c) as an assessment method in which the questions are created for each concept so that the teacher is able to identify which concept the student has not grasped properly. This methodology was implemented in a pilot study with final year MCA students. The preliminary findings are extremely positive, further research work is in progress and large-scale experimentation is planned.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"406 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131853358","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}
This paper describes the current work of designing a website for learning robotics. It supports the post graduate and senior undergraduate students. It is a drive to cater the requirement of laboratory learning. Both theory and virtual experimental resources are made available. The experiments are in the form of simulation. At this stage of web development, the concepts of mechanisms and kinematics have been focussed. The experiment result is shown through web images and text. The website provides ample amount of resource material on the theoretical background of mechanisms and robot kinematics. A step by step fashion has been adopted to impart knowledge in the preliminaries of the subject and gradually guides the client to get a grip over the fundamentals as well as application of kinematics in this domain. Numerical computation along with simulation provides detailed illustration of a concept. The web page integrates MATLAB generated images for clear understanding. The simulation experiments give a real-time feel. This enhances learning, promotes visualization of the problem computation and hence, interpretation of results. Accomplishing this project brings benefit in the form of minimization of cost, time, labor, number of experts. A larger number of students can avail the laboratory and learn on their own pace as the website can be accessed through the internet from any geographical location at any time.
{"title":"An Educational Website on Kinematics of Robots","authors":"Debashree Sengupta, Neha Jain, C. S. Kumar","doi":"10.1109/T4E.2013.14","DOIUrl":"https://doi.org/10.1109/T4E.2013.14","url":null,"abstract":"This paper describes the current work of designing a website for learning robotics. It supports the post graduate and senior undergraduate students. It is a drive to cater the requirement of laboratory learning. Both theory and virtual experimental resources are made available. The experiments are in the form of simulation. At this stage of web development, the concepts of mechanisms and kinematics have been focussed. The experiment result is shown through web images and text. The website provides ample amount of resource material on the theoretical background of mechanisms and robot kinematics. A step by step fashion has been adopted to impart knowledge in the preliminaries of the subject and gradually guides the client to get a grip over the fundamentals as well as application of kinematics in this domain. Numerical computation along with simulation provides detailed illustration of a concept. The web page integrates MATLAB generated images for clear understanding. The simulation experiments give a real-time feel. This enhances learning, promotes visualization of the problem computation and hence, interpretation of results. Accomplishing this project brings benefit in the form of minimization of cost, time, labor, number of experts. A larger number of students can avail the laboratory and learn on their own pace as the website can be accessed through the internet from any geographical location at any time.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116061040","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}
Use of Low Cost Access Devices (LCADs)based on Android platform is on the rise for educational purposes. There is a growing need for open source educational content in order to tap the advantages of this platform.2D/3D animation is preferred to explain complex visalization concepts. Most of the 3D animation content available for desktops has high-poly models. To use these models on LCADs is challenging, because of their low hardware configuration. Methodologies to port 3D content to LCADs (used in gaming industry) are unsuitable for educational visualizations, as they hamper functionality and mesh topology of the objects. It is desirable to remodel 3D content with an objective to use them for LCADs. In this paper we present one such methodology to create low-poly 3D models using open source 3D tool, Blender. The models created using this methodology show reduction in file sizes, mesh-density and loading time on LCADs.
{"title":"Methodology to Create Optimized 3D Models Using Blender for Android Devices","authors":"Pooja Bhawar, N. Ayer, Sameer Sahasrabudhe","doi":"10.1109/T4E.2013.41","DOIUrl":"https://doi.org/10.1109/T4E.2013.41","url":null,"abstract":"Use of Low Cost Access Devices (LCADs)based on Android platform is on the rise for educational purposes. There is a growing need for open source educational content in order to tap the advantages of this platform.2D/3D animation is preferred to explain complex visalization concepts. Most of the 3D animation content available for desktops has high-poly models. To use these models on LCADs is challenging, because of their low hardware configuration. Methodologies to port 3D content to LCADs (used in gaming industry) are unsuitable for educational visualizations, as they hamper functionality and mesh topology of the objects. It is desirable to remodel 3D content with an objective to use them for LCADs. In this paper we present one such methodology to create low-poly 3D models using open source 3D tool, Blender. The models created using this methodology show reduction in file sizes, mesh-density and loading time on LCADs.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127195742","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}
Learning styles theories suggest that people learn differently, an important consideration for adaptive hypermedia learning platforms. Since on such platforms, mode of delivery of course material - visual, verbal or multimedia - plays an important role, this study considers learning styles in the context of adaptive hypermedia with the aim to identify if providing material according to one's learning style enhances performance. While some studies report positive results, others find no correlation between the two. Here, we examine the efficacy of learning styles, especially the visual-verbal dimension of Felder-Silverman model, in a controlled e-learning environment by testing the effectiveness of visual, verbal as well as multimedia modules for history and engineering on 268 engineering undergraduates identified on the basis of visual, verbal and mixed orientations. Contrary to expectations, results indicated no relation between learning styles and performance in modules based on different sensory preferences. However, students did show discipline-based better performance in multimedia and visual modes than in verbal mode. They also preferred multimedia and visual modes over verbal. This corroborates earlier findings - the efficacy of learning styles remains unconfirmed.
{"title":"Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules","authors":"A. Hazra, P. Patnaik, Damodar Suar","doi":"10.1109/T4E.2013.47","DOIUrl":"https://doi.org/10.1109/T4E.2013.47","url":null,"abstract":"Learning styles theories suggest that people learn differently, an important consideration for adaptive hypermedia learning platforms. Since on such platforms, mode of delivery of course material - visual, verbal or multimedia - plays an important role, this study considers learning styles in the context of adaptive hypermedia with the aim to identify if providing material according to one's learning style enhances performance. While some studies report positive results, others find no correlation between the two. Here, we examine the efficacy of learning styles, especially the visual-verbal dimension of Felder-Silverman model, in a controlled e-learning environment by testing the effectiveness of visual, verbal as well as multimedia modules for history and engineering on 268 engineering undergraduates identified on the basis of visual, verbal and mixed orientations. Contrary to expectations, results indicated no relation between learning styles and performance in modules based on different sensory preferences. However, students did show discipline-based better performance in multimedia and visual modes than in verbal mode. They also preferred multimedia and visual modes over verbal. This corroborates earlier findings - the efficacy of learning styles remains unconfirmed.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122777981","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}
The purpose of the paper is to consider the change in the learning approaches of a learner and encourage them to the deep approach of learning. In this study, SOLO taxonomy developed by Biggs and Collis was applied. To determine this, learners used Computer Aided Learning and Printed Text Material where the content made use of proper instructional design which helps to promote deep learning. All students were asked to complete the LPQ before and after the course and the learning approaches were compared after using the three different learning tools - Intelligent Tutoring System (ITS), CD based system and Printed Text Material (PTM) where the contents for all the three tools followed the SOLO taxonomy.
{"title":"Effect of Instructional System Design on Transformation of Learning Approaches","authors":"Tamali Bhattacharyya, B. Bhattacharya","doi":"10.1109/T4E.2013.29","DOIUrl":"https://doi.org/10.1109/T4E.2013.29","url":null,"abstract":"The purpose of the paper is to consider the change in the learning approaches of a learner and encourage them to the deep approach of learning. In this study, SOLO taxonomy developed by Biggs and Collis was applied. To determine this, learners used Computer Aided Learning and Printed Text Material where the content made use of proper instructional design which helps to promote deep learning. All students were asked to complete the LPQ before and after the course and the learning approaches were compared after using the three different learning tools - Intelligent Tutoring System (ITS), CD based system and Printed Text Material (PTM) where the contents for all the three tools followed the SOLO taxonomy.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125030717","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}
In case of currently evolving choice based credit education system, a student can choose different combination of subjects for completion of the degree. As a consequence, it becomes difficult for the student to identify the correct combination of subjects. Students always look for a knowledge tool which recommends them a package of subjects to be taken. In our research we have proposed a course recommendation tool which strives for satisfying the requirements of the student in the boundary of constraints placed by the university. We have developed ontology for modeling of requirements of students and constraints of the university. We have developed a prototype which communicates with the students to know their area of interest, financial capacity, last degree obtained and past performance to recommend a degree course. It also recommends cross disciplinary subjects based on area of interest, under the constraints of university. Experiments prove the correctness of recommendations.
{"title":"Assemblage of Recommendations with Constraints: A Choice Based Credit System Perspective","authors":"Maitri Jhaveri, J. Pareek, Jasmine Jha","doi":"10.1109/T4E.2013.16","DOIUrl":"https://doi.org/10.1109/T4E.2013.16","url":null,"abstract":"In case of currently evolving choice based credit education system, a student can choose different combination of subjects for completion of the degree. As a consequence, it becomes difficult for the student to identify the correct combination of subjects. Students always look for a knowledge tool which recommends them a package of subjects to be taken. In our research we have proposed a course recommendation tool which strives for satisfying the requirements of the student in the boundary of constraints placed by the university. We have developed ontology for modeling of requirements of students and constraints of the university. We have developed a prototype which communicates with the students to know their area of interest, financial capacity, last degree obtained and past performance to recommend a degree course. It also recommends cross disciplinary subjects based on area of interest, under the constraints of university. Experiments prove the correctness of recommendations.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"523 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134175101","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}
Professors at VNR VJIET have found engineering students to be less interested in their chemistry courses than in their engineering ones. To motivate these students and enhance their educational experience in chemistry, we implemented changes to our curriculum with the support of a number of technological tools. One of these tools is MediaWiki which facilitated collaboration among instructors on lesson plans and learning outcomes. Other tools such as videos and animations allowed students to visualize the fabrication and working processes at various industries and laboratories. The changes made were successful in fostering student engagement and increased learning.
{"title":"Reviving Chemistry through Technology in Engineering Education","authors":"J. Cherukuri, S. Kode","doi":"10.1109/T4E.2013.48","DOIUrl":"https://doi.org/10.1109/T4E.2013.48","url":null,"abstract":"Professors at VNR VJIET have found engineering students to be less interested in their chemistry courses than in their engineering ones. To motivate these students and enhance their educational experience in chemistry, we implemented changes to our curriculum with the support of a number of technological tools. One of these tools is MediaWiki which facilitated collaboration among instructors on lesson plans and learning outcomes. Other tools such as videos and animations allowed students to visualize the fabrication and working processes at various industries and laboratories. The changes made were successful in fostering student engagement and increased learning.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116587997","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}
Educational researchers use observations to collect information about classroom activities as they occur. Currently the most prevalent methods of logging classroom observations are pen-and-paper or video recording. The former is inefficient, especially in large classes while the latter requires expensive infrastructure. In this paper we propose the design framework for the development of a software application for protocol-based multi-observer data logging and analysis called PULSE. Following design-based research we developed the four aspects of this framework. They were iteratively improved over the research cycles based on the feedback of the previous cycles. In this work-in progress paper, we present an ongoing design prototype of the application.
{"title":"PULSE: A Framework for Protocol Based Utility to Log Student Engagement","authors":"Rwitajit Majumdar, Aditi Kothiyal","doi":"10.1109/T4E.2013.46","DOIUrl":"https://doi.org/10.1109/T4E.2013.46","url":null,"abstract":"Educational researchers use observations to collect information about classroom activities as they occur. Currently the most prevalent methods of logging classroom observations are pen-and-paper or video recording. The former is inefficient, especially in large classes while the latter requires expensive infrastructure. In this paper we propose the design framework for the development of a software application for protocol-based multi-observer data logging and analysis called PULSE. Following design-based research we developed the four aspects of this framework. They were iteratively improved over the research cycles based on the feedback of the previous cycles. In this work-in progress paper, we present an ongoing design prototype of the application.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129809769","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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