Increasing availability of low-cost technology has enabled many students to use online courses to supplement their studies. The emergence of MOOCs (Massively Open Online Courses) has also brought about a great revolution in the teaching and learning methods. In case of Indian students, since most of the online courses available are not customized according to the syllabus, the students do not find them completely useful. In this case, Massively Empowered Classrooms (MEC) provides curriculum based video lectures and quizzes to students free of cost. The students are able to gain a good understanding of the subject and also score well in exams. This paper is based on an exploratory study conducted to analyze the usage of online courses and MEC by the undergraduate engineering students in Karnataka, India. The paper also describes some expectations from students and teachers to improve the reach and impact of online education.
{"title":"Usage of Online Educational Courses by Undergraduate Engineering Students in Karnataka","authors":"Deepti Desai","doi":"10.1109/T4E.2013.54","DOIUrl":"https://doi.org/10.1109/T4E.2013.54","url":null,"abstract":"Increasing availability of low-cost technology has enabled many students to use online courses to supplement their studies. The emergence of MOOCs (Massively Open Online Courses) has also brought about a great revolution in the teaching and learning methods. In case of Indian students, since most of the online courses available are not customized according to the syllabus, the students do not find them completely useful. In this case, Massively Empowered Classrooms (MEC) provides curriculum based video lectures and quizzes to students free of cost. The students are able to gain a good understanding of the subject and also score well in exams. This paper is based on an exploratory study conducted to analyze the usage of online courses and MEC by the undergraduate engineering students in Karnataka, India. The paper also describes some expectations from students and teachers to improve the reach and impact of online education.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"3 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":"127756062","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}
S. Kode, K. Nagaraju, Lakshmi Gollapudi, Surya Kiran Reddy Karri
A scarcity in qualified and motivated teachers is a common problem in most Indian engineering colleges and specifically in the state of Andhra Pradesh where engineering colleges have increased exponentially in the last decade [1]. Additionally, a vast majority of the available teachers have no formal training in teaching unlike their counterparts in degree institutions and schools, ultimately affecting the quality of their teaching and thus the quality of the graduating students [2]. EnhanceEdu, has conceived the Art of Teaching workshop wherein MediaWiki was used as a platform for teachers to collaboratively work and design lesson plans incorporating Learner Styles, Bloom's taxonomy, Rubric design and Active teaching techniques. Over 200 teachers have been trained in the last one year through these workshops. MediaWiki not only helped teachers to integrate multimedia resources into lesson plans but also helped EnhanceEdu to remotely monitor post-workshop challenges and provide additional support.
{"title":"Using MediaWiki to Increase Teaching Expertise in Engineering Colleges","authors":"S. Kode, K. Nagaraju, Lakshmi Gollapudi, Surya Kiran Reddy Karri","doi":"10.1109/T4E.2013.55","DOIUrl":"https://doi.org/10.1109/T4E.2013.55","url":null,"abstract":"A scarcity in qualified and motivated teachers is a common problem in most Indian engineering colleges and specifically in the state of Andhra Pradesh where engineering colleges have increased exponentially in the last decade [1]. Additionally, a vast majority of the available teachers have no formal training in teaching unlike their counterparts in degree institutions and schools, ultimately affecting the quality of their teaching and thus the quality of the graduating students [2]. EnhanceEdu, has conceived the Art of Teaching workshop wherein MediaWiki was used as a platform for teachers to collaboratively work and design lesson plans incorporating Learner Styles, Bloom's taxonomy, Rubric design and Active teaching techniques. Over 200 teachers have been trained in the last one year through these workshops. MediaWiki not only helped teachers to integrate multimedia resources into lesson plans but also helped EnhanceEdu to remotely monitor post-workshop challenges and provide additional support.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"42 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":"124532013","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}
Virtual Labs, an initiative of the Ministry of Human Resources and Development, Government of India, is an ambitious project to provide around 100+ virtual labs and thousands of experiments over the world wide web to hundreds of thousands of college students in India. The challenge in building the labs comes from the diversity in the platforms, programming languages, tools, and the IT backgrounds of the lab developers themselves. This paper discusses a particular challenge we encountered in trying to integrate the labs to provide a common look and feel: how to restructure contents of virtual labs to bring them to a common HTML format. The common format eases subsequent development of the lab and its maintenance work. Manual approaches to restructure the contents is inefficient and error prone. We discuss how the restructuring task was done by creating automated scripts to port the lab contents across different lab formats. The automated scripts comprising the tool-kit have been tested with thirty five labs successfully.
{"title":"Automated Restructuring of Contents for Virtual Labs","authors":"Sourav Chatterjee, Venkatesh Chopella, P. Reddy","doi":"10.1109/T4E.2013.20","DOIUrl":"https://doi.org/10.1109/T4E.2013.20","url":null,"abstract":"Virtual Labs, an initiative of the Ministry of Human Resources and Development, Government of India, is an ambitious project to provide around 100+ virtual labs and thousands of experiments over the world wide web to hundreds of thousands of college students in India. The challenge in building the labs comes from the diversity in the platforms, programming languages, tools, and the IT backgrounds of the lab developers themselves. This paper discusses a particular challenge we encountered in trying to integrate the labs to provide a common look and feel: how to restructure contents of virtual labs to bring them to a common HTML format. The common format eases subsequent development of the lab and its maintenance work. Manual approaches to restructure the contents is inefficient and error prone. We discuss how the restructuring task was done by creating automated scripts to port the lab contents across different lab formats. The automated scripts comprising the tool-kit have been tested with thirty five labs successfully.","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":"126789663","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}
Visualizations have been used for teaching and learning but research on their integration in classroom instruction is not that extensive. Recommendations by existing learning taxonomies for instructional strategies to use for given educational objectives are at a macro level. However, with instructors' instructional objectives being at a more granular level, it becomes difficult for them to decide which strategy to use for their objective and how to implement it. The goal of this paper is two-fold - a) create and validate a mapping strategy between instructional objectives and instructional strategies with visualization and b) recommend an implementation plan for the chosen strategy. In this paper, we present a set of instructional objectives that instructors have while teaching with visualization in the classroom and mapped them to instructional strategies with visualization. A preliminary validation of this mapping was done through a qualitative survey. We also provide stepwise implementation plan for each strategy.
{"title":"Teaching with Visualizations in Classroom Setting: Mapping Instructional Strategies to Instructional Objectives","authors":"Gargi Banerjee, M. Patwardhan, Madhuri Mavinkurve","doi":"10.1109/T4E.2013.51","DOIUrl":"https://doi.org/10.1109/T4E.2013.51","url":null,"abstract":"Visualizations have been used for teaching and learning but research on their integration in classroom instruction is not that extensive. Recommendations by existing learning taxonomies for instructional strategies to use for given educational objectives are at a macro level. However, with instructors' instructional objectives being at a more granular level, it becomes difficult for them to decide which strategy to use for their objective and how to implement it. The goal of this paper is two-fold - a) create and validate a mapping strategy between instructional objectives and instructional strategies with visualization and b) recommend an implementation plan for the chosen strategy. In this paper, we present a set of instructional objectives that instructors have while teaching with visualization in the classroom and mapped them to instructional strategies with visualization. A preliminary validation of this mapping was done through a qualitative survey. We also provide stepwise implementation plan for each strategy.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"3 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":"126358540","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}
Focus group interview (FGI) is an effective qualitative data collection method in Educational Technology Research. The three important operations associated with any FGI are moderation, observation, and, analysis. With traditional pen and paper based approaches, the execution of these operations are highly tedious. In this paper we present scientifically gathered user requirement specifications to achieve a software solution for this problem. We have employed an iterative requirement gathering methodology to identify a comprehensive list of challenges faced by researchers during FGI. We also present a validated set of interface features that should be able to address all those challenges to a large extent.
{"title":"A Software Solution to Facilitate Moderation, Observation and Analysis in a Focused Group Interview (FGI)","authors":"Shitanshu Mishra, R. Ramesh","doi":"10.1109/T4E.2013.11","DOIUrl":"https://doi.org/10.1109/T4E.2013.11","url":null,"abstract":"Focus group interview (FGI) is an effective qualitative data collection method in Educational Technology Research. The three important operations associated with any FGI are moderation, observation, and, analysis. With traditional pen and paper based approaches, the execution of these operations are highly tedious. In this paper we present scientifically gathered user requirement specifications to achieve a software solution for this problem. We have employed an iterative requirement gathering methodology to identify a comprehensive list of challenges faced by researchers during FGI. We also present a validated set of interface features that should be able to address all those challenges to a large extent.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"32 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":"128124345","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}
Bibek Kabi, Amiya Samantaray, P. Patnaik, A. Routray
While significant work is being done in order to develop empathic agents which can identify emotions of the user through eye gaze and facial expressions, a neglected area, especially in the pedagogical context, is the use of voice for detection of alertness, fatigue and emotions. Some of the issues are lack of constant monitoring and visual feedback. However, such a system has advantages - the ability to work where visual monitoring is expensive, in darkness or where mobile devices cannot provide adequate visual feedback. We propose a model for a system capable of identifying emotions as well as alertness and fatigue based entirely on voice interaction, keyboard and mouse clicks, we also propose to develop an engine which can intelligently improve its prediction of emotions and cognitive states based on earlier interaction, and suggest appropriate measures to improve emotions, reduce distractions and mitigate fatigue.
{"title":"Voice Cues, Keyboard Entry and Mouse Click for Detection of Affective and Cognitive States: A Case for Use in Technology-Based Pedagogy","authors":"Bibek Kabi, Amiya Samantaray, P. Patnaik, A. Routray","doi":"10.1109/T4E.2013.57","DOIUrl":"https://doi.org/10.1109/T4E.2013.57","url":null,"abstract":"While significant work is being done in order to develop empathic agents which can identify emotions of the user through eye gaze and facial expressions, a neglected area, especially in the pedagogical context, is the use of voice for detection of alertness, fatigue and emotions. Some of the issues are lack of constant monitoring and visual feedback. However, such a system has advantages - the ability to work where visual monitoring is expensive, in darkness or where mobile devices cannot provide adequate visual feedback. We propose a model for a system capable of identifying emotions as well as alertness and fatigue based entirely on voice interaction, keyboard and mouse clicks, we also propose to develop an engine which can intelligently improve its prediction of emotions and cognitive states based on earlier interaction, and suggest appropriate measures to improve emotions, reduce distractions and mitigate fatigue.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"37 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":"125634850","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 curriculum of PG chemistry course (Inorganic special) - unit on VSEPR was designed incorporating technology for which the unique software Jmol was utilized. It was implemented in the classroom for three sessions of students of the PG inorganic chemistry course. The experience of the author in the research behind the implementation, development, evaluation and development of the adaptable instructional design is described in this paper. Also discussed is the need for the chemistry teachers to be trained in domain specific pedagogy.
{"title":"Experience in Designing the Course for PG Chemistry Students Involving Extensive Technology","authors":"Kamalika Banerjee","doi":"10.1109/T4E.2013.33","DOIUrl":"https://doi.org/10.1109/T4E.2013.33","url":null,"abstract":"The curriculum of PG chemistry course (Inorganic special) - unit on VSEPR was designed incorporating technology for which the unique software Jmol was utilized. It was implemented in the classroom for three sessions of students of the PG inorganic chemistry course. The experience of the author in the research behind the implementation, development, evaluation and development of the adaptable instructional design is described in this paper. Also discussed is the need for the chemistry teachers to be trained in domain specific pedagogy.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"161 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132363914","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 presents an Active Collaborative PBLbased teaching methodology (ACt-PBL), for reinforcing teaching and learning of multi-core computing in the university education. This approach complements traditional classroom teaching strategy by incorporating live project demonstrations on multi-core, hands on training on parallel programming, practical code dependency analysis task, think pair-share activity and open discussions on research issues in multi-core computing. Survey results show that 69% (approx.) of the students who attended the ACt-PBL lecture perceived that the lecture method encouraged them to think reflectively on the topic compared to only 36% of students from the traditional lecture. Analysis of assessment results show that the ACt-PBL methodology, being easily adaptable to the students' individual needs, has reduced the failure rate of students by approximately 50% vis-à-vis the traditional method. Using this method, a statistically significant (p=0.006) better learning outcome was obtained for freshmen when compared to their counterparts in the traditional lecture class. In contrast this method did not make any significant difference for the sophomores (p=0.74), who had higher prior knowledge than freshmen.
{"title":"ACt-PBL: An Adaptive Approach to Teach Multi-core Computing in University Education","authors":"Elavarasi Manogaran","doi":"10.1109/T4E.2013.13","DOIUrl":"https://doi.org/10.1109/T4E.2013.13","url":null,"abstract":"This paper presents an Active Collaborative PBLbased teaching methodology (ACt-PBL), for reinforcing teaching and learning of multi-core computing in the university education. This approach complements traditional classroom teaching strategy by incorporating live project demonstrations on multi-core, hands on training on parallel programming, practical code dependency analysis task, think pair-share activity and open discussions on research issues in multi-core computing. Survey results show that 69% (approx.) of the students who attended the ACt-PBL lecture perceived that the lecture method encouraged them to think reflectively on the topic compared to only 36% of students from the traditional lecture. Analysis of assessment results show that the ACt-PBL methodology, being easily adaptable to the students' individual needs, has reduced the failure rate of students by approximately 50% vis-à-vis the traditional method. Using this method, a statistically significant (p=0.006) better learning outcome was obtained for freshmen when compared to their counterparts in the traditional lecture class. In contrast this method did not make any significant difference for the sophomores (p=0.74), who had higher prior knowledge than freshmen.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"12 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":"123900854","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}
Online discussion based learning has been proved to be an effective Educational Technology tool. In this study, we administered online blogging sessions (using Google blogger) in a class of first year engineering undergraduates for the Introduction to Programming course. We investigate how does this intervention, in addition to traditional classroom lectures, affects students' learning outcomes, and their perception of learning, motivation and engagement. The results show that the intervention has positive effects on students' perception of motivation, learning and engagement. 91% students perceived that the session have improved their interest in the topics discussed.
{"title":"Online Discussion Based Learning on Google Blogger for Introductory Programming Course","authors":"Sharmistha Majumder","doi":"10.1109/T4E.2013.42","DOIUrl":"https://doi.org/10.1109/T4E.2013.42","url":null,"abstract":"Online discussion based learning has been proved to be an effective Educational Technology tool. In this study, we administered online blogging sessions (using Google blogger) in a class of first year engineering undergraduates for the Introduction to Programming course. We investigate how does this intervention, in addition to traditional classroom lectures, affects students' learning outcomes, and their perception of learning, motivation and engagement. The results show that the intervention has positive effects on students' perception of motivation, learning and engagement. 91% students perceived that the session have improved their interest in the topics discussed.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"69 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":"123419295","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}
Mind spark is a math Intelligent Tutoring System (ITS), which provides personalized learning content, to students of grade 3 to 8, based on their response and performance in the topic. Mind spark is used in more than 100 schools in India as part of the school curriculum. In this paper, we study the impact of the adaptive logic of Mind spark on students' learning. We focus our research on the remedial module presented to the students by Mind spark when they are unable to understand the learning units and have misconceptions in the topic. The study was conducted to evaluate the impact on 199 students of grade 5 from a school, where the students use Mind spark to learn fractions. In this paper we choose four students' learning path for detailed analysis. The preliminary analysis shows that the remedial module of Mind spark helps the students to resolve their misconception and complete their learning goal.
Mind spark是一个数学智能辅导系统(ITS)，它根据3年级至8年级学生在主题中的回答和表现，为他们提供个性化的学习内容。作为学校课程的一部分，Mind spark已经在印度100多所学校使用。本文研究了思维火花的自适应逻辑对学生学习的影响。我们的研究重点是当学生无法理解学习单元和对主题有误解时，Mind spark为学生提供的补救模块。本研究对某学校199名五年级学生进行了影响评估，该学校的学生使用Mind spark学习分数。本文选取了四种学生的学习路径进行详细分析。初步分析表明，心灵火花的补救模块有助于学生消除误解，完成学习目标。
{"title":"Impact of Mindspark's Adaptive Logic on Student Learning","authors":"R. Rajendran, Aarthi Muralidharan","doi":"10.1109/T4E.2013.36","DOIUrl":"https://doi.org/10.1109/T4E.2013.36","url":null,"abstract":"Mind spark is a math Intelligent Tutoring System (ITS), which provides personalized learning content, to students of grade 3 to 8, based on their response and performance in the topic. Mind spark is used in more than 100 schools in India as part of the school curriculum. In this paper, we study the impact of the adaptive logic of Mind spark on students' learning. We focus our research on the remedial module presented to the students by Mind spark when they are unable to understand the learning units and have misconceptions in the topic. The study was conducted to evaluate the impact on 199 students of grade 5 from a school, where the students use Mind spark to learn fractions. In this paper we choose four students' learning path for detailed analysis. The preliminary analysis shows that the remedial module of Mind spark helps the students to resolve their misconception and complete their learning goal.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"47 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":"114550149","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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