Nowadays, many educational institutions offering elearning courses. Moreover, these courses unable to cope up with the individuals difference among learners. The learning efficiency of students increased by providing personalized course material based on characteristics such as knowledge ability, learning style, motivation in e-learning system. In this paper, we propose a new literature based method to identify learning style, motivation and knowledge ability of students automatically and dynamically using simple rules and finally offering the personalized course material based on these three factors. We used recorded data of learners' behavior during their interaction with learning objects, forums and a mapping rule to infer motivation, knowledge ability and learning styles with respect to the Felder-Silverman Learning Style Model.
{"title":"Personalized Course Retrieval Using Literature Based Method in e-Learning System","authors":"T. Gaikwad, M. Potey","doi":"10.1109/T4E.2013.44","DOIUrl":"https://doi.org/10.1109/T4E.2013.44","url":null,"abstract":"Nowadays, many educational institutions offering elearning courses. Moreover, these courses unable to cope up with the individuals difference among learners. The learning efficiency of students increased by providing personalized course material based on characteristics such as knowledge ability, learning style, motivation in e-learning system. In this paper, we propose a new literature based method to identify learning style, motivation and knowledge ability of students automatically and dynamically using simple rules and finally offering the personalized course material based on these three factors. We used recorded data of learners' behavior during their interaction with learning objects, forums and a mapping rule to infer motivation, knowledge ability and learning styles with respect to the Felder-Silverman Learning Style Model.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"22 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":"123804996","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}
Electromagnetic theory is one of the core subjects in Electrical/Electronics and Communication Engineering. It involves many concepts that are abstract and difficult to visualize, hence learning or teaching it is a challenge. This paper presents a web based virtual laboratory for electromagnetic theory course taught at undergraduate level, which can be used as a didactic tool by teachers and as a self learning tool by students. A set of ten topics have been chosen which broadly cover the basics of electromagnetic theory. The laboratory helps the students to visualize and experiment with abstract concepts of electromagnetic theory. It also contains theory supporting the experiment to aid teaching-learning process. The laboratory contains evaluation sections to assess student's understanding before and after performing virtual experiment. Assessment of the virtual lab done by evaluating students and feedback about the laboratory collected from both teachers and students are presented.
{"title":"A Web-Based Virtual Laboratory for Electromagnetic Theory","authors":"Vasu Pulijala, Arjun Reddy Akula, Syed Azeemuddin","doi":"10.1109/T4E.2013.12","DOIUrl":"https://doi.org/10.1109/T4E.2013.12","url":null,"abstract":"Electromagnetic theory is one of the core subjects in Electrical/Electronics and Communication Engineering. It involves many concepts that are abstract and difficult to visualize, hence learning or teaching it is a challenge. This paper presents a web based virtual laboratory for electromagnetic theory course taught at undergraduate level, which can be used as a didactic tool by teachers and as a self learning tool by students. A set of ten topics have been chosen which broadly cover the basics of electromagnetic theory. The laboratory helps the students to visualize and experiment with abstract concepts of electromagnetic theory. It also contains theory supporting the experiment to aid teaching-learning process. The laboratory contains evaluation sections to assess student's understanding before and after performing virtual experiment. Assessment of the virtual lab done by evaluating students and feedback about the laboratory collected from both teachers and students are presented.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"2 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":"134253430","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}
Muddy Points (MP) is a strategy to elicit and address individual students' doubts. While this can be effectively implemented in small classes, it is a challenge to do so in a large class. In this paper we propose LAMP, a framework for Large-scale Addressing of Muddy Points, as a mechanism for instructors to ensure that every individual student's doubts are addressed even in large classes. LAMP has three phases: Collection, Addressal, and Closure. In the collection phase, MPs are systematically collected through four different modes. In the addressal phase, MPs are categorized into six categories and addressed accordingly. In the closure phase, the discussions on MPs are summarized. We investigated the effectiveness of LAMP in an introductory computer science course having 450 students. We found that 68% of students confirmed they were able to pose their questions and 57% of students confirmed that there was closure to their questions.
{"title":"LAMP: A Framework for Large-Scale Addressing of Muddy Points","authors":"Rwitajit Majumdar, Sridhar V. Iyer","doi":"10.1109/T4E.2013.38","DOIUrl":"https://doi.org/10.1109/T4E.2013.38","url":null,"abstract":"Muddy Points (MP) is a strategy to elicit and address individual students' doubts. While this can be effectively implemented in small classes, it is a challenge to do so in a large class. In this paper we propose LAMP, a framework for Large-scale Addressing of Muddy Points, as a mechanism for instructors to ensure that every individual student's doubts are addressed even in large classes. LAMP has three phases: Collection, Addressal, and Closure. In the collection phase, MPs are systematically collected through four different modes. In the addressal phase, MPs are categorized into six categories and addressed accordingly. In the closure phase, the discussions on MPs are summarized. We investigated the effectiveness of LAMP in an introductory computer science course having 450 students. We found that 68% of students confirmed they were able to pose their questions and 57% of students confirmed that there was closure to their questions.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"8 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":"114267511","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}
K. Mandula, R. Parupalli, Manasvi Mahant, V. Muralidharan
Semantic web is one of the promising technologies that can be used for knowledge representation and deliver adaptive content in mobile learning environment. In this paper, we investigate how ontologies can be used to represent knowledge for sharing and reusing the contents among standard compliant mobile learning systems. Implementation details of a prototype ontology based mobile learning application are presented that can be used for content authoring, packaging and delivery through various mobile channels.
{"title":"Ontology Based Knowledge Representation for Next Generation Mobile Learning","authors":"K. Mandula, R. Parupalli, Manasvi Mahant, V. Muralidharan","doi":"10.1109/T4E.2013.43","DOIUrl":"https://doi.org/10.1109/T4E.2013.43","url":null,"abstract":"Semantic web is one of the promising technologies that can be used for knowledge representation and deliver adaptive content in mobile learning environment. In this paper, we investigate how ontologies can be used to represent knowledge for sharing and reusing the contents among standard compliant mobile learning systems. Implementation details of a prototype ontology based mobile learning application are presented that can be used for content authoring, packaging and delivery through various mobile channels.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"2 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":"115328230","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}
Computer communication networking is a very important topic in computer, electronics and communication education around the globe. Many students appear to think the subject technical and complex and this result in a low student engagement in these classes. Innovative teaching and learning strategies are needed to get the students interested in the subject. In this paper an activity based teaching and learning strategy is used to make the subject easy for understanding, to make the class interactive and increase student's interest in the topic. A dance activity was designed as an analogy to the OSI model of a communications system. To identify student perceptions of the activity, a survey was conducted of all students. The obtained results confirm that the students agree that this activity enables understanding and makes the learning process interesting. This perception is also confirmed by the attendance of students and the understanding demonstrated by them on classroom quizzes.
{"title":"Introducing Network Design to Students via a Dance Activity","authors":"B. Ambudkar","doi":"10.1109/T4E.2013.37","DOIUrl":"https://doi.org/10.1109/T4E.2013.37","url":null,"abstract":"Computer communication networking is a very important topic in computer, electronics and communication education around the globe. Many students appear to think the subject technical and complex and this result in a low student engagement in these classes. Innovative teaching and learning strategies are needed to get the students interested in the subject. In this paper an activity based teaching and learning strategy is used to make the subject easy for understanding, to make the class interactive and increase student's interest in the topic. A dance activity was designed as an analogy to the OSI model of a communications system. To identify student perceptions of the activity, a survey was conducted of all students. The obtained results confirm that the students agree that this activity enables understanding and makes the learning process interesting. This perception is also confirmed by the attendance of students and the understanding demonstrated by them on classroom quizzes.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"193 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":"114736802","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}
Teaching strategies that involve periodic formative assessment and group discussion have been established to be effective for students' conceptual understanding. While these practices are not new, they are not commonly used in the typical Indian university context. Reasons include a lack of formal training in research-based training practices, lack of technological resources and a culture where lecturing is the norm. In the current study, we adapt effective teaching techniques from education research with the goal of improving students' conceptual understanding, while at the same time making sure that these techniques are easily implement able in a lecture-based class by instructors without formal training in educational research. We implement a combination of periodic short objective tests, followed by immediate group discussion and feedback, in a Systems Programming course. Using a two group experimental design, we show that students' performance improved in written and oral exams and on aptitude tests on the topics.
{"title":"Effect of Periodic sTiGD Activity on Long-Term Performance in System Programming Course","authors":"S. B. Aher","doi":"10.1109/T4E.2013.30","DOIUrl":"https://doi.org/10.1109/T4E.2013.30","url":null,"abstract":"Teaching strategies that involve periodic formative assessment and group discussion have been established to be effective for students' conceptual understanding. While these practices are not new, they are not commonly used in the typical Indian university context. Reasons include a lack of formal training in research-based training practices, lack of technological resources and a culture where lecturing is the norm. In the current study, we adapt effective teaching techniques from education research with the goal of improving students' conceptual understanding, while at the same time making sure that these techniques are easily implement able in a lecture-based class by instructors without formal training in educational research. We implement a combination of periodic short objective tests, followed by immediate group discussion and feedback, in a Systems Programming course. Using a two group experimental design, we show that students' performance improved in written and oral exams and on aptitude tests on the topics.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"8 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":"116229608","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}
Active learning is a well established technique for improving student engagement. However, research shows that low achieving students tend to have passive participation in active learning. Further, the approach for providing feedback to students, during the active learning process, impacts the confidence of the students. These students could lose interest in the process, if they do not feel confident about themselves. We propose an active learning approach - Prepare-Present-Positive feedback, focused on low achievers. We experimented with our approach in a postgraduate engineering course in information technology/computer engineering. We report our experiences with this approach, using an example. We evaluated the process using a student perception survey. Our preliminary results show that this approach helps the students, especially low achievers, in improving their self-study, analytical, written and oral expression skills. The results, though preliminary, indicate that the approach has a positive impact on low and also high achievers. Based on our experiences, we provide tips and caveats for implementing this approach. We also identify some of the areas where further research is needed to quantify the benefits and improve the approach.
{"title":"3Pf: Prepare-Present-Positive Feedback -- An Active Learning Approach for Low Achievers","authors":"V. Raisinghani","doi":"10.1109/T4E.2013.10","DOIUrl":"https://doi.org/10.1109/T4E.2013.10","url":null,"abstract":"Active learning is a well established technique for improving student engagement. However, research shows that low achieving students tend to have passive participation in active learning. Further, the approach for providing feedback to students, during the active learning process, impacts the confidence of the students. These students could lose interest in the process, if they do not feel confident about themselves. We propose an active learning approach - Prepare-Present-Positive feedback, focused on low achievers. We experimented with our approach in a postgraduate engineering course in information technology/computer engineering. We report our experiences with this approach, using an example. We evaluated the process using a student perception survey. Our preliminary results show that this approach helps the students, especially low achievers, in improving their self-study, analytical, written and oral expression skills. The results, though preliminary, indicate that the approach has a positive impact on low and also high achievers. Based on our experiences, we provide tips and caveats for implementing this approach. We also identify some of the areas where further research is needed to quantify the benefits and improve the approach.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"5 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":"128582595","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}
Conceptual understanding of novice learners is an important issue in learning programming language. For novice learners, understanding program execution and memory value visualization is difficult. To make this understanding easy, various methods are used. In this paper we present work about how debugger helps to improve conceptual understanding of novice learners. We found that low performers benefitted more in this experiment. We have discussed how debugger helps to minimize logical errors and improve program writing skills. Here we present the findings of a pre-test post-test experimental study along with qualitative analysis.
{"title":"Debugger Tool to Improve Conceptual Understanding of Programming Language of Novice Learners","authors":"M. Nirgude","doi":"10.1109/T4E.2013.25","DOIUrl":"https://doi.org/10.1109/T4E.2013.25","url":null,"abstract":"Conceptual understanding of novice learners is an important issue in learning programming language. For novice learners, understanding program execution and memory value visualization is difficult. To make this understanding easy, various methods are used. In this paper we present work about how debugger helps to improve conceptual understanding of novice learners. We found that low performers benefitted more in this experiment. We have discussed how debugger helps to minimize logical errors and improve program writing skills. Here we present the findings of a pre-test post-test experimental study along with qualitative analysis.","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":"129252737","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}
We present a framework designed to enhance the social experience between humans and pedagogical agents. This is achieved by a model that increases the pragmatic competence of software agents through their persona. Our ultimate goal is to enable pedagogical agents to effectively represent humans in learning environments.
{"title":"Conversational Forensics: Building Conversational Pedagogical Agents with Attitude","authors":"Ireti Fakinlede, Vivekanandan Kumar, Dunwei Wen, Kinshuk","doi":"10.1109/T4E.2013.52","DOIUrl":"https://doi.org/10.1109/T4E.2013.52","url":null,"abstract":"We present a framework designed to enhance the social experience between humans and pedagogical agents. This is achieved by a model that increases the pragmatic competence of software agents through their persona. Our ultimate goal is to enable pedagogical agents to effectively represent humans in learning environments.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"258 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115597567","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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