Pub Date : 2017-12-01DOI: 10.1109/TALE.2017.8252359
Wai Tung Ho, J. So
This study complements the reviews of STEM education in Hong Kong by other organizations from the perspective of sub-degree students. We investigate the effects of Hong Kong Diploma of Education Examination (HKDSE) results on the academic performance of STEM and non-STEM subdegree students. Our study finds that among the four core subjects, English has the biggest impact on performance of subdegree sub-degree students, followed by Mathematics Compulsory Part. Mathematics Extended Part and Science subjects are also found to have association with performance of sub-degree student and the effect of Science subjects is stronger among STEM students as compared to non-STEM students.
{"title":"Effect of secondary school subject choices on performance of sub-degree students in Hong Kong — A STEM perspective","authors":"Wai Tung Ho, J. So","doi":"10.1109/TALE.2017.8252359","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252359","url":null,"abstract":"This study complements the reviews of STEM education in Hong Kong by other organizations from the perspective of sub-degree students. We investigate the effects of Hong Kong Diploma of Education Examination (HKDSE) results on the academic performance of STEM and non-STEM subdegree students. Our study finds that among the four core subjects, English has the biggest impact on performance of subdegree sub-degree students, followed by Mathematics Compulsory Part. Mathematics Extended Part and Science subjects are also found to have association with performance of sub-degree student and the effect of Science subjects is stronger among STEM students as compared to non-STEM students.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"453 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123278259","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252342
Han Wan, Qiaoye Yu, Jun Ding, Kangxu Liu
Students' behavior is important for teaching and educational research. The application of e-learning platforms provides an approach for instructors to collect students' behavior data. This paper aims to extract and analyze students' behavior under Sakai LMS (Learning Manage System). We developed an automated tool based on crawler technology to extract and preprocess learning behavior data automatically. The types of learning behavior we extracted were determined by analyzing the usage of course site in Sakai. To display students' learning behavior intuitively to instructors, we designed trace charts to visualize the data. We used the LCA (Life Cycle Assessment) methodology to analyze students' behavior in whole course duration. Machine learning model GBDT was chosen as the classifier in our model to detect well-performed students. The AUC of our evaluating results is 0.93, which proves that the students' behavior under Sakai LMS can be used to evaluate students' performance and the features we designed for evaluation are effective.
{"title":"Students' behavior analysis under the Sakai LMS","authors":"Han Wan, Qiaoye Yu, Jun Ding, Kangxu Liu","doi":"10.1109/TALE.2017.8252342","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252342","url":null,"abstract":"Students' behavior is important for teaching and educational research. The application of e-learning platforms provides an approach for instructors to collect students' behavior data. This paper aims to extract and analyze students' behavior under Sakai LMS (Learning Manage System). We developed an automated tool based on crawler technology to extract and preprocess learning behavior data automatically. The types of learning behavior we extracted were determined by analyzing the usage of course site in Sakai. To display students' learning behavior intuitively to instructors, we designed trace charts to visualize the data. We used the LCA (Life Cycle Assessment) methodology to analyze students' behavior in whole course duration. Machine learning model GBDT was chosen as the classifier in our model to detect well-performed students. The AUC of our evaluating results is 0.93, which proves that the students' behavior under Sakai LMS can be used to evaluate students' performance and the features we designed for evaluation are effective.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128557082","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 : 2017-12-01DOI: 10.1109/tale.2017.8252343
P. Punyabukkana
Teaching research methods for scientific research may not be as common as teaching the same course in social science. It may stem from the fact that scientific discovery process varies from one field to another. Hence, when such a course is designed to prepare science students who are new to research, it should be helpful to encourage students to learn it hands-on. In this study, we redesigned research methods course for computer science master's students from a traditional lecture style to embrace an active learning approach. The newly-designed curriculum was exercised during Fall 2016 to teach 31 students majoring in computer science. We examined the course using authentic assessment, behavioral observation with its rubric template, and questionnaires. The results indicated that active learning is an effective pedagogy as students' research skills were greatly improved statistically significantly at p-value less than 0.01. Students confirmed that they found active learning highly useful particularly for learning research presentation skills and writing skills.
{"title":"Teaching research methods for computer science students using active learning approach","authors":"P. Punyabukkana","doi":"10.1109/tale.2017.8252343","DOIUrl":"https://doi.org/10.1109/tale.2017.8252343","url":null,"abstract":"Teaching research methods for scientific research may not be as common as teaching the same course in social science. It may stem from the fact that scientific discovery process varies from one field to another. Hence, when such a course is designed to prepare science students who are new to research, it should be helpful to encourage students to learn it hands-on. In this study, we redesigned research methods course for computer science master's students from a traditional lecture style to embrace an active learning approach. The newly-designed curriculum was exercised during Fall 2016 to teach 31 students majoring in computer science. We examined the course using authentic assessment, behavioral observation with its rubric template, and questionnaires. The results indicated that active learning is an effective pedagogy as students' research skills were greatly improved statistically significantly at p-value less than 0.01. Students confirmed that they found active learning highly useful particularly for learning research presentation skills and writing skills.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130403066","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252376
R. Ip, Sarah I Fan Iong, M. Wu, Susan Wang
Higher education differs from country to country, region to region, and institution to institution. Despite the differences, the majority of higher education institutions aim at providing a good quality learning environment to their students. To achieve this goal, these institutions would employ high quality teachers, develop good quality and most up-to-date curriculum, and provide good teaching/learning facilities and environment to their students. To understand how effective these “services” are, institutions would use teaching evaluation as the means to collect feedback on their teaching service quality. In spite of its long history, it is questionable whether these assessments are truly reflecting students' perception on teaching quality as well as their satisfaction toward teaching performance. Built on top of PZB's SERVQUAL service quality measurement instrument, a set of teaching evaluation instrument was developed. 50 questionnaires of a pilot test were collected and results reveal that the five PZB service quality dimensions, except empathy and tangible dimensions, have statistical significant impact on students' satisfaction toward their teachers' teaching performance, while, overall satisfaction toward courses are influenced by students' satisfaction to their teachers and the PZB tangible dimension. Based on the preliminary findings, suggestions are made to educational practitioners to further improve their teaching service quality.
{"title":"A preliminary study on teaching quality assessment from the perspective of “students as customers ”","authors":"R. Ip, Sarah I Fan Iong, M. Wu, Susan Wang","doi":"10.1109/TALE.2017.8252376","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252376","url":null,"abstract":"Higher education differs from country to country, region to region, and institution to institution. Despite the differences, the majority of higher education institutions aim at providing a good quality learning environment to their students. To achieve this goal, these institutions would employ high quality teachers, develop good quality and most up-to-date curriculum, and provide good teaching/learning facilities and environment to their students. To understand how effective these “services” are, institutions would use teaching evaluation as the means to collect feedback on their teaching service quality. In spite of its long history, it is questionable whether these assessments are truly reflecting students' perception on teaching quality as well as their satisfaction toward teaching performance. Built on top of PZB's SERVQUAL service quality measurement instrument, a set of teaching evaluation instrument was developed. 50 questionnaires of a pilot test were collected and results reveal that the five PZB service quality dimensions, except empathy and tangible dimensions, have statistical significant impact on students' satisfaction toward their teachers' teaching performance, while, overall satisfaction toward courses are influenced by students' satisfaction to their teachers and the PZB tangible dimension. Based on the preliminary findings, suggestions are made to educational practitioners to further improve their teaching service quality.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130664765","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252347
J. Ravishankar, Nick D. Jones
Despite the growth of online and blended courses in recent years, there still seems to be an inhibition for developing such designs for advanced analytical engineering courses due to the complex nature of the topics and the time involved. This paper discusses the model of one such implementation, particularly for a large class, with special focus on the online design strategies and a rationale for using them. This pilot implementation was based on the initiative of the University of New South Wales (UNSW), Sydney, in 2017, to allow academics to deliver more engaging and active learning experiences to students. The idea was to create online materials that would augment face to face teaching, thus providing an opportunity for a blended delivery. The conclusions of this paper highlight the effectiveness via observations on improved student engagement and formal feedback from the students, compared to previous offerings of the same course.
{"title":"Online design of an advanced analytical engineering course: Outcome of a pilot implementation","authors":"J. Ravishankar, Nick D. Jones","doi":"10.1109/TALE.2017.8252347","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252347","url":null,"abstract":"Despite the growth of online and blended courses in recent years, there still seems to be an inhibition for developing such designs for advanced analytical engineering courses due to the complex nature of the topics and the time involved. This paper discusses the model of one such implementation, particularly for a large class, with special focus on the online design strategies and a rationale for using them. This pilot implementation was based on the initiative of the University of New South Wales (UNSW), Sydney, in 2017, to allow academics to deliver more engaging and active learning experiences to students. The idea was to create online materials that would augment face to face teaching, thus providing an opportunity for a blended delivery. The conclusions of this paper highlight the effectiveness via observations on improved student engagement and formal feedback from the students, compared to previous offerings of the same course.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134366451","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252308
G. Wong
Science, technology, engineering and mathematics (STEM) education has become one of the fastest growing trends in curriculum development around the globe. Integrated STEM education undoubtedly forms a new multifaceted phenomenon in education to prepare students to meet the new challenges of the 21st century. Science, Mathematics, and Technology education have always been a part of the K-12 curriculum as individualized disciplines. However, engineering is rarely taught in primary schools, and schools have no empirical experience of how to develop and implement an integrated STEM curriculum for students at the early age. In this project, an exploratory study of design-based research on integrated STEM curriculum with a local primary school in Hong Kong is reported. Through this study, it provides the first-hand experience of how integrated STEM education may be designed and implemented in the future. The findings may help schools in K-12 recognize the challenges and opportunities in bring the integrative learning to students.
{"title":"Integrative learning in K-12 STEM education: How to prepare the first step?","authors":"G. Wong","doi":"10.1109/TALE.2017.8252308","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252308","url":null,"abstract":"Science, technology, engineering and mathematics (STEM) education has become one of the fastest growing trends in curriculum development around the globe. Integrated STEM education undoubtedly forms a new multifaceted phenomenon in education to prepare students to meet the new challenges of the 21st century. Science, Mathematics, and Technology education have always been a part of the K-12 curriculum as individualized disciplines. However, engineering is rarely taught in primary schools, and schools have no empirical experience of how to develop and implement an integrated STEM curriculum for students at the early age. In this project, an exploratory study of design-based research on integrated STEM curriculum with a local primary school in Hong Kong is reported. Through this study, it provides the first-hand experience of how integrated STEM education may be designed and implemented in the future. The findings may help schools in K-12 recognize the challenges and opportunities in bring the integrative learning to students.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130706577","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252311
N. Sabag, Hagit Krisher
Over the last two decades Israel has experienced a rapid and extreme growth in diversity among students entering academia. In conjunction, the number of students with learning disabilities and learning difficulties has risen to twenty percent in a leading college. In earlier research, the match between students' learning styles (LS) and their teachers' instructional strategies (IS) and the correlation of this LS-IS match with students' academic achievements was studied. Nevertheless, there is no report of research where one-on-one education is implemented. Moreover, there are no references about the match of a trainees' LS to their tutors' IS and the correlation of this LS-IS match with the trainees' achievements as presented in the current paper. To measure the LS- IS match, two different methods were used. First, calculating the correlation between trainees' LS and tutors' IS (LS-IS correlation); second, calculating the LS-IS distance. Thirty-nine tutors were paired with 42 trainees with learning disabilities (three tutors had two trainees each) during the 2016 academic year. Thus, 42 pairs of tutors and trainees worked to help the trainees achieve better academic grades. The Felder-Soloman Index of Learning Styles (ILS) was used to measure the tutors' preferred IS and the trainees' preferred LS. In both methods, the LS-IS match was correlated with the trainees' grades. If the LS-IS match influences the trainees' achievements, significant positive correlations in the first method and significant negative correlation in the second method must appear. Nevertheless, the results show no significant correlation (positive or negative, accordingly) between the LS-IS match and students' achievements at the end of the first semester of 2016 and again at the end of the second semester of 2016.
在过去的二十年中，以色列经历了进入学术界的学生多样性的快速和极端增长。与此同时，在一所一流大学中，有学习障碍和学习困难的学生人数上升到了20%。在早期的研究中，研究了学生的学习风格(LS)与教师的教学策略(IS)之间的匹配，以及这种LS-IS匹配与学生学业成绩的相关性。然而，没有关于一对一教育实施的研究报告。此外，在本文中也没有关于学员的LS与导师的LS匹配以及这种LS-IS匹配与学员成绩的相关性的文献。为了测量LS- IS的匹配度，采用了两种不同的方法。首先，计算学员的学习能力与导师的学习能力之间的相关关系(LS-IS相关性);第二，计算LS-IS距离。在2016学年，39名导师与42名有学习障碍的学员(三名导师每名导师有两名学员)配对。因此，42对导师和学员共同努力，帮助学员取得更好的学习成绩。采用费尔德-所罗门学习风格指数(Felder-Soloman Index of Learning Styles, ILS)衡量导师对学习风格的偏好和学员对学习风格的偏好。在这两种方法中，LS-IS匹配与学员的成绩相关。如果LS-IS匹配对学员成绩有影响，那么在第一种方法中必须出现显著的正相关，在第二种方法中必须出现显著的负相关。然而，结果显示，LS-IS匹配与学生在2016年第一学期末和2016年第二学期末的成绩之间没有显著的相关关系(相应地为正相关或负相关)。
{"title":"Does a good match of trainees' learning styles to their tutors' instructional strategies contribute to trainees' academic achievements?","authors":"N. Sabag, Hagit Krisher","doi":"10.1109/TALE.2017.8252311","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252311","url":null,"abstract":"Over the last two decades Israel has experienced a rapid and extreme growth in diversity among students entering academia. In conjunction, the number of students with learning disabilities and learning difficulties has risen to twenty percent in a leading college. In earlier research, the match between students' learning styles (LS) and their teachers' instructional strategies (IS) and the correlation of this LS-IS match with students' academic achievements was studied. Nevertheless, there is no report of research where one-on-one education is implemented. Moreover, there are no references about the match of a trainees' LS to their tutors' IS and the correlation of this LS-IS match with the trainees' achievements as presented in the current paper. To measure the LS- IS match, two different methods were used. First, calculating the correlation between trainees' LS and tutors' IS (LS-IS correlation); second, calculating the LS-IS distance. Thirty-nine tutors were paired with 42 trainees with learning disabilities (three tutors had two trainees each) during the 2016 academic year. Thus, 42 pairs of tutors and trainees worked to help the trainees achieve better academic grades. The Felder-Soloman Index of Learning Styles (ILS) was used to measure the tutors' preferred IS and the trainees' preferred LS. In both methods, the LS-IS match was correlated with the trainees' grades. If the LS-IS match influences the trainees' achievements, significant positive correlations in the first method and significant negative correlation in the second method must appear. Nevertheless, the results show no significant correlation (positive or negative, accordingly) between the LS-IS match and students' achievements at the end of the first semester of 2016 and again at the end of the second semester of 2016.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123927111","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252377
C. Luo, Timothy K. H. Hew, Chi-Un Lei, Elizabeth Oh
The concepts of conducting flipped classroom are basically the same, yet the teachers still consider it too difficult to switch from traditional lecture to flipped classroom, due to the lack of practical model. This paper mainly evaluates three different technological courses that adopted the flipped classroom approach for one semester in The University of Hong Kong, according to the “Seven Principles for Good Practice in Undergraduate Education” proposed by Chickering and Gamson. The guidelines of good practices gleaned from the cases and suggestions for improvements proposed by authors in flipped classroom design is described, according to the seven principles. It is hoped that the findings in this paper can inspire on-campus teachers in the teaching and learning design in flipped classroom.
{"title":"Principle-guided flipped classroom implementation framework for teaching technological contents","authors":"C. Luo, Timothy K. H. Hew, Chi-Un Lei, Elizabeth Oh","doi":"10.1109/TALE.2017.8252377","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252377","url":null,"abstract":"The concepts of conducting flipped classroom are basically the same, yet the teachers still consider it too difficult to switch from traditional lecture to flipped classroom, due to the lack of practical model. This paper mainly evaluates three different technological courses that adopted the flipped classroom approach for one semester in The University of Hong Kong, according to the “Seven Principles for Good Practice in Undergraduate Education” proposed by Chickering and Gamson. The guidelines of good practices gleaned from the cases and suggestions for improvements proposed by authors in flipped classroom design is described, according to the seven principles. It is hoped that the findings in this paper can inspire on-campus teachers in the teaching and learning design in flipped classroom.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124756566","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252371
Zhen Liu
Creative industries including education industry seek to utilize knowledge and information for generating a new approach. Literature provides for current potential of virtual worlds as an effective learning environment through connectivity, interactivity, and access to user-generated content. However, up to date, limited effort has been made on the use of virtual environment for international creative education (art and design), which is this paper focused on. In order to explore the possibility of exploiting the virtual environment to achieve meaningful learning of creativity, and provide insights of the current practice and the possibility of adopting the Virtual Learning Environment (VLE) in creative education (art & design), with a particular focus in art and design education, for the future investigation in this topic. A number of experiment cases have been conducted in VLE. 3D replica virtual art and design Studio/Gallery/Exhibition can facilitate students to explore the VLE as they would in reality accomplishing what is hard to achieve in a real-life studio while feeling engaged regardless different real-life geographic locations. In addition, intensive interactive features were implemented in the VLE for creative education, such as Portfolio Voting Box, Portfolio Presentation Board, Artwork Questionnaire, Interactive Architecture, and Time Event. The interactive features enable the learner-centered education and problem-solving process to be conducted, which can assist students to actively lead learning process for entertaining, experience sharing, and obtaining better understanding of the art and design concepts and skills associated with their learning experience. Further, by participating the project-oriented and problem-based collaborative design workshop in VLE, students can collaboratively design and cocreate artwork to attain better learning outcomes by collaborating, being, building, and expressing in the way that may not be possible in reality.
{"title":"Exploring the use of virtual environment for international creative education (art & design)","authors":"Zhen Liu","doi":"10.1109/TALE.2017.8252371","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252371","url":null,"abstract":"Creative industries including education industry seek to utilize knowledge and information for generating a new approach. Literature provides for current potential of virtual worlds as an effective learning environment through connectivity, interactivity, and access to user-generated content. However, up to date, limited effort has been made on the use of virtual environment for international creative education (art and design), which is this paper focused on. In order to explore the possibility of exploiting the virtual environment to achieve meaningful learning of creativity, and provide insights of the current practice and the possibility of adopting the Virtual Learning Environment (VLE) in creative education (art & design), with a particular focus in art and design education, for the future investigation in this topic. A number of experiment cases have been conducted in VLE. 3D replica virtual art and design Studio/Gallery/Exhibition can facilitate students to explore the VLE as they would in reality accomplishing what is hard to achieve in a real-life studio while feeling engaged regardless different real-life geographic locations. In addition, intensive interactive features were implemented in the VLE for creative education, such as Portfolio Voting Box, Portfolio Presentation Board, Artwork Questionnaire, Interactive Architecture, and Time Event. The interactive features enable the learner-centered education and problem-solving process to be conducted, which can assist students to actively lead learning process for entertaining, experience sharing, and obtaining better understanding of the art and design concepts and skills associated with their learning experience. Further, by participating the project-oriented and problem-based collaborative design workshop in VLE, students can collaboratively design and cocreate artwork to attain better learning outcomes by collaborating, being, building, and expressing in the way that may not be possible in reality.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129914655","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 : 2017-12-01DOI: 10.1109/TALE.2017.8252344
Hongning Dai, Wei Wei, Hao Wang, Tak-Lam Wong
This paper investigates the impact of outcome- based education (OBE) on students' learning achievement from a software engineering (SE) program. It is not easy to transform an SE curriculum from traditional knowledge-based education (KBE) method to OBE method since it requires us to identify the outcomes clearly and map the outcomes with the expected capabilities of students. We first give a briefing on our SE program and outline the curriculum, then investigate the impact of OBE in two selected courses in SE program, with the completion of one course being the prequisite for admission into the other one. Experimental results show that OBE can greatly improve the learning effectiveness of students and teaching quality.
{"title":"Impact of outcome-based education on software engineering teaching: A case study","authors":"Hongning Dai, Wei Wei, Hao Wang, Tak-Lam Wong","doi":"10.1109/TALE.2017.8252344","DOIUrl":"https://doi.org/10.1109/TALE.2017.8252344","url":null,"abstract":"This paper investigates the impact of outcome- based education (OBE) on students' learning achievement from a software engineering (SE) program. It is not easy to transform an SE curriculum from traditional knowledge-based education (KBE) method to OBE method since it requires us to identify the outcomes clearly and map the outcomes with the expected capabilities of students. We first give a briefing on our SE program and outline the curriculum, then investigate the impact of OBE in two selected courses in SE program, with the completion of one course being the prequisite for admission into the other one. Experimental results show that OBE can greatly improve the learning effectiveness of students and teaching quality.","PeriodicalId":323970,"journal":{"name":"2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131713407","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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