Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408514
I. Huet, O. Pacheco, J. Tavares, G. Weir
The Department of Educational Sciences and the Department of Electronic & Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer & Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching quality of introductory programming courses and, indirectly, the academic success of their students. Over the past two years, data has been collected through interviews and questionnaires, to better understand the organization of the different courses and approaches to teaching. The present paper discusses how the organization of introductory programming courses in each institution reflects the teaching philosophy of the members of staff and also how course organization and teaching strategy relate to the students' attitudes to learning and their motivation for course involvement.
{"title":"New challenges in teaching introductory programming courses: a case study","authors":"I. Huet, O. Pacheco, J. Tavares, G. Weir","doi":"10.1109/FIE.2004.1408514","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408514","url":null,"abstract":"The Department of Educational Sciences and the Department of Electronic & Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer & Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching quality of introductory programming courses and, indirectly, the academic success of their students. Over the past two years, data has been collected through interviews and questionnaires, to better understand the organization of the different courses and approaches to teaching. The present paper discusses how the organization of introductory programming courses in each institution reflects the teaching philosophy of the members of staff and also how course organization and teaching strategy relate to the students' attitudes to learning and their motivation for course involvement.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130979020","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408451
M. Castro, G. Díaz, C. M. Mediano, E.L. Aldea
Nowadays the methods to learn electronics are changing, improving and adapting to new tools and possibilities that offer us new technologies like Internet. Simulation in electronics improves the activities in design of electronic circuits. Students can learn and design their own circuits. They can carry out, check, analyze and make their practices of the course in electronics applying several simulators with computer. Languages like VHDL present us a new form of designing and simulating digital electronics like a description language. New forms of adapting distance education like multimedia courses in Internet, new educational platforms like IPSS/spl I.bar/EE (Internet-based performance system support with educational elements) are configuring new methods of learning based in task instead of classic study's methods. The DIEEC (Electrical and Computer Engineering Department) and MIDE (methods of investigation and diagnosis in the education) of UNED (Spanish University for Distance Education) in Spain are working to adapt all new methods and possibilities of electronics in learning and to evaluate the quality of the new methods.
{"title":"Work in progress - integration of new tools and technologies in electronics teaching","authors":"M. Castro, G. Díaz, C. M. Mediano, E.L. Aldea","doi":"10.1109/FIE.2004.1408451","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408451","url":null,"abstract":"Nowadays the methods to learn electronics are changing, improving and adapting to new tools and possibilities that offer us new technologies like Internet. Simulation in electronics improves the activities in design of electronic circuits. Students can learn and design their own circuits. They can carry out, check, analyze and make their practices of the course in electronics applying several simulators with computer. Languages like VHDL present us a new form of designing and simulating digital electronics like a description language. New forms of adapting distance education like multimedia courses in Internet, new educational platforms like IPSS/spl I.bar/EE (Internet-based performance system support with educational elements) are configuring new methods of learning based in task instead of classic study's methods. The DIEEC (Electrical and Computer Engineering Department) and MIDE (methods of investigation and diagnosis in the education) of UNED (Spanish University for Distance Education) in Spain are working to adapt all new methods and possibilities of electronics in learning and to evaluate the quality of the new methods.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124732169","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408548
J. Collofello
The Software Engineering Institute capability maturity model (CMM) has been widely utilized in the software development community as a means of assessing the maturity of a software development organization and providing a framework for improvement ABET 2000 is also now being utilizing as a means for assessing engineering education programs and providing a framework for improvement. In addition to sharing the same general objectives of assessment and process improvement there are other similarities in both approaches and their application within organizations and universities respectively. Due to these similarities academic organizations embarking on ABET accreditation activities can learn from the numerous lessons from organizations which have undergone CMM activities. This approach was followed at Arizona State University. Since several ASU faculty have been heavily involved in CMM activities over the last decade, it was easy for them to recognize the similarities between accreditation and CMM assessment They utilized their knowledge of lessons learned from CMM assessments and integrated them into the ASU accreditation effort. The results of this activity are described in this paper. The paper begins with a discussion of the similarities of CMM and ABET. Both technical and nontechnical similarities such as the impact of employee / faculty buy-in and management / administrative support was addressed. A review of lessons learned from organizations engaging in CMM activities was presented in the context of how they might help academic organizations in their ABET activities and how ASU applied each lesson.
{"title":"Applying lessons learned from software process assessments to ABET accreditation","authors":"J. Collofello","doi":"10.1109/FIE.2004.1408548","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408548","url":null,"abstract":"The Software Engineering Institute capability maturity model (CMM) has been widely utilized in the software development community as a means of assessing the maturity of a software development organization and providing a framework for improvement ABET 2000 is also now being utilizing as a means for assessing engineering education programs and providing a framework for improvement. In addition to sharing the same general objectives of assessment and process improvement there are other similarities in both approaches and their application within organizations and universities respectively. Due to these similarities academic organizations embarking on ABET accreditation activities can learn from the numerous lessons from organizations which have undergone CMM activities. This approach was followed at Arizona State University. Since several ASU faculty have been heavily involved in CMM activities over the last decade, it was easy for them to recognize the similarities between accreditation and CMM assessment They utilized their knowledge of lessons learned from CMM assessments and integrated them into the ASU accreditation effort. The results of this activity are described in this paper. The paper begins with a discussion of the similarities of CMM and ABET. Both technical and nontechnical similarities such as the impact of employee / faculty buy-in and management / administrative support was addressed. A review of lessons learned from organizations engaging in CMM activities was presented in the context of how they might help academic organizations in their ABET activities and how ASU applied each lesson.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125116127","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408619
Dan-Adrian German
This paper presents a software design pattern that capitalizes on the object-oriented patterns already representing the foundation of Java RMI. Providing complete separation between the design and deployment stages, the pattern (not to be confused with an API) allows its user to write code that can run either locally on a single virtual machine, or over the network across several virtual machines, without any modification. The only restrictions placed on the user's code are those specified by Java RMI.
{"title":"RMI: observing the distributed pattern","authors":"Dan-Adrian German","doi":"10.1109/FIE.2004.1408619","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408619","url":null,"abstract":"This paper presents a software design pattern that capitalizes on the object-oriented patterns already representing the foundation of Java RMI. Providing complete separation between the design and deployment stages, the pattern (not to be confused with an API) allows its user to write code that can run either locally on a single virtual machine, or over the network across several virtual machines, without any modification. The only restrictions placed on the user's code are those specified by Java RMI.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122094485","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408571
M. Pavelich, R. Streveler
For over a decade, new graduate teaching assistants (TAs) from four departments at the Colorado School of Mines have been part of a three-day training program prior to the start of the fall semester. The unique feature of this training program is the strong emphasis on active learning philosophy and methods. Our goal is to teach new TAs how to employ active learning methods in their laboratory and recitation teaching. We do this by having TAs experience most of their training as students in active learning classes and then having them discuss the activities for form, student involvement, and purpose. The TAs spend half their time together focusing on general aspects of effective teaching and the other half with their respective department faculty focusing on the specific course they will teach. This paper will present specifics of activities, logistics, teaching sound bites, and feedback on this TA training program. We feel that it is a model adaptable to other institutions.
十多年来，科罗拉多矿业学院(Colorado School of Mines)四个系的新研究生助教(TAs)都参加了秋季学期开始前为期三天的培训项目。这个培训项目的独特之处在于强调积极的学习理念和方法。我们的目标是教新助教如何在他们的实验和背诵教学中运用主动学习方法。我们的做法是让助教们以学生的身份在主动学习班中体验他们的大部分训练，然后让他们讨论活动的形式、学生的参与度和目的。助教们一半的时间集中在有效教学的一般方面，另一半时间则与各自院系的教员集中在他们将要教授的具体课程上。这篇论文将介绍具体的活动、后勤、教学片段以及对助教培训计划的反馈。我们认为这是一种适用于其他机构的模式。
{"title":"An active learning, student-centered approach to training graduate teaching assistants","authors":"M. Pavelich, R. Streveler","doi":"10.1109/FIE.2004.1408571","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408571","url":null,"abstract":"For over a decade, new graduate teaching assistants (TAs) from four departments at the Colorado School of Mines have been part of a three-day training program prior to the start of the fall semester. The unique feature of this training program is the strong emphasis on active learning philosophy and methods. Our goal is to teach new TAs how to employ active learning methods in their laboratory and recitation teaching. We do this by having TAs experience most of their training as students in active learning classes and then having them discuss the activities for form, student involvement, and purpose. The TAs spend half their time together focusing on general aspects of effective teaching and the other half with their respective department faculty focusing on the specific course they will teach. This paper will present specifics of activities, logistics, teaching sound bites, and feedback on this TA training program. We feel that it is a model adaptable to other institutions.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117214792","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408450
J. L. Colwell, C. Jenks
Students should have the ability to work together in teams, plan effective strategies for identifying appropriate issues within specific problem situations, research the answers to the associated technical questions presented by those situations, and develop the ability to review and comment on the solutions of others working on the same types of problems. Structuring online classes to address these issues effectively can be challenging for the instructor. This paper will discuss the use of peer evaluations and teams in online classes. The paper involves two upper-level undergraduate courses, using a combination of teams and peer evaluations. The paper discusses the pros and cons of administering a team-based case-study course via the Internet. The innovative aspect of this case study method is the unique use of teams to analyze and critique other team members before the instructor ever participates. The paper also discusses the pros and cons of peer evaluations online.
{"title":"Using peer evaluations and teams in online classes","authors":"J. L. Colwell, C. Jenks","doi":"10.1109/FIE.2004.1408450","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408450","url":null,"abstract":"Students should have the ability to work together in teams, plan effective strategies for identifying appropriate issues within specific problem situations, research the answers to the associated technical questions presented by those situations, and develop the ability to review and comment on the solutions of others working on the same types of problems. Structuring online classes to address these issues effectively can be challenging for the instructor. This paper will discuss the use of peer evaluations and teams in online classes. The paper involves two upper-level undergraduate courses, using a combination of teams and peer evaluations. The paper discusses the pros and cons of administering a team-based case-study course via the Internet. The innovative aspect of this case study method is the unique use of teams to analyze and critique other team members before the instructor ever participates. The paper also discusses the pros and cons of peer evaluations online.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"423 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132361165","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408463
A. Díaz, M. Duque, M. O. Cantero
Using the new wireless technologies, mobile devices with small displays (handhelds, personal digital assistants, mobile phones) are present in many environments. We are interested in the effective use of such mobile computing devices for supporting collaborative learning. We want to show its application in a study case: the teaching of Domotics. To reach this goal, we analyze the tasks, which are susceptible of improvement through mobile computing. We will take as starting point a collaborative e-learning environment of domotical design, based on the desktop metaphor, and called Domosim-TPC. We pretend to adapt this tool to the characteristics of mobile devices. This evolution is based in a task-based analysis. In this paper we describe some learned lessons in the semi-automatic generation of users interfaces for a PDA-type devices. This generation process is carried out starting from the user interface for desktop devices.
{"title":"Evolution of an e-learning environment based on desktop computer to ubiquitous computing: GUI design issues","authors":"A. Díaz, M. Duque, M. O. Cantero","doi":"10.1109/FIE.2004.1408463","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408463","url":null,"abstract":"Using the new wireless technologies, mobile devices with small displays (handhelds, personal digital assistants, mobile phones) are present in many environments. We are interested in the effective use of such mobile computing devices for supporting collaborative learning. We want to show its application in a study case: the teaching of Domotics. To reach this goal, we analyze the tasks, which are susceptible of improvement through mobile computing. We will take as starting point a collaborative e-learning environment of domotical design, based on the desktop metaphor, and called Domosim-TPC. We pretend to adapt this tool to the characteristics of mobile devices. This evolution is based in a task-based analysis. In this paper we describe some learned lessons in the semi-automatic generation of users interfaces for a PDA-type devices. This generation process is carried out starting from the user interface for desktop devices.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130311303","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408507
R. Bruhn, J. Camp
Many engineering capstone courses require senior design projects involving teamwork. The curricula at the University of Arkansas at Little Rock Donaghey CyberCollege engages local industries in providing meaningful design projects for student teams in real world settings. Both St.Vincent Health System and Heifer International sponsored capstone design teams in yearlong projects. These projects resulted in the students gaining professional skills, the industries gaining products that saved money and won awards, and the CyberCollege faculty gaining understanding and experience for developing its engineering curricula. Engineering educators who want to provide real-world experience to graduating seniors may benefit from learning how we obtained corporate sponsors for the projects, created student-consulting teams, and developed a capstone course incorporating system design theory. They may also gain insight from discussions about our methods for student evaluations and about the lessons we learned from our experimental capstone course.
许多工程顶点课程要求涉及团队合作的高级设计项目。阿肯色大学小石城多纳吉网络学院(Donaghey CyberCollege)的课程涉及当地行业，为学生团队提供有意义的设计项目。St.Vincent Health System和Heifer International都在为期一年的项目中赞助了顶点设计团队。这些项目使学生获得了专业技能，行业获得了节省资金和获奖的产品，网络学院的教师获得了开发工程课程的理解和经验。希望为即将毕业的高年级学生提供实际经验的工程教育工作者可以从学习我们如何获得项目的企业赞助商、创建学生咨询团队以及开发包含系统设计理论的顶点课程中受益。他们还可以从讨论中了解我们的学生评估方法，以及我们从实验课程中学到的经验教训。
{"title":"Creating corporate world experience in capstone courses","authors":"R. Bruhn, J. Camp","doi":"10.1109/FIE.2004.1408507","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408507","url":null,"abstract":"Many engineering capstone courses require senior design projects involving teamwork. The curricula at the University of Arkansas at Little Rock Donaghey CyberCollege engages local industries in providing meaningful design projects for student teams in real world settings. Both St.Vincent Health System and Heifer International sponsored capstone design teams in yearlong projects. These projects resulted in the students gaining professional skills, the industries gaining products that saved money and won awards, and the CyberCollege faculty gaining understanding and experience for developing its engineering curricula. Engineering educators who want to provide real-world experience to graduating seniors may benefit from learning how we obtained corporate sponsors for the projects, created student-consulting teams, and developed a capstone course incorporating system design theory. They may also gain insight from discussions about our methods for student evaluations and about the lessons we learned from our experimental capstone course.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125740052","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408466
D. Huang, H. Diefes‐Dux, P. Imbrie, B. Daku, J. G. Kallimani
This pilot study demonstrates the feasibility of utilizing instructional theories, specifically on learning motivation, to evaluate a computer-based tutorial for the purpose of proposing effective instructional interventions. Keller's ARCS model of motivational design provides the conceptual framework to address motivational issues while developing instruction. The ARCS model has four dimensions: attention, relevance, confidence, and satisfaction. Keller's instructional material motivation survey measures student motivation along the ARCS dimensions and was modified for this study to evaluate students' motivation while using a computer-based tutorial. This study was conducted in an engineering problem-solving and computer tools course for first-year students. The studied computer-based instructional tutorial, M-Tutor/spl trade/, is designed for learning MATLAB/sup /spl reg// syntactical structures. A pre-post evaluation research design was employed. A coding system was developed to categorize qualitative responses into corresponding instructional components. Qualitative and quantitative data were triangulated for instructional intervention development.
{"title":"Learning motivation evaluation for a computer-based instructional tutorial using ARCS model of motivational design","authors":"D. Huang, H. Diefes‐Dux, P. Imbrie, B. Daku, J. G. Kallimani","doi":"10.1109/FIE.2004.1408466","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408466","url":null,"abstract":"This pilot study demonstrates the feasibility of utilizing instructional theories, specifically on learning motivation, to evaluate a computer-based tutorial for the purpose of proposing effective instructional interventions. Keller's ARCS model of motivational design provides the conceptual framework to address motivational issues while developing instruction. The ARCS model has four dimensions: attention, relevance, confidence, and satisfaction. Keller's instructional material motivation survey measures student motivation along the ARCS dimensions and was modified for this study to evaluate students' motivation while using a computer-based tutorial. This study was conducted in an engineering problem-solving and computer tools course for first-year students. The studied computer-based instructional tutorial, M-Tutor/spl trade/, is designed for learning MATLAB/sup /spl reg// syntactical structures. A pre-post evaluation research design was employed. A coding system was developed to categorize qualitative responses into corresponding instructional components. Qualitative and quantitative data were triangulated for instructional intervention development.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116372711","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 : 2004-10-23DOI: 10.1109/FIE.2004.1408490
Jun-Ming Su, S. Tseng, Wei Wang, Jui-Feng Weng, Jin-Tan Yang, Wen-Nung Tsai
With vigorous development of the Internet, e-learning system has become more and more popular. Sharable content object reference model (SCORM) 1.3 provides the sequencing and navigation to define the course sequencing behavior, control the sequencing, select and deliver of course, and organize the content into a hierarchical structure, namely activity tree. Therefore, how to provide customized course according to individual learning characteristics and capability, and how to create, represent and maintain the activity tree with appropriate associated sequencing definition for different learners become two important issues. However, it is almost impossible to design personalized learning activities trees for each learner manually. The information of learning behavior, called learning portfolio, can help teacher understand the reason why a learner got high or low grade. Thus, in this paper, we propose a learning portfolio mining (LPM) Approach including four phase: 1) user model definition phase: define the learner profile based upon pedagogical theory. 2) Learning pattern extraction phase: apply sequential pattern mining technique to extract the maximal frequent learning patterns from the learning sequence, transform original learning sequence into a bit vector, and then use distance based clustering approach to group learners with good learning performance into several clusters. 3) Decision tree construction phase: use two third of the learner profiles with corresponding cluster labels as training data to create a decision tree, and the remaining are the testing data. 4) Activity tree generation phase: use each created cluster including several learning patterns as sequencing rules to generate personalized activity tree with associated sequencing rules of SN. Finally, for evaluating our proposed approach of learning portfolio analysis, several experiments have been done and the results show that generated personalized activity trees with sequencing rules are workable for learners.
{"title":"Learning portfolio analysis and mining in SCORM compliant environment","authors":"Jun-Ming Su, S. Tseng, Wei Wang, Jui-Feng Weng, Jin-Tan Yang, Wen-Nung Tsai","doi":"10.1109/FIE.2004.1408490","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408490","url":null,"abstract":"With vigorous development of the Internet, e-learning system has become more and more popular. Sharable content object reference model (SCORM) 1.3 provides the sequencing and navigation to define the course sequencing behavior, control the sequencing, select and deliver of course, and organize the content into a hierarchical structure, namely activity tree. Therefore, how to provide customized course according to individual learning characteristics and capability, and how to create, represent and maintain the activity tree with appropriate associated sequencing definition for different learners become two important issues. However, it is almost impossible to design personalized learning activities trees for each learner manually. The information of learning behavior, called learning portfolio, can help teacher understand the reason why a learner got high or low grade. Thus, in this paper, we propose a learning portfolio mining (LPM) Approach including four phase: 1) user model definition phase: define the learner profile based upon pedagogical theory. 2) Learning pattern extraction phase: apply sequential pattern mining technique to extract the maximal frequent learning patterns from the learning sequence, transform original learning sequence into a bit vector, and then use distance based clustering approach to group learners with good learning performance into several clusters. 3) Decision tree construction phase: use two third of the learner profiles with corresponding cluster labels as training data to create a decision tree, and the remaining are the testing data. 4) Activity tree generation phase: use each created cluster including several learning patterns as sequencing rules to generate personalized activity tree with associated sequencing rules of SN. Finally, for evaluating our proposed approach of learning portfolio analysis, several experiments have been done and the results show that generated personalized activity trees with sequencing rules are workable for learners.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115206268","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：