This paper describes an after-school education program in rural India. The program maintains 53 education centers in remote villages in 21 states of India. This paper discusses the technology to monitor and coordinate these centers that are distributed over a wide area. It also describes the education technology that is used in the after-school education centers.
{"title":"Technology for Monitoring and Coordinating an After-School Program in Remote Areas of India","authors":"G. Gutjahr, Arya Nair, R. Menon, Prema Nedungadi","doi":"10.1109/T4E.2019.00-57","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-57","url":null,"abstract":"This paper describes an after-school education program in rural India. The program maintains 53 education centers in remote villages in 21 states of India. This paper discusses the technology to monitor and coordinate these centers that are distributed over a wide area. It also describes the education technology that is used in the after-school education centers.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127511977","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}
N. Sabnis, Pritam Patil, Nilesh S. Desai, S. Hirikude, Sanjay J. Ingale, V. Kulkarni
After implementation of NBA accreditation in Engineering Institutes, Outcome-Based learning is broadly being experienced in India. In the engineering education, this Project-Based learning is considered as one of the efficient ways as it is a blending of theoretical and practical learning. This paper illustrates implementation of the Project-Based Learning activity. An experimental case study was carried out with the group of students studying in third-year Mechanical Engineering and Electronics & Telecommunication Engineering stream. Different interdisciplinary projects were assigned to both discipline students. The comparative effect of this activity on the performance of students was studied considering pre and post activity performance statistics. In conclusion, study result proved that Project-Based Learning improves performance of the students.
{"title":"Outcome-Based Education — A Case Study on Project Based Learning","authors":"N. Sabnis, Pritam Patil, Nilesh S. Desai, S. Hirikude, Sanjay J. Ingale, V. Kulkarni","doi":"10.1109/T4E.2019.00058","DOIUrl":"https://doi.org/10.1109/T4E.2019.00058","url":null,"abstract":"After implementation of NBA accreditation in Engineering Institutes, Outcome-Based learning is broadly being experienced in India. In the engineering education, this Project-Based learning is considered as one of the efficient ways as it is a blending of theoretical and practical learning. This paper illustrates implementation of the Project-Based Learning activity. An experimental case study was carried out with the group of students studying in third-year Mechanical Engineering and Electronics & Telecommunication Engineering stream. Different interdisciplinary projects were assigned to both discipline students. The comparative effect of this activity on the performance of students was studied considering pre and post activity performance statistics. In conclusion, study result proved that Project-Based Learning improves performance of the students.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124971393","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}
Wisam Zaqoot, Lih-Bin Oh, L. Seah, Elizabeth Koh, Fang Zhou, Wee-Kek Tan, H. Teo
As part of a multi-year project that aims to develop digital learning environment offering adaptive remedial interventions for primary level students, we present the design of a new instrument that tests the representational fluency of primary school students. Representational fluency refers to learners' ability to reason and work among multiple representations. In this article, we identify the competences that the Representational Fluency Test (RFT) has to cover, in the light of literature, local curriculum, previous national exams, and discussions with educators. Next, we design the questions of the test following these competences. In addition, we report a pilot study that we administered to test and validate the RFT. We present the results of the pilot study and also discuss the next stages of our project that include testing and using our proposed RFT. The long-term goal of our project is to develop an intelligent system that provides remedial interventions customized for each student with representational fluency difficulties. We expect that our work can contribute toward a more personalized education at the primary school level.
{"title":"Development and Validation of a Representational Fluency Test for Primary School Students","authors":"Wisam Zaqoot, Lih-Bin Oh, L. Seah, Elizabeth Koh, Fang Zhou, Wee-Kek Tan, H. Teo","doi":"10.1109/T4E.2019.00-36","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-36","url":null,"abstract":"As part of a multi-year project that aims to develop digital learning environment offering adaptive remedial interventions for primary level students, we present the design of a new instrument that tests the representational fluency of primary school students. Representational fluency refers to learners' ability to reason and work among multiple representations. In this article, we identify the competences that the Representational Fluency Test (RFT) has to cover, in the light of literature, local curriculum, previous national exams, and discussions with educators. Next, we design the questions of the test following these competences. In addition, we report a pilot study that we administered to test and validate the RFT. We present the results of the pilot study and also discuss the next stages of our project that include testing and using our proposed RFT. The long-term goal of our project is to develop an intelligent system that provides remedial interventions customized for each student with representational fluency difficulties. We expect that our work can contribute toward a more personalized education at the primary school level.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116006936","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}
C. SkandaV., S. S. Prasad, G. R. Dheemanth, N. S. Kumar
In today's world of automation, there is a growing trend towards automating even the simplest tasks. One area where this trend has not caught up is in the assignment evaluation tasks area in the education sector. Even today, many programs are manually evaluated in tests and exams. Even popular platforms like HackerRank and HackerEarth fall short in many cases as they perform checking only based on the test-cases irrespective of the quality of the code written. This may lead students to learn improper coding practices. In this paper, we present a tool that not only tests a student's program based on test cases dynamically but also evaluates a program statically based on certain rules given by the teacher, thereby automating the process of evaluation and removing any possible bias and error. The main idea of this paper is to demonstrate the application of static analysis in program evaluation based on rules created by the teacher to encourage higher coding standards
{"title":"Assessment of Quality of Program Based on Static Analysis","authors":"C. SkandaV., S. S. Prasad, G. R. Dheemanth, N. S. Kumar","doi":"10.1109/T4E.2019.00072","DOIUrl":"https://doi.org/10.1109/T4E.2019.00072","url":null,"abstract":"In today's world of automation, there is a growing trend towards automating even the simplest tasks. One area where this trend has not caught up is in the assignment evaluation tasks area in the education sector. Even today, many programs are manually evaluated in tests and exams. Even popular platforms like HackerRank and HackerEarth fall short in many cases as they perform checking only based on the test-cases irrespective of the quality of the code written. This may lead students to learn improper coding practices. In this paper, we present a tool that not only tests a student's program based on test cases dynamically but also evaluates a program statically based on certain rules given by the teacher, thereby automating the process of evaluation and removing any possible bias and error. The main idea of this paper is to demonstrate the application of static analysis in program evaluation based on rules created by the teacher to encourage higher coding standards","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129818858","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}
Omar Mata, Juana Isabel Méndez, M. Aguilar, P. Ponce, A. Molina
The next generation of students are not getting well prepared to deal with the world of work, not because of a defective education but rather because of the new ways they learn and the availability of the information. Teaching methodologies, specific in mathematics for undergrads, requires to be updated for the new generations to send new stimulus in the learning process. These methods and educational tools need to allow the students to have customized learning so they can study outside the classroom. Gamification in education field offers a new way to teach, engage and motivate students to study. On the other hand, the challenges that a professor's faces up when they teach are related to students who possess a wide range of different skills, previous experiences and motivations that are present when the students take the class. Thus, Tecnologico de Monterrey, through the Tec-21 Model, is developing disciplinaries and transversals competences in students through collaborative work and learning based on challenges to attend the actual educative needs. This paper proposes a tailored methodological process that takes advantage of the gamification through an Artificial Neural Network using a competence-based teaching method supported by the theory of planned behavior (TPB) to motivate students to develop the required skills specified on the Tec-21 model
{"title":"A Methodology to Motivate Students to Develop Transversal Competencies in Academic Courses Based on the Theory of Planned Behavior by using Gamification and ANNs","authors":"Omar Mata, Juana Isabel Méndez, M. Aguilar, P. Ponce, A. Molina","doi":"10.1109/T4E.2019.00041","DOIUrl":"https://doi.org/10.1109/T4E.2019.00041","url":null,"abstract":"The next generation of students are not getting well prepared to deal with the world of work, not because of a defective education but rather because of the new ways they learn and the availability of the information. Teaching methodologies, specific in mathematics for undergrads, requires to be updated for the new generations to send new stimulus in the learning process. These methods and educational tools need to allow the students to have customized learning so they can study outside the classroom. Gamification in education field offers a new way to teach, engage and motivate students to study. On the other hand, the challenges that a professor's faces up when they teach are related to students who possess a wide range of different skills, previous experiences and motivations that are present when the students take the class. Thus, Tecnologico de Monterrey, through the Tec-21 Model, is developing disciplinaries and transversals competences in students through collaborative work and learning based on challenges to attend the actual educative needs. This paper proposes a tailored methodological process that takes advantage of the gamification through an Artificial Neural Network using a competence-based teaching method supported by the theory of planned behavior (TPB) to motivate students to develop the required skills specified on the Tec-21 model","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128210238","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}
Prema Nedungadi, Romita Jinachandran, A. Mohan, R. Raman
SwastyaSIM is a simulation-based, multilingual, interactive learning environment designed to supplement the training of community health workers. It includes medical training and diagnostic tests relevant to common village ailments that are designed to be sensitive to socio-cultural perspectives. This platform supports training, reporting and assessing health workers. Findings from a pilot study with health workers are discussed.
{"title":"Rural Health in Digital India: Interactive Simulations for Community Health Workers","authors":"Prema Nedungadi, Romita Jinachandran, A. Mohan, R. Raman","doi":"10.1109/T4E.2019.00-45","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-45","url":null,"abstract":"SwastyaSIM is a simulation-based, multilingual, interactive learning environment designed to supplement the training of community health workers. It includes medical training and diagnostic tests relevant to common village ailments that are designed to be sensitive to socio-cultural perspectives. This platform supports training, reporting and assessing health workers. Findings from a pilot study with health workers are discussed.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114215296","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 world is moving towards new and innovative approaches for providing education to the students and enhance their learning. MOOC which stands for Massive Open Online Courses is one such approach which has been quite popular in the recent times and is believed to have high potential to improve the learning of the students drastically. Universities are moving towards adopting these MOOCs by implementing various models to merge these MOOCs in their curriculum. The paper highlights the implementation of new form of blended MOOCs that has been termed as Curriculum Inclusive MOOCs which was offered by a Private University in India to its students through their academic planning worksheet as proposed by the authors in the framework of ciMOOCs. Major focus of the study was the integration of MOOCs in curriculum of Universities. Comparative of the student’s performance in ciMOOCs and conventional MOOCs was the objective of this study. To complete the study, ciMOOC was implemented in a private University in India by selecting a particular course in Computer Science discipline from National Program on Technology Enhanced Learning (NPTEL). As a result we were able to compare the performance of students in the ciMOOC with the performance of learners of that particular MOOC on the platform.
世界正朝着向学生提供教育和提高他们学习的新的和创新的方法发展。大规模在线开放课程(Massive Open Online Courses，简称MOOC)就是近年来非常流行的一种方式，被认为具有巨大的潜力，可以大幅提高学生的学习水平。各大学正朝着采用mooc的方向发展，通过实施各种模式将这些mooc整合到自己的课程中。本文重点介绍了新型混合mooc的实施，即课程包容性mooc，这是由印度一所私立大学通过作者在ciMOOCs框架中提出的学术规划工作表向学生提供的。研究的重点是mooc与大学课程的整合。比较学生在cmoocs和传统MOOCs中的表现是本研究的目的。为了完成这项研究，ciMOOC在印度的一所私立大学实施，从国家技术增强学习计划(NPTEL)中选择了一门特定的计算机科学学科课程。因此，我们能够将ciMOOC学生的表现与该平台上特定MOOC学习者的表现进行比较。
{"title":"Perspectives on Curriculum Inclusive MOOCs for Engineering Education: Reflection & Learning","authors":"Aakarsh Shrivastava, Nitasha Hasteer, K. Soni","doi":"10.1109/T4E.2019.00015","DOIUrl":"https://doi.org/10.1109/T4E.2019.00015","url":null,"abstract":"The world is moving towards new and innovative approaches for providing education to the students and enhance their learning. MOOC which stands for Massive Open Online Courses is one such approach which has been quite popular in the recent times and is believed to have high potential to improve the learning of the students drastically. Universities are moving towards adopting these MOOCs by implementing various models to merge these MOOCs in their curriculum. The paper highlights the implementation of new form of blended MOOCs that has been termed as Curriculum Inclusive MOOCs which was offered by a Private University in India to its students through their academic planning worksheet as proposed by the authors in the framework of ciMOOCs. Major focus of the study was the integration of MOOCs in curriculum of Universities. Comparative of the student’s performance in ciMOOCs and conventional MOOCs was the objective of this study. To complete the study, ciMOOC was implemented in a private University in India by selecting a particular course in Computer Science discipline from National Program on Technology Enhanced Learning (NPTEL). As a result we were able to compare the performance of students in the ciMOOC with the performance of learners of that particular MOOC on the platform.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124021544","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}
Technology Enhanced Learning (TEL) environments help learners learn about conceptually rich domains. These learning environments enhance learners' skills such as decision making, trade-off analysis, etc., and is based on pedagogical intervention leveraged by technological affordances. Such environments help learners to solve complex and ill structured problems and provide multiple ways of approaching it. However, novice learner's often find it difficult to take decisions and regulate what they learn in such learning environments. In order to support novice learner's, we need to model their behaviour using their interaction with the system. Hence, logging the learner's interaction with the system is very important. There exists a few systems that are designed and developed to improve thinking skills such as decision making, critical thinking, however they are not designed to log learner behaviour. In this paper we have developed a framework to create data logging mechanism to capture user's interaction with such web-based systems. We have also applied the framework to a webbased learning environment called MEttLE (Modelling-based Estimation Learning Environment) which is a system designed to teach estimation problem solving in the context of electrical engineering. The data logging mechanism successfully captured all the learner's interaction with the system (there were 509 different actions that the user could perform in the system). Additionally, we modelled the learners interaction as a process model using data obtained from 6 learners. The results align with a previous research reported by developers of MEttLE using qualitative data obtained by manually coding screen recordings of learner interaction with the system.
{"title":"Capturing Learner Interaction in Computer-Based Learning Environment: Design and Application","authors":"Rumana Pathan, Urfa Shaikh, R. Rajendran","doi":"10.1109/T4E.2019.00-33","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-33","url":null,"abstract":"Technology Enhanced Learning (TEL) environments help learners learn about conceptually rich domains. These learning environments enhance learners' skills such as decision making, trade-off analysis, etc., and is based on pedagogical intervention leveraged by technological affordances. Such environments help learners to solve complex and ill structured problems and provide multiple ways of approaching it. However, novice learner's often find it difficult to take decisions and regulate what they learn in such learning environments. In order to support novice learner's, we need to model their behaviour using their interaction with the system. Hence, logging the learner's interaction with the system is very important. There exists a few systems that are designed and developed to improve thinking skills such as decision making, critical thinking, however they are not designed to log learner behaviour. In this paper we have developed a framework to create data logging mechanism to capture user's interaction with such web-based systems. We have also applied the framework to a webbased learning environment called MEttLE (Modelling-based Estimation Learning Environment) which is a system designed to teach estimation problem solving in the context of electrical engineering. The data logging mechanism successfully captured all the learner's interaction with the system (there were 509 different actions that the user could perform in the system). Additionally, we modelled the learners interaction as a process model using data obtained from 6 learners. The results align with a previous research reported by developers of MEttLE using qualitative data obtained by manually coding screen recordings of learner interaction with the system.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124052559","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 cognitive load of numerically complex concepts such as FFT in engineering discipline could be a challenge in comprehension and interest or motivation for learning the same. The proposed tool uses constructive and interactive learning strategies to create a TEL environment, leading to higher level of involvement and understanding; thus targeting understand and apply phases of Bloom's taxonomy. The tool enables to mitigate the challenges faced in tackling complicated equations and integrals by students with low numerical aptitude, by providing a graphical tutorial for FFT of simple periodic and non-periodic signals. Ultimately, the translation of knowledge from 2D FFT tutorial into causal defect analysis of MRI images and K-space can be tested, for knowing the student's progress in analyze and evaluate stages of cognition. The LearnFFT tool also allows the user to try comparative graphical study for simple functions, modifications in the same and their FFT.
{"title":"Development of MATLAB Based LearnFFT Tool for Constructive and Graphical Understanding of FFT","authors":"Spruha Satavlekar, Vaidehi Keskar, V. Dahake","doi":"10.1109/T4E.2019.00076","DOIUrl":"https://doi.org/10.1109/T4E.2019.00076","url":null,"abstract":"The cognitive load of numerically complex concepts such as FFT in engineering discipline could be a challenge in comprehension and interest or motivation for learning the same. The proposed tool uses constructive and interactive learning strategies to create a TEL environment, leading to higher level of involvement and understanding; thus targeting understand and apply phases of Bloom's taxonomy. The tool enables to mitigate the challenges faced in tackling complicated equations and integrals by students with low numerical aptitude, by providing a graphical tutorial for FFT of simple periodic and non-periodic signals. Ultimately, the translation of knowledge from 2D FFT tutorial into causal defect analysis of MRI images and K-space can be tested, for knowing the student's progress in analyze and evaluate stages of cognition. The LearnFFT tool also allows the user to try comparative graphical study for simple functions, modifications in the same and their FFT.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125728443","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}
{"title":"Message from the Program Committee Chairs","authors":"","doi":"10.1109/t4e.2019.00-62","DOIUrl":"https://doi.org/10.1109/t4e.2019.00-62","url":null,"abstract":"","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133735530","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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