similar to classical education, internet based live transmission of education are needed in e-learning environments, especially in scientific and engineering education. This paper summaries the Conceptual framework adopted in internet based education, the architecture of internet based education, key benefits of internet based education to stake holders with an analysis and interpretation of internet based education of recently concluded live transmission in Karnataka state
{"title":"An Appraisal of Internet Based Education in Karnataka State","authors":"Manjunatha B Byrappa","doi":"10.1109/T4E.2019.00053","DOIUrl":"https://doi.org/10.1109/T4E.2019.00053","url":null,"abstract":"similar to classical education, internet based live transmission of education are needed in e-learning environments, especially in scientific and engineering education. This paper summaries the Conceptual framework adopted in internet based education, the architecture of internet based education, key benefits of internet based education to stake holders with an analysis and interpretation of internet based education of recently concluded live transmission in Karnataka state","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117221415","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}
Road safety training programs focusing on practical methods have been known to help novice drivers acquire the knowledge and skills required to drive on the road and improve their judgments. However, the attitude required for safe behavior is often overlooked, leading to road mishaps. This led us to study the ethical reasoning that influences people's attitude while taking a decision on the road. It is also reported that road safety education should commence as early as the age of 4-5 and needs to be pursued through primary and secondary school. Hence, we designed and developed a game-based learning environment, RoadEthos, using three technologies (Scratch, Arduino, 3D printer) to sensitize children towards road safety through ethical reasoning in road scenarios. The design of the game and its scenarios are based on the theoretical underpinnings of empathy and situated learning. This paper reports the results and analysis of a study conducted with 5 students of the age group 10-12, where we captured students' actions, decisions and their change in ethical reasoning, before and after interacting with this game. The paper concludes with the next steps for the project, in terms of its design and implementation.
{"title":"RoadEthos: Game-Based Learning to Sensitize Children on Road Safety through Ethical Reasoning","authors":"C. HeroldP., Ulfa Khwaja, S. Murthy, C. Dasgupta","doi":"10.1109/T4E.2019.00014","DOIUrl":"https://doi.org/10.1109/T4E.2019.00014","url":null,"abstract":"Road safety training programs focusing on practical methods have been known to help novice drivers acquire the knowledge and skills required to drive on the road and improve their judgments. However, the attitude required for safe behavior is often overlooked, leading to road mishaps. This led us to study the ethical reasoning that influences people's attitude while taking a decision on the road. It is also reported that road safety education should commence as early as the age of 4-5 and needs to be pursued through primary and secondary school. Hence, we designed and developed a game-based learning environment, RoadEthos, using three technologies (Scratch, Arduino, 3D printer) to sensitize children towards road safety through ethical reasoning in road scenarios. The design of the game and its scenarios are based on the theoretical underpinnings of empathy and situated learning. This paper reports the results and analysis of a study conducted with 5 students of the age group 10-12, where we captured students' actions, decisions and their change in ethical reasoning, before and after interacting with this game. The paper concludes with the next steps for the project, in terms of its design and implementation.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127805802","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}
Tinkering is a successful approach to solving complex engineering design problems. Complexity arises due to constraints from the problem space where the available conceptual knowledge is to be applied to solve the problem. On the other hand, tinkering requires working in the problem space with the available tools and resources to find solutions to the problem at hand. Prior knowledge of affordances of tools and resources available for tinkering through a problem or ability to acquire such information in the time of need is a challenge for an engineer who is a novice at tinkering. Gathering this information from manuals and online resources frequently requires switching context, which inhibits or discourages tinkering with the unknown components. To address this challenge, we propose to build a tinkering companion, TinkMate, using a robot for interaction and augmented reality for providing essential information. From a contextual inquiry in a young engineers robotics workshop, we have found that delivering just in time information about unknown components; and providing triggers on tinkering in a seamless human-like communicative manner, encourages experimentation with components of a kit. We plan to build and test a prototype of TinkMate using an off the shelf robot (COZMO) and features like just in time information (JITI) and just in time triggers for tinkering (JIT3). We would also like to study features that encourage participants and enable reflection, which has emerged on further exploration of this concept.
{"title":"Designing TinkMate: A Seamless Tinkering Companion for Engineering Design Kits","authors":"Ashutosh Raina, S. Murthy, Sridhar V. Iyer","doi":"10.1109/T4E.2019.00-58","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-58","url":null,"abstract":"Tinkering is a successful approach to solving complex engineering design problems. Complexity arises due to constraints from the problem space where the available conceptual knowledge is to be applied to solve the problem. On the other hand, tinkering requires working in the problem space with the available tools and resources to find solutions to the problem at hand. Prior knowledge of affordances of tools and resources available for tinkering through a problem or ability to acquire such information in the time of need is a challenge for an engineer who is a novice at tinkering. Gathering this information from manuals and online resources frequently requires switching context, which inhibits or discourages tinkering with the unknown components. To address this challenge, we propose to build a tinkering companion, TinkMate, using a robot for interaction and augmented reality for providing essential information. From a contextual inquiry in a young engineers robotics workshop, we have found that delivering just in time information about unknown components; and providing triggers on tinkering in a seamless human-like communicative manner, encourages experimentation with components of a kit. We plan to build and test a prototype of TinkMate using an off the shelf robot (COZMO) and features like just in time information (JITI) and just in time triggers for tinkering (JIT3). We would also like to study features that encourage participants and enable reflection, which has emerged on further exploration of this concept.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"54 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127908849","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}
Anu Vazhayil, Radhika Shetty, R. R. Bhavani, N. Akshay
The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and post-training perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and game-based approaches in the classroom to introduce AI, among other findings.
{"title":"Focusing on Teacher Education to Introduce AI in Schools: Perspectives and Illustrative Findings","authors":"Anu Vazhayil, Radhika Shetty, R. R. Bhavani, N. Akshay","doi":"10.1109/T4E.2019.00021","DOIUrl":"https://doi.org/10.1109/T4E.2019.00021","url":null,"abstract":"The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and post-training perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and game-based approaches in the classroom to introduce AI, among other findings.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126861611","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}
Bharati Choudhari, Jitendra R. Satam, Pushpendra Rai, Druman Utekar
Co-operative learning is becoming increasingly popular and gaining importance in modern education. It is more effective than traditional forms of learning. In this paper, we report the use of 'Structured' collaborative learning, in a course "Engineering Chemistry". The objective of this paper is to investigate the effectiveness of collaborative learning on improving undergraduate engineering students' learning in the subject of Engineering Chemistry. The students were actively involved and showed more enthusiasm and participation. A survey conducted at the end of the course shows that students were satisfied with the pedagogical approach and the CO is attained.
{"title":"Active Learning and CO Attainment through Collaborative Learning in Engineering Chemistry","authors":"Bharati Choudhari, Jitendra R. Satam, Pushpendra Rai, Druman Utekar","doi":"10.1109/T4E.2019.00075","DOIUrl":"https://doi.org/10.1109/T4E.2019.00075","url":null,"abstract":"Co-operative learning is becoming increasingly popular and gaining importance in modern education. It is more effective than traditional forms of learning. In this paper, we report the use of 'Structured' collaborative learning, in a course \"Engineering Chemistry\". The objective of this paper is to investigate the effectiveness of collaborative learning on improving undergraduate engineering students' learning in the subject of Engineering Chemistry. The students were actively involved and showed more enthusiasm and participation. A survey conducted at the end of the course shows that students were satisfied with the pedagogical approach and the CO is attained.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125230047","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}
R. Pillutla, S. LalitMohan, Venkatesh Choppella, Avni Jesrani, P. Raman, Y. R. Reddy
Student internships are necessary for every student to learn and apply the learning to deliver tangible and relevant outcomes. In-person internship opportunities are less in number and have major challenges in scaling such as lesser number of available projects in relevant technologies, inadequate mentorship during the internship, varying college calendars and others. This paper presents SRIP (Student Remote Internship Program) approach which focuses on the domain of programming in open source technologies and projects for the internships that are relevant to 2nd and 3rd year engineering college students. It aims to overcome the stated challenges and simultaneously make a contribution to the open source community. Virtual Labs is the open source repository that we leveraged to implement SRIP pilot study for interns to contribute and develop programming skills.
{"title":"Towards Massively Open Online Virtual Internships in Computing Education","authors":"R. Pillutla, S. LalitMohan, Venkatesh Choppella, Avni Jesrani, P. Raman, Y. R. Reddy","doi":"10.1109/T4E.2019.00-44","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-44","url":null,"abstract":"Student internships are necessary for every student to learn and apply the learning to deliver tangible and relevant outcomes. In-person internship opportunities are less in number and have major challenges in scaling such as lesser number of available projects in relevant technologies, inadequate mentorship during the internship, varying college calendars and others. This paper presents SRIP (Student Remote Internship Program) approach which focuses on the domain of programming in open source technologies and projects for the internships that are relevant to 2nd and 3rd year engineering college students. It aims to overcome the stated challenges and simultaneously make a contribution to the open source community. Virtual Labs is the open source repository that we leveraged to implement SRIP pilot study for interns to contribute and develop programming skills.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129959717","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}
Hardik Mahipal Surana, Giri Bhatnagar, A. Srivastava, G. Srinivasa
Non-verbal reasoning tests allow evaluators to test a diverse set of abilities in students without relying upon, or being limited by, language skills. In this paper, we present an automated system to generate a variety of non-verbal reasoning questions spanning abstract reasoning, non-verbal analogy and spatial reasoning question types with granular control over difficulty levels. Our design also generates meaningful distractors as this is an important aspect of generating better quality multiple-choice questions. We present experimental results through analytics on question feedback and performance that demonstrate that the system-generated questions indeed serve to assess and hone nonverbal reasoning skills.
{"title":"NVR Guess: Automated Question Generation for Honing NonVerbal Reasoning Skills","authors":"Hardik Mahipal Surana, Giri Bhatnagar, A. Srivastava, G. Srinivasa","doi":"10.1109/T4E.2019.00047","DOIUrl":"https://doi.org/10.1109/T4E.2019.00047","url":null,"abstract":"Non-verbal reasoning tests allow evaluators to test a diverse set of abilities in students without relying upon, or being limited by, language skills. In this paper, we present an automated system to generate a variety of non-verbal reasoning questions spanning abstract reasoning, non-verbal analogy and spatial reasoning question types with granular control over difficulty levels. Our design also generates meaningful distractors as this is an important aspect of generating better quality multiple-choice questions. We present experimental results through analytics on question feedback and performance that demonstrate that the system-generated questions indeed serve to assess and hone nonverbal reasoning skills.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131892413","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}
Mithun Haridas, Nirmala Vasudevan, Lakshmi Sasikumar, G. Gutjahr, R. Raman, Prema Nedungadi
A standardized dyslexia screening test can help in identifying the vast number of undiagnosed dyslexics in Indian schools; needless to say, such a test should produce consistent and reproducible results. This study investigated reliability and consistency among raters of a Malayalam-English dyslexia screening in India. Paper-based tests were administered to groups of students, and four raters evaluated the answer sheets of 208 second-grade students (ages 6–7). Inter-rater agreement, intraclass agreement, and internal consistency were calculated. Our findings include good agreement among raters' appraisals for most error types and tasks. Internal consistency for a few tasks was low, possibly because these tasks evaluated more than one skill. A few error types need to be redefined and a few tasks need to be more skill-specific to enable unambiguous and fruitful interpretation by different raters in the future.
{"title":"Inter-Rater Reliability of a Dyslexia Screening Test","authors":"Mithun Haridas, Nirmala Vasudevan, Lakshmi Sasikumar, G. Gutjahr, R. Raman, Prema Nedungadi","doi":"10.1109/T4E.2019.00049","DOIUrl":"https://doi.org/10.1109/T4E.2019.00049","url":null,"abstract":"A standardized dyslexia screening test can help in identifying the vast number of undiagnosed dyslexics in Indian schools; needless to say, such a test should produce consistent and reproducible results. This study investigated reliability and consistency among raters of a Malayalam-English dyslexia screening in India. Paper-based tests were administered to groups of students, and four raters evaluated the answer sheets of 208 second-grade students (ages 6–7). Inter-rater agreement, intraclass agreement, and internal consistency were calculated. Our findings include good agreement among raters' appraisals for most error types and tasks. Internal consistency for a few tasks was low, possibly because these tasks evaluated more than one skill. A few error types need to be redefined and a few tasks need to be more skill-specific to enable unambiguous and fruitful interpretation by different raters in the future.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133895123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We have proposed an editing history visualization system which can confirm where and how the learner modified program. We utilized this system for actual flipped classroom and stored a large amount of learning logs. This learning log contains all the source code in the process of being modified until the program is completed. We developed a debugging exercise extraction system to automatically generate problems for debugging practice from this learning log. The debugging exercise extraction tool we developed extracted 18,680 source codes (which became practice problems) that included syntactic errors that could be used as a debugging exercise from 16 weeks of program edit history data (total number is 31,562 files). The execution time was 488 seconds. Since it can be analyzed only once every six months, we believe it is a sufficiently practical execution time.
{"title":"Development of Debugging Exercise Extraction System using Learning History","authors":"K. Umezawa, M. Nakazawa, M. Goto, S. Hirasawa","doi":"10.1109/T4E.2019.00056","DOIUrl":"https://doi.org/10.1109/T4E.2019.00056","url":null,"abstract":"We have proposed an editing history visualization system which can confirm where and how the learner modified program. We utilized this system for actual flipped classroom and stored a large amount of learning logs. This learning log contains all the source code in the process of being modified until the program is completed. We developed a debugging exercise extraction system to automatically generate problems for debugging practice from this learning log. The debugging exercise extraction tool we developed extracted 18,680 source codes (which became practice problems) that included syntactic errors that could be used as a debugging exercise from 16 weeks of program edit history data (total number is 31,562 files). The execution time was 488 seconds. Since it can be analyzed only once every six months, we believe it is a sufficiently practical execution time.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"18 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134283744","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}
Eshika Mahajan, Asad Sahir, S. Padhee, E. Kumar, P. Khodke, D. Mahajan
Graduate Aptitude Test in Engineering (GATE) is an important examination in which around 1 million Indian engineering students register for seeking admission into renowned technical institutions of the country and for finding jobs in state-owned Public-Sector Undertakings (PSU). Through the application of learning analytics and educational data mining, a large dataset of 1039 students was analyzed to gain insights into factors leading to a successful examination.
{"title":"Insights into Factors Affecting Success in Graduate Aptitude Test in Engineering for Indian Engineering Students using Learning Analytics","authors":"Eshika Mahajan, Asad Sahir, S. Padhee, E. Kumar, P. Khodke, D. Mahajan","doi":"10.1109/T4E.2019.00063","DOIUrl":"https://doi.org/10.1109/T4E.2019.00063","url":null,"abstract":"Graduate Aptitude Test in Engineering (GATE) is an important examination in which around 1 million Indian engineering students register for seeking admission into renowned technical institutions of the country and for finding jobs in state-owned Public-Sector Undertakings (PSU). Through the application of learning analytics and educational data mining, a large dataset of 1039 students was analyzed to gain insights into factors leading to a successful examination.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114176189","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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