The online learning environment 'think & link' facilitates the teaching-learning of software conceptual design for undergraduate computer engineers. The learning environment's design can influence learners' learning experience. In this paper, we report the process of heuristic evaluation to evaluate the learning experience provided by 'think & link'. Heuristic evaluation involves the expert(s) to evaluate a user interface based on usability criteria to identify usability problems. Findings from the heuristic evaluation indicated certain issues relating to user experience and resulted in a user experience redesign. The process of evaluation, usability problems identified and redesign is presented as a case study.
{"title":"Heuristic Evaluation and User Experience Redesign of 'Think & Link' Learning Environment – A Case Study","authors":"T. Lakshmi, PC Herold","doi":"10.1109/T4E.2019.00-29","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-29","url":null,"abstract":"The online learning environment 'think & link' facilitates the teaching-learning of software conceptual design for undergraduate computer engineers. The learning environment's design can influence learners' learning experience. In this paper, we report the process of heuristic evaluation to evaluate the learning experience provided by 'think & link'. Heuristic evaluation involves the expert(s) to evaluate a user interface based on usability criteria to identify usability problems. Findings from the heuristic evaluation indicated certain issues relating to user experience and resulted in a user experience redesign. The process of evaluation, usability problems identified and redesign is presented as a case study.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"21 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":"114237789","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}
Rutuja Ekatpure, Suprabha Jadhav, Kalind Karia, K. Arya
Project-Based Learning (PBL) is widely used to promote deep learning, enhance critical thinking, help students create, build and critically evaluate design solutions to a variety of problems. e-Yantra is an initiative by IIT Bombay that conducts an annual e-Yantra Robotics Competition (eYRC) for college students. Teams who qualify selection test compete over a period of five months. 208 such teams comprising 832 students were alloted one of the themes. A "theme" may be regarded as a "hardware MOOC" where skills get taught through a singleplayer gaming paradigm. This paper describes the methodology implemented in the 7th edition (eYRC-2018), where we designed a "theme" based on Audio processing and Machine Learning. An important contribution has been to show how to design a "scalable" theme by using automatic evaluation that made it unique compared to other themes. This paper outlines the tasks designed for the competition and describes how technology can support students as they work on a theme so that motivation and thoughts are sustained. We then analyze the effectiveness of our approach based on the performance of teams.
{"title":"Musical Mimicry to Learn Audio Processing","authors":"Rutuja Ekatpure, Suprabha Jadhav, Kalind Karia, K. Arya","doi":"10.1109/T4E.2019.00048","DOIUrl":"https://doi.org/10.1109/T4E.2019.00048","url":null,"abstract":"Project-Based Learning (PBL) is widely used to promote deep learning, enhance critical thinking, help students create, build and critically evaluate design solutions to a variety of problems. e-Yantra is an initiative by IIT Bombay that conducts an annual e-Yantra Robotics Competition (eYRC) for college students. Teams who qualify selection test compete over a period of five months. 208 such teams comprising 832 students were alloted one of the themes. A \"theme\" may be regarded as a \"hardware MOOC\" where skills get taught through a singleplayer gaming paradigm. This paper describes the methodology implemented in the 7th edition (eYRC-2018), where we designed a \"theme\" based on Audio processing and Machine Learning. An important contribution has been to show how to design a \"scalable\" theme by using automatic evaluation that made it unique compared to other themes. This paper outlines the tasks designed for the competition and describes how technology can support students as they work on a theme so that motivation and thoughts are sustained. We then analyze the effectiveness of our approach based on the performance of teams.","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":"114309392","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}
Priya S. Nayak, Akella Ramya, R. ThejaswiniM., N. S. Kumar
The most used form of testing even in modern days is pen-and-paper. In a world where digitizing is rapidly overtaking all other means, it is imperative that we modernize our examination techniques. Answers are split based on question numbers and these are corrected by evaluators. In case of errors in splitting due to incorrect marking or scanning, handwriting recognition can be used to recognize the question an answer belongs to. This approach has been dwelled into in this paper. By creating a personalized dataset for each batch of students, this approach seems promising and gives good results.
{"title":"Determining the Question Based on Handwriting-Recognition of Answer Scripts","authors":"Priya S. Nayak, Akella Ramya, R. ThejaswiniM., N. S. Kumar","doi":"10.1109/T4E.2019.00071","DOIUrl":"https://doi.org/10.1109/T4E.2019.00071","url":null,"abstract":"The most used form of testing even in modern days is pen-and-paper. In a world where digitizing is rapidly overtaking all other means, it is imperative that we modernize our examination techniques. Answers are split based on question numbers and these are corrected by evaluators. In case of errors in splitting due to incorrect marking or scanning, handwriting recognition can be used to recognize the question an answer belongs to. This approach has been dwelled into in this paper. By creating a personalized dataset for each batch of students, this approach seems promising and gives good results.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"29 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":"129842407","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}
Italia Joseph Maria, Devi Thirupathi, R. Rajeswari, Bhuvaneswari Velumani
Digital Learning provides flexibility for learning in terms of space, time and age. This paper addresses the need for digital learning, the profile required of a digital learner and a teacher, the pedagogy used in the digital learning process and the technological devices that could make this transformation happen in education. Case studies showcasing the recent trends used to facilitate digital learning are detailed.
{"title":"Technologies, Challenges and Tools for Digital Learning","authors":"Italia Joseph Maria, Devi Thirupathi, R. Rajeswari, Bhuvaneswari Velumani","doi":"10.1109/T4E.2019.00068","DOIUrl":"https://doi.org/10.1109/T4E.2019.00068","url":null,"abstract":"Digital Learning provides flexibility for learning in terms of space, time and age. This paper addresses the need for digital learning, the profile required of a digital learner and a teacher, the pedagogy used in the digital learning process and the technological devices that could make this transformation happen in education. Case studies showcasing the recent trends used to facilitate digital learning are detailed.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"10 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":"117297769","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}
: Outcome-Based Education (OBE) is a learner-centric teaching and learning methodology in which the course delivery, assessment is planned to achieve stated outcomes. The paper describes a methodology for developing an outcome-based curriculum based on a framework design by the Indian Institute of Technology Kharagpur and methodology for measuring the effectiveness of the outcome-based curriculum based on learner feedback. The effectiveness was measured in five dimensions - (i) Learner Engagement, (ii) Active and Collaborative Learning, (iii) Continuous Updation and promotion of self-learning, (iv) Promotion of Higher-Order Thinking, (vi) Learner Satisfaction. The study indicates that the methodology was useful to promote self-learning, Engagement and promote higher-order thinking.
{"title":"The Effectiveness of the Outcome-Based Curriculum Towards Improving Educational Quality for Technical Education","authors":"Jyotiprava Mohanta, S. Mandal","doi":"10.1109/T4E.2019.00-13","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-13","url":null,"abstract":": Outcome-Based Education (OBE) is a learner-centric teaching and learning methodology in which the course delivery, assessment is planned to achieve stated outcomes. The paper describes a methodology for developing an outcome-based curriculum based on a framework design by the Indian Institute of Technology Kharagpur and methodology for measuring the effectiveness of the outcome-based curriculum based on learner feedback. The effectiveness was measured in five dimensions - (i) Learner Engagement, (ii) Active and Collaborative Learning, (iii) Continuous Updation and promotion of self-learning, (iv) Promotion of Higher-Order Thinking, (vi) Learner Satisfaction. The study indicates that the methodology was useful to promote self-learning, Engagement and promote higher-order thinking.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"19 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":"129695426","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}
S. Sriya, L. Lavanya, Aditi M. Manohar, N. S. Kumar
In the rapidly-changing modern world, computer programming and software engineering hold tremendous significance. Technology is neither good nor evil but in the right hands, they can provide powerful benefits to the society. Therefore, the need to write correct programs has become very crucial in the current world. The absolute correctness of a program can be proven by testing dynamically using well-defined test cases, but testing can never show the absence of errors and is largely impractical for programs with no bounded input range. Hence, proving a program's correctness at compile time still remains a challenge. A more theoretical and feasible approach of checking the correctness of a program is by using logical reasoning and mathematical proofs. This paper delves into checking the correctness of a C program by converting the given C code to an equivalent code in Dafny, a static-program verifier created by Microsoft Research. Dafny was designed to provide a simple introduction to formal verification and it has been extensively used to verify some challenging algorithms.
{"title":"Verification of C Programs using Annotations","authors":"S. Sriya, L. Lavanya, Aditi M. Manohar, N. S. Kumar","doi":"10.1109/T4E.2019.00-41","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-41","url":null,"abstract":"In the rapidly-changing modern world, computer programming and software engineering hold tremendous significance. Technology is neither good nor evil but in the right hands, they can provide powerful benefits to the society. Therefore, the need to write correct programs has become very crucial in the current world. The absolute correctness of a program can be proven by testing dynamically using well-defined test cases, but testing can never show the absence of errors and is largely impractical for programs with no bounded input range. Hence, proving a program's correctness at compile time still remains a challenge. A more theoretical and feasible approach of checking the correctness of a program is by using logical reasoning and mathematical proofs. This paper delves into checking the correctness of a C program by converting the given C code to an equivalent code in Dafny, a static-program verifier created by Microsoft Research. Dafny was designed to provide a simple introduction to formal verification and it has been extensively used to verify some challenging algorithms.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"18 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":"122022807","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}
These days variety of audio-visual presentation tools are used for teaching the millennial learners. Although such tools improve the active participation of students in teaching-learning, these are least useful in scenarios where hearing impaired students are also part of the same class. Thus, these students may be left out from rest of the class if teaching-learning tools are not made accessible for them. In this work we propose an Android application "Text-it-Loud!" that renders speaker's verbal content as text, in real-time along with the audio-visuals. Although, there are variety of tools available for speech-to-text conversion, our application is novel in the sense that it displays the speaker's voice as caption text in the foreground of any application. e.g. In a presentation the verbal contents of speaker will pop-up on top of slide contents.
{"title":"Text-it-Loud!: Real-Time Captioning and Transcribing App for Inclusive Teaching-Learning of Hearing Impaired","authors":"P. Shete, Pulin Shah, Pravar Parekh, Jaineel Shah","doi":"10.1109/T4E.2019.00066","DOIUrl":"https://doi.org/10.1109/T4E.2019.00066","url":null,"abstract":"These days variety of audio-visual presentation tools are used for teaching the millennial learners. Although such tools improve the active participation of students in teaching-learning, these are least useful in scenarios where hearing impaired students are also part of the same class. Thus, these students may be left out from rest of the class if teaching-learning tools are not made accessible for them. In this work we propose an Android application \"Text-it-Loud!\" that renders speaker's verbal content as text, in real-time along with the audio-visuals. Although, there are variety of tools available for speech-to-text conversion, our application is novel in the sense that it displays the speaker's voice as caption text in the foreground of any application. e.g. In a presentation the verbal contents of speaker will pop-up on top of slide contents.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"80 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":"116333395","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}
Hiroyuki Kuromiya, Rwitajit Majumdar, J. Warriem, H. Ogata
Learning Analytics has been successful in supporting learners and instructors with large and fine-grained datasets. However, its impact on practice and pedagogical theory has been limited. One of the solutions to this problem is to apply learning analytics to support evidence-based education. In this paper, we analyse the implementation of Learning-centric MOOCs (LCM), a pedagogical model, which was adopted in a blended classroom setting for an undergraduate Physics course. Extracting learning logs from the e-learning platform, we applied Gaussian Mixture model to classify students and built a logistic regression model of the student performance. Our analysis demonstrated that 1) Videos (called LeD in LCM model) and Discussion Forum (called LxI) were positively related to exam scores and 2) student's access pattern of learning materials also affected exam scores. Our study is an example where learning analytics explores the dynamics of the LCM model for a blended-learning context and provide evidence from students' learning data. We discuss how such analysis is integrated into our technology-enhanced and evidence-based education and learning (TEEL) platform and its implications.
{"title":"Data-Driven Validation of Pedagogical Model - A Case of Blended LCM Model","authors":"Hiroyuki Kuromiya, Rwitajit Majumdar, J. Warriem, H. Ogata","doi":"10.1109/T4E.2019.00016","DOIUrl":"https://doi.org/10.1109/T4E.2019.00016","url":null,"abstract":"Learning Analytics has been successful in supporting learners and instructors with large and fine-grained datasets. However, its impact on practice and pedagogical theory has been limited. One of the solutions to this problem is to apply learning analytics to support evidence-based education. In this paper, we analyse the implementation of Learning-centric MOOCs (LCM), a pedagogical model, which was adopted in a blended classroom setting for an undergraduate Physics course. Extracting learning logs from the e-learning platform, we applied Gaussian Mixture model to classify students and built a logistic regression model of the student performance. Our analysis demonstrated that 1) Videos (called LeD in LCM model) and Discussion Forum (called LxI) were positively related to exam scores and 2) student's access pattern of learning materials also affected exam scores. Our study is an example where learning analytics explores the dynamics of the LCM model for a blended-learning context and provide evidence from students' learning data. We discuss how such analysis is integrated into our technology-enhanced and evidence-based education and learning (TEEL) platform and its implications.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"32 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":"132785322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching Java programming to undergraduate students is a challenge as they have widely different prior programming experience. New learners find it difficult to cope with programming concepts, syntax, and implementation. To ease the learning process and to motivate the students to learn programming concepts, we let junior undergraduate students independently define the lab exercises, course project, and choose coding tool of their choice. To engage the experienced learners' and improve the new learners' confidence for implementing Java concepts, we also used peer learning along with this technique. Experienced programmers and new learners worked together in a group to deliver a project at the end of the semester. Our results show that students (81%) are able to define reasonably well lab work and projects, and execute them well, when they are involved in defining the learning tasks. 89% of the students found that this approach was effective in motivating them to learn the programming course.
{"title":"SELF: Student Lab Framework for Improving Engagement and Learning","authors":"Sneha R. Deshmukh, V. Raisinghani","doi":"10.1109/T4E.2019.00052","DOIUrl":"https://doi.org/10.1109/T4E.2019.00052","url":null,"abstract":"Teaching Java programming to undergraduate students is a challenge as they have widely different prior programming experience. New learners find it difficult to cope with programming concepts, syntax, and implementation. To ease the learning process and to motivate the students to learn programming concepts, we let junior undergraduate students independently define the lab exercises, course project, and choose coding tool of their choice. To engage the experienced learners' and improve the new learners' confidence for implementing Java concepts, we also used peer learning along with this technique. Experienced programmers and new learners worked together in a group to deliver a project at the end of the semester. Our results show that students (81%) are able to define reasonably well lab work and projects, and execute them well, when they are involved in defining the learning tasks. 89% of the students found that this approach was effective in motivating them to learn the programming course.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"10 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":"122531080","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 stories and narratives have a significant impact on the human mind. During technical training and learning, stories, events, or narratives can be used as a metaphor to influence trainees' perceptions. However, all functional trainers cannot be creative enough to find the stories or events for their metaphorical pedagogy. To solve this issue, in the present work, story logic and narrative cognition based frameworks have been proposed. The framework utilizes concepts of story logic, narrative cognition, and knowledge domain. The proposed framework receives technical content as input and suggests stories and events for the technical trainer or educator.
{"title":"Narrative Theory Based Metaphor Generation Framework for Technical Education","authors":"Kushal Anjaria","doi":"10.1109/T4E.2019.00051","DOIUrl":"https://doi.org/10.1109/T4E.2019.00051","url":null,"abstract":"The stories and narratives have a significant impact on the human mind. During technical training and learning, stories, events, or narratives can be used as a metaphor to influence trainees' perceptions. However, all functional trainers cannot be creative enough to find the stories or events for their metaphorical pedagogy. To solve this issue, in the present work, story logic and narrative cognition based frameworks have been proposed. The framework utilizes concepts of story logic, narrative cognition, and knowledge domain. The proposed framework receives technical content as input and suggests stories and events for the technical trainer or educator.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"232 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":"123295413","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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