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":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":"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}
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":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":"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":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":"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":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":"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}
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":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":"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":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":"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":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":"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}
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":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":"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":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":"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}
The word digital denotes the technology. In education world, teaching learning has become more interactive due to technology which is supported through strategic use of information and communication technologies (ICT). This paper focuses on the two tools which have been used massively. Hence in this paper, we will compare two common digital classrooms: Edmodo and Google classroom. This paper gives the analysis of usage of two technologies based on submission of assignment i.e lab work, quiz, poll, usage etc.The objective is to investigate the students and teachers preference between Edmodo and Google classroom. The study is been done by analysing the 30 students sample data. The survey questions were designed using ATE-B(Assignment, Time allotted, Expert group discussion and Badges ) pedagogical model to support the comparative study between Google and Edmodo
数字这个词表示技术。在教育领域，由于技术的发展，教学和学习变得更加互动，这是通过战略性地使用信息和通信技术(ICT)来支持的。本文重点介绍了这两种被大量使用的工具。因此，在本文中，我们将比较两种常见的数字教室:Edmodo和谷歌教室。本文分析了两种基于作业提交的技术的使用情况，即实验室作业，测验，投票，使用等，目的是调查学生和教师对Edmodo和谷歌课堂的偏好。本研究是通过分析30名学生的样本数据来完成的。调查问题采用ATE-B(Assignment, Time assigned, Expert group discussion and Badges)教学模式设计，以支持谷歌与Edmodo的比较研究
{"title":"A Comparative Study on Interactive Digital Classrooms: Edmodo and Google","authors":"Khushi Khanchandani, S. Chachra, Amrita Naiksatam","doi":"10.1109/T4E.2019.00046","DOIUrl":"https://doi.org/10.1109/T4E.2019.00046","url":null,"abstract":"The word digital denotes the technology. In education world, teaching learning has become more interactive due to technology which is supported through strategic use of information and communication technologies (ICT). This paper focuses on the two tools which have been used massively. Hence in this paper, we will compare two common digital classrooms: Edmodo and Google classroom. This paper gives the analysis of usage of two technologies based on submission of assignment i.e lab work, quiz, poll, usage etc.The objective is to investigate the students and teachers preference between Edmodo and Google classroom. The study is been done by analysing the 30 students sample data. The survey questions were designed using ATE-B(Assignment, Time allotted, Expert group discussion and Badges ) pedagogical model to support the comparative study between Google and Edmodo","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":"128201829","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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