Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8658554
S. Chenoweth, P. Linos
This is a full paper in the Innovate Practice category. It reports experiences while teaching a largely online course about Machine Learning at two separate Universities. We targeted our course for a much wider than usual audience -- as “Computer Science (CS) for All,” with undergraduate non-CS majors learning the same material alongside CS majors. We discuss why the majority of the students appreciated the flexibility of online classes designed for this wide group, and how they welcomed the opportunity to learn together about a “hot” topic such as Machine Learning. We explain our handling of challenges coordinating diverse and remote teams working with realistic big data of their own interest. Moreover, we describe how we engaged students in stimulating discussions about their readings and team projects, and how we balanced keeping everyone on the same pace while providing opportunities for learning ahead. Finally, we explain how we were able to attract the non-CS majors to take a CS special topics course and how we plan to use their constructive suggestions to improve future offerings of this course.
{"title":"Qualitative Findings from an Online Course on Machine Learning","authors":"S. Chenoweth, P. Linos","doi":"10.1109/FIE.2018.8658554","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658554","url":null,"abstract":"This is a full paper in the Innovate Practice category. It reports experiences while teaching a largely online course about Machine Learning at two separate Universities. We targeted our course for a much wider than usual audience -- as “Computer Science (CS) for All,” with undergraduate non-CS majors learning the same material alongside CS majors. We discuss why the majority of the students appreciated the flexibility of online classes designed for this wide group, and how they welcomed the opportunity to learn together about a “hot” topic such as Machine Learning. We explain our handling of challenges coordinating diverse and remote teams working with realistic big data of their own interest. Moreover, we describe how we engaged students in stimulating discussions about their readings and team projects, and how we balanced keeping everyone on the same pace while providing opportunities for learning ahead. Finally, we explain how we were able to attract the non-CS majors to take a CS special topics course and how we plan to use their constructive suggestions to improve future offerings of this course.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114863423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8659171
E. Canedo, G. Santos, F. Mendes, Elaine Venson, Rejane Figueiredo
This paper presents the scenario of the Engineering courses of the Faculty UnB Gama (FGA) in relation to the number of male newcomers versus the number of female ones. It is possible to see, through analysis of the data collected, that the number of male students is much higher than that of female ones, from the creation of the campus in the second semester of 2008 until now. This occurs despite FGAs efforts in promoting the Engineering courses on campus using an experimental laboratory, through the Girls in Computing Program, supported by the National Council of Scientific and Technologic Development (CNPq), in partnership with the high schools of the region. Lectures are also conducted, focused on the female public, and looking do debunk the idea that Engineering is a typically male-oriented course, and trying to awaken the vocational interest of women towards Engineering. Through the surveys focused in the low rate of women in engineering courses, some things come up: (1) the lack of stimuli from family and friends when they intend to graduate in this field, and (2), in a way, the stigmatized role of women in Engineering.
{"title":"Why there is still few women in Engineering? A perspective from female students and professors in an Engineering campus","authors":"E. Canedo, G. Santos, F. Mendes, Elaine Venson, Rejane Figueiredo","doi":"10.1109/FIE.2018.8659171","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659171","url":null,"abstract":"This paper presents the scenario of the Engineering courses of the Faculty UnB Gama (FGA) in relation to the number of male newcomers versus the number of female ones. It is possible to see, through analysis of the data collected, that the number of male students is much higher than that of female ones, from the creation of the campus in the second semester of 2008 until now. This occurs despite FGAs efforts in promoting the Engineering courses on campus using an experimental laboratory, through the Girls in Computing Program, supported by the National Council of Scientific and Technologic Development (CNPq), in partnership with the high schools of the region. Lectures are also conducted, focused on the female public, and looking do debunk the idea that Engineering is a typically male-oriented course, and trying to awaken the vocational interest of women towards Engineering. Through the surveys focused in the low rate of women in engineering courses, some things come up: (1) the lack of stimuli from family and friends when they intend to graduate in this field, and (2), in a way, the stigmatized role of women in Engineering.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114875254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8658461
V. Subburaj, A. Subburaj, J. E. Urban
This Innovative Practice Category Work In Progress paper presents course design for an interdisciplinary course that can be offered to engineering and computer science students. Engineering disciplines use technology and engineers deal with computing machines to perform day to day activities. The engineers who use such technologies have to be informed users of technology and also are expected to aid in the advancement of technology. Engineers must have sufficient computer skills. An engineering curriculum must help students acquire these skill sets. Employers note that except for a few, most engineering graduates struggle with learning new technologies and putting them to practice. Computer science students who are technically strong are not getting enough exposure to interdisciplinary projects within their curriculum. Computer science students often note not having enough experience working with diverse problem sets inside their curriculum, which is a key for being successful in any industry after graduation. This paper is about introducing an interdisciplinary course across engineering and computer science disciplines that aims at fixing the above two deficiencies. The course is designed for freshman and will enroll students from computer science and engineering disciplines. The curriculum design will aim at teaching computing concepts with interdisciplinary engineering problem sets. This approach is a unique effort as the objectives of the course are completely different from the typical courses offered within the computer science and engineering disciplines. This course will focus on teaching basic computing skills, basic programming, implementing solutions to interdisciplinary problems sets, choice and use of software tools that aid problem solving, and effectively working across interdisciplinary teams. Designing instructional materials and assessment tools to develop this unique mix of skill sets will be addressed in this paper. This effort is just underway; the interdisciplinary course developed will aim at getting used across institutions to serve a similar purpose.
{"title":"Introduction to Computing: Interdisciplinary Course Design","authors":"V. Subburaj, A. Subburaj, J. E. Urban","doi":"10.1109/FIE.2018.8658461","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658461","url":null,"abstract":"This Innovative Practice Category Work In Progress paper presents course design for an interdisciplinary course that can be offered to engineering and computer science students. Engineering disciplines use technology and engineers deal with computing machines to perform day to day activities. The engineers who use such technologies have to be informed users of technology and also are expected to aid in the advancement of technology. Engineers must have sufficient computer skills. An engineering curriculum must help students acquire these skill sets. Employers note that except for a few, most engineering graduates struggle with learning new technologies and putting them to practice. Computer science students who are technically strong are not getting enough exposure to interdisciplinary projects within their curriculum. Computer science students often note not having enough experience working with diverse problem sets inside their curriculum, which is a key for being successful in any industry after graduation. This paper is about introducing an interdisciplinary course across engineering and computer science disciplines that aims at fixing the above two deficiencies. The course is designed for freshman and will enroll students from computer science and engineering disciplines. The curriculum design will aim at teaching computing concepts with interdisciplinary engineering problem sets. This approach is a unique effort as the objectives of the course are completely different from the typical courses offered within the computer science and engineering disciplines. This course will focus on teaching basic computing skills, basic programming, implementing solutions to interdisciplinary problems sets, choice and use of software tools that aid problem solving, and effectively working across interdisciplinary teams. Designing instructional materials and assessment tools to develop this unique mix of skill sets will be addressed in this paper. This effort is just underway; the interdisciplinary course developed will aim at getting used across institutions to serve a similar purpose.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124349691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8659027
E. Miller, R. Bailey
This Research Work in Progress seeks to assess to what extent students’ genders are correlated with how they experience the satisfaction of their basic psychological needs (autonomy, competence, and relatedness) within engineering student project teams. In particular, it asks: are female students more likely to experience a deficit of any of these psychological needs compared to male students in the student project team environment? This work is grounded in self-determination theory, which suggests that motivation exists not just in the binary (motivated or not), but rather in a continuum from extrinsic to intrinsic motivation. Intrinsic motivation, the type most associated with positive learning outcomes, is supported for an individual when their particular environment meets their basic psychological needs. Basic psychological need fulfillment is the extent to which an individual experiences autonomy, competence, and relatedness to others in a particular context. A survey tool from the literature (Basic Psychological Need Satisfaction Scale) was modified for this study to map students’ basic psychological needs “profile” within the team environment to their genders. This 21-item scale gives students an interval score between 1 and 7 for each subscale: autonomy, competence, and relatedness. Data have been collected from 89 undergraduate students enrolled in a class involving a long-term group project component. To answer the research question, k-means clustering techniques and t-tests are used to explore the relationships between gender and motivation.
{"title":"Basic Psychological Need Fulfillment by Gender in Team Environments","authors":"E. Miller, R. Bailey","doi":"10.1109/FIE.2018.8659027","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659027","url":null,"abstract":"This Research Work in Progress seeks to assess to what extent students’ genders are correlated with how they experience the satisfaction of their basic psychological needs (autonomy, competence, and relatedness) within engineering student project teams. In particular, it asks: are female students more likely to experience a deficit of any of these psychological needs compared to male students in the student project team environment? This work is grounded in self-determination theory, which suggests that motivation exists not just in the binary (motivated or not), but rather in a continuum from extrinsic to intrinsic motivation. Intrinsic motivation, the type most associated with positive learning outcomes, is supported for an individual when their particular environment meets their basic psychological needs. Basic psychological need fulfillment is the extent to which an individual experiences autonomy, competence, and relatedness to others in a particular context. A survey tool from the literature (Basic Psychological Need Satisfaction Scale) was modified for this study to map students’ basic psychological needs “profile” within the team environment to their genders. This 21-item scale gives students an interval score between 1 and 7 for each subscale: autonomy, competence, and relatedness. Data have been collected from 89 undergraduate students enrolled in a class involving a long-term group project component. To answer the research question, k-means clustering techniques and t-tests are used to explore the relationships between gender and motivation.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"500 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127590003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8659335
Guangwei Xue, Shaoping Wang, Xinjian Wang, S. Pignari, M. Tomovic
This Innovative Practice Full Paper presents a novel educational approach to improve the quality of graduate engineering education by emphasizing real world project based learning, the state-of-the-art and state-of-the-practice technological developments, and a need for globalization. Aiming to address the challenges of educating engineers for the 21$^{mathbf{st}}$ Century, authors developed a double degree graduate program based on industry-university cooperation. This program includes a multifaceted-industry-university cooperation system, assuring the central role for industry as the crucial component in education of graduate level engineering students. The applied strategies and adopted methods are presented and discussed. After two cohorts of graduate students have successfully completed the program, the outcomes indicate that implemented educational approach has attained desired results. According to the survey results, students benefited significantly from the program and are in high demand by industry. The experience of this industry-university cooperation program can be valuable to other engineering schools and programs.
{"title":"Graduate student program of Electrical Engineering based on Industry-University Cooperation","authors":"Guangwei Xue, Shaoping Wang, Xinjian Wang, S. Pignari, M. Tomovic","doi":"10.1109/FIE.2018.8659335","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659335","url":null,"abstract":"This Innovative Practice Full Paper presents a novel educational approach to improve the quality of graduate engineering education by emphasizing real world project based learning, the state-of-the-art and state-of-the-practice technological developments, and a need for globalization. Aiming to address the challenges of educating engineers for the 21$^{mathbf{st}}$ Century, authors developed a double degree graduate program based on industry-university cooperation. This program includes a multifaceted-industry-university cooperation system, assuring the central role for industry as the crucial component in education of graduate level engineering students. The applied strategies and adopted methods are presented and discussed. After two cohorts of graduate students have successfully completed the program, the outcomes indicate that implemented educational approach has attained desired results. According to the survey results, students benefited significantly from the program and are in high demand by industry. The experience of this industry-university cooperation program can be valuable to other engineering schools and programs.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127600730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8658641
Ying Li, Jiong Zhang, Tianyi Qi, Shicheng Yu
This Research to Practice WIP (Work In Progress) paper presents an innovative engineering education concept, Emerging Engineering Education. The fourth industrial revolution (Industry 4.0) has promoted the all-around transformation of education in engineering. To cope with the changes caused by Industry 4.0, the Ministry of education of China announced a new strategic guideline named ”Emerging Engineering Education (3E)”. The main purposes of 3E are: 1) proposing a new concept to establish an innovative, comprehensive and fully-cycled engineering education; 2) forming a new structure to combine the new and traditional engineering majors; 3) exploring a new model to cultivate the engineering technological talents; 4) developing a high-quality evaluation to improve international competitiveness of engineering education; 5) constructing a new system to strengthen engineering education. The main approaches to build 3E are inheritance and innovation, integration and emergence, coordination and sharing, which means to transform subject-oriented to industrial demand-oriented, transform subject independent to subject integrated, transform the role of adapting the requirements of application to the role of leading to the development of industry. This paper mainly focused on the innovation of 3E and discussed some methods of how to cultivate compound, creative and applied engineering talents.
{"title":"Turned from knowledge-based to innovation-based: Introduction of Emerging Engineering Education in China","authors":"Ying Li, Jiong Zhang, Tianyi Qi, Shicheng Yu","doi":"10.1109/FIE.2018.8658641","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658641","url":null,"abstract":"This Research to Practice WIP (Work In Progress) paper presents an innovative engineering education concept, Emerging Engineering Education. The fourth industrial revolution (Industry 4.0) has promoted the all-around transformation of education in engineering. To cope with the changes caused by Industry 4.0, the Ministry of education of China announced a new strategic guideline named ”Emerging Engineering Education (3E)”. The main purposes of 3E are: 1) proposing a new concept to establish an innovative, comprehensive and fully-cycled engineering education; 2) forming a new structure to combine the new and traditional engineering majors; 3) exploring a new model to cultivate the engineering technological talents; 4) developing a high-quality evaluation to improve international competitiveness of engineering education; 5) constructing a new system to strengthen engineering education. The main approaches to build 3E are inheritance and innovation, integration and emergence, coordination and sharing, which means to transform subject-oriented to industrial demand-oriented, transform subject independent to subject integrated, transform the role of adapting the requirements of application to the role of leading to the development of industry. This paper mainly focused on the innovation of 3E and discussed some methods of how to cultivate compound, creative and applied engineering talents.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127727859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8659174
Fernando A. Mikic-Fonte, M. Nistal, M. Caeiro
This Research to Practice Work in Progress presents a chatterbot used as a frequently asked questions assistant for students that follow a Computers Architecture course in the degree of Telecommunication Engineering Technology at the University of Vigo (Spain). The chatterbot is a conversational agent that interacts in natural language with the students. This agent will be in charge of doing the tasks, usually carried out by the teachers, such as answering the students’ questions and solving the common doubts that arise over and over again in every academic year. The bot is being developed in AIML (Artificial Intelligence Markup Language).
{"title":"Using a Chatterbot as a FAQ Assistant in a Course about Computers Architecture","authors":"Fernando A. Mikic-Fonte, M. Nistal, M. Caeiro","doi":"10.1109/FIE.2018.8659174","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659174","url":null,"abstract":"This Research to Practice Work in Progress presents a chatterbot used as a frequently asked questions assistant for students that follow a Computers Architecture course in the degree of Telecommunication Engineering Technology at the University of Vigo (Spain). The chatterbot is a conversational agent that interacts in natural language with the students. This agent will be in charge of doing the tasks, usually carried out by the teachers, such as answering the students’ questions and solving the common doubts that arise over and over again in every academic year. The bot is being developed in AIML (Artificial Intelligence Markup Language).","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127885197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8658878
Dina Verdín, Allison Godwin, G. Sonnert, P. Sadler
This full, research category study examines how out-of-school experiences in Grades 9-12 predict first-generation college students’ engineering possible selves and certainty of career path. The data for this study came from a large-scale survey on outreach programs which was distributed in first-semester English courses to capture an array of responses from students interested in STEM and non-STEM careers. We used structural equation modeling to examine a set of hypotheses: 1) out-of-school experiences would be mediated by interest and recognition in physics and STEM and no direct effect will be found for out-of-school experiences on physics and STEM identities, 2) these identities subsequently predict engineering possible selves, and 3) engineering possible selves will predict certainty of career path. The results of our structural equation modeling analysis supported our hypotheses, out-of-school experiences alone are not enough to develop an identity as a physics person or STEM person, rather they need to be mediated through recognition by others and an underlying interest. A physics identity and a broad STEM identity were found to significantly predict students engineering possible selves. Engineering possible selves were a significant predictor of first-generation college students’ certainty of career path. Future possible selves for first-generation college students have important implications for academic development, integration into their community of practice, retention, and the formation of a future professional identity.
{"title":"Understanding how First-Generation College Students’ Out-of-School Experiences, Physics and STEM Identities Relate to Engineering Possible Selves and Certainty of Career Path","authors":"Dina Verdín, Allison Godwin, G. Sonnert, P. Sadler","doi":"10.1109/FIE.2018.8658878","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658878","url":null,"abstract":"This full, research category study examines how out-of-school experiences in Grades 9-12 predict first-generation college students’ engineering possible selves and certainty of career path. The data for this study came from a large-scale survey on outreach programs which was distributed in first-semester English courses to capture an array of responses from students interested in STEM and non-STEM careers. We used structural equation modeling to examine a set of hypotheses: 1) out-of-school experiences would be mediated by interest and recognition in physics and STEM and no direct effect will be found for out-of-school experiences on physics and STEM identities, 2) these identities subsequently predict engineering possible selves, and 3) engineering possible selves will predict certainty of career path. The results of our structural equation modeling analysis supported our hypotheses, out-of-school experiences alone are not enough to develop an identity as a physics person or STEM person, rather they need to be mediated through recognition by others and an underlying interest. A physics identity and a broad STEM identity were found to significantly predict students engineering possible selves. Engineering possible selves were a significant predictor of first-generation college students’ certainty of career path. Future possible selves for first-generation college students have important implications for academic development, integration into their community of practice, retention, and the formation of a future professional identity.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126270661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8658844
Jesus Alfonso Perez Gama
Digital Transformation Inside Universities, a dual approach: On the way to the IV Industry Revolution companies of all kinds, are focused on the massive and optimal use of ICT in different organizational plans including human talent, organizational structures, processes, inputs, products, services and obviously the business model. Nowadays, 70% of the top companies have robust digital transformation (DT) teams, and 40% of them are being driven by high ICT and Artificial and Computational Intelligence. In other hand, very few Colombian universities have tackled the problem of competitiveness in higher education (HE), much less they have made the transition to the IV Industrial Revolution by taking the leap, thus receiving a tremendous blow due to academic obsolescence. In the recent ANDICOM (ICT International Congress, numerous national cases of domestic DT were presented from companies, but, unfortunately, not a single case of HE. Will the case of computerization in Colombia, be replicated, which was left to the discretion of transnational computer elites? The University DT implies necessarily the cognimatics (the informatics for the Knowledge Society) of all the companies, and their social insertion in this country. Why University Architecture: Enterprise Architecture (EA): Architecting implies the organization of subsystems or components to obtain better and/or new functionalities. If any component is knowledge-based, an intelligent behavior is obtained. The architecture-multilayer approach is a system of systems (SoS) one, that ensures compliance with government policies, rules and standards, in a highly complex social institution with intellectual assets and knowledge processes, which is a usual situation in a university institution; this approach describes the subsystems at a higher level, where a system is made-up, and with the protocols by which they communicate. EA and Business Architecture constitute a conceptual tool that helps the organizations to understand their own structure and the approach by which they work. It provides a business 360° vision map, and planning frame for business and technological changes. EA is presented like a system overall configuration of subsystems or components organized in layers, where each one describes an ordered congregation of structures and common functionalities grouped by a purposeful criterion inside the business. Our Proposal: We present a succinct outline of our architectural dual model (data-knowledge), of the digital university transformation. It is a dual DT model: curricular digitalization and institutional digitalization, i.e. knowledge and data. The pillars of the architecture are Funding, Research, Entrepreneurship and Social Projection, recognizing from the start, that Knowledge has its ethos in the University; they correspond to: 1-Productive Ecosystem of the transformation. 2-DT that enhance the knowledge and innovation in the universities for the habilitation of the digital capacities
在通往第四次工业革命的道路上，各种各样的公司都专注于在不同的组织计划中大规模和最佳地使用ICT，包括人力资源、组织结构、流程、投入、产品、服务，显然还有商业模式。如今，70%的顶级公司拥有强大的数字化转型(DT)团队，其中40%是由高ICT和人工智能和计算智能驱动的。另一方面，很少有哥伦比亚大学解决了高等教育(HE)竞争力的问题，更不用说他们通过飞跃过渡到第四次工业革命，从而受到学术过时的巨大打击。在最近的ANDICOM (ICT International Congress)上，各公司介绍了许多国内的DT案例，但不幸的是，没有一个HE案例。哥伦比亚电脑化的案例会被复制吗?这是留给跨国电脑精英们自由裁量权的事情。大学DT必然意味着所有公司的认知学(知识社会的信息学)，以及它们在这个国家的社会插入。为什么大学架构:企业架构(EA):架构意味着子系统或组件的组织，以获得更好的和/或新的功能。如果任何组件是基于知识的，则获得智能行为。体系结构-多层方法是一种系统的系统(so)方法，确保在具有智力资产和知识过程的高度复杂的社会机构中遵守政府政策、规则和标准，这是大学机构的常见情况;这种方法在更高的层次上描述子系统，在这个层次上，系统是由子系统组成的，子系统之间通过协议进行通信。EA和业务体系结构构成了一个概念性工具，可以帮助组织理解它们自己的结构和它们工作的方法。它提供了业务360°的远景图，以及业务和技术变更的计划框架。EA的呈现方式类似于分层组织的子系统或组件的系统总体配置，其中每一层都描述了由业务内部有目的的标准分组的结构和公共功能的有序集合。我们的建议:我们提出了一个关于数字化大学转型的建筑双模型(数据-知识)的简洁概述。它是一个双重DT模型:课程数字化和机构数字化，即知识和数据。架构的支柱是资金，研究，创业和社会规划，从一开始就认识到，知识在大学有它的精神;它们对应于:1 .转型的生产性生态系统。2-DT，增强大学的知识和创新，以适应数字能力。新经济需要转型，也需要企业家精神的支持。4、知识与智慧的新产业所需要的新DT人才。学生的能力和技能的高度个性化是必需的。我们讨论了DT的基本、概念方面和方法，应用了我们在过去10年里开发和记录的一些智能结构，这些结构领导了高等教育中的DT (PSEd)。
{"title":"Intelligent Educational Dual Architecture for University Digital Transformation","authors":"Jesus Alfonso Perez Gama","doi":"10.1109/FIE.2018.8658844","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658844","url":null,"abstract":"Digital Transformation Inside Universities, a dual approach: On the way to the IV Industry Revolution companies of all kinds, are focused on the massive and optimal use of ICT in different organizational plans including human talent, organizational structures, processes, inputs, products, services and obviously the business model. Nowadays, 70% of the top companies have robust digital transformation (DT) teams, and 40% of them are being driven by high ICT and Artificial and Computational Intelligence. In other hand, very few Colombian universities have tackled the problem of competitiveness in higher education (HE), much less they have made the transition to the IV Industrial Revolution by taking the leap, thus receiving a tremendous blow due to academic obsolescence. In the recent ANDICOM (ICT International Congress, numerous national cases of domestic DT were presented from companies, but, unfortunately, not a single case of HE. Will the case of computerization in Colombia, be replicated, which was left to the discretion of transnational computer elites? The University DT implies necessarily the cognimatics (the informatics for the Knowledge Society) of all the companies, and their social insertion in this country. Why University Architecture: Enterprise Architecture (EA): Architecting implies the organization of subsystems or components to obtain better and/or new functionalities. If any component is knowledge-based, an intelligent behavior is obtained. The architecture-multilayer approach is a system of systems (SoS) one, that ensures compliance with government policies, rules and standards, in a highly complex social institution with intellectual assets and knowledge processes, which is a usual situation in a university institution; this approach describes the subsystems at a higher level, where a system is made-up, and with the protocols by which they communicate. EA and Business Architecture constitute a conceptual tool that helps the organizations to understand their own structure and the approach by which they work. It provides a business 360° vision map, and planning frame for business and technological changes. EA is presented like a system overall configuration of subsystems or components organized in layers, where each one describes an ordered congregation of structures and common functionalities grouped by a purposeful criterion inside the business. Our Proposal: We present a succinct outline of our architectural dual model (data-knowledge), of the digital university transformation. It is a dual DT model: curricular digitalization and institutional digitalization, i.e. knowledge and data. The pillars of the architecture are Funding, Research, Entrepreneurship and Social Projection, recognizing from the start, that Knowledge has its ethos in the University; they correspond to: 1-Productive Ecosystem of the transformation. 2-DT that enhance the knowledge and innovation in the universities for the habilitation of the digital capacities","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"C-34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126491079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8659111
S. M. Souza, Roberto A. Bittencourt
This research to practice full paper explores the role of programming workshops for girls of primary education in changing perceptions and interests of this audience regarding joining this field. A programming workshop with the playful environment Scratch and a teaching-learning approach based on challenges was held in a middle school of city in the northeast of Brazil, and was analyzed using a mixed-methods case study. Results point to increased interest in the field after the workshop and no confirmation of erroneous stereotypes about the area. We conclude that this type of workshop is relevant to better understand and potentially improve girls’ perceptions about the field of computing.
{"title":"Computer Programming Workshops with Playful Environments for Middle School Girls","authors":"S. M. Souza, Roberto A. Bittencourt","doi":"10.1109/FIE.2018.8659111","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659111","url":null,"abstract":"This research to practice full paper explores the role of programming workshops for girls of primary education in changing perceptions and interests of this audience regarding joining this field. A programming workshop with the playful environment Scratch and a teaching-learning approach based on challenges was held in a middle school of city in the northeast of Brazil, and was analyzed using a mixed-methods case study. Results point to increased interest in the field after the workshop and no confirmation of erroneous stereotypes about the area. We conclude that this type of workshop is relevant to better understand and potentially improve girls’ perceptions about the field of computing.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126205030","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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