Pub Date : 2018-10-01DOI: 10.1109/FIE.2018.8658942
B. Przestrzelski, E. Reddy, S. Lord
This work describes the design, implementation, and evaluation of a module on bioengineering design and material selection in a third-year Materials Science course for undergraduate engineering students in Fall 2017. This module was implemented as part of a larger National Science Foundation REvolutionizing Engineering and Computer Science Departments (RED) project at the University of San Diego, the goal of which is to successfully blend technical content with social context in engineering curricula. This module required student teams to take on missions with specific users and sponsoring agents to design wrist bracing devices, with upfront consideration of social context unique to the mission. Students brainstormed design considerations in class, and then for homework, recommended a material for each of the three missions using technical calculations and engineering design tables that incorporated social context and human elements. Analysis of the weighted considerations showcased student understanding of the financial budgets of sponsoring agents as well as material requirements for specific users and environments. Through this work, students encountered and demonstrated understanding of the close relation between technical and social issues involved in Materials Science.
{"title":"Mission Possible: Blending the social and technical through an innovative biodesign challenge module for a Materials Science class","authors":"B. Przestrzelski, E. Reddy, S. Lord","doi":"10.1109/FIE.2018.8658942","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658942","url":null,"abstract":"This work describes the design, implementation, and evaluation of a module on bioengineering design and material selection in a third-year Materials Science course for undergraduate engineering students in Fall 2017. This module was implemented as part of a larger National Science Foundation REvolutionizing Engineering and Computer Science Departments (RED) project at the University of San Diego, the goal of which is to successfully blend technical content with social context in engineering curricula. This module required student teams to take on missions with specific users and sponsoring agents to design wrist bracing devices, with upfront consideration of social context unique to the mission. Students brainstormed design considerations in class, and then for homework, recommended a material for each of the three missions using technical calculations and engineering design tables that incorporated social context and human elements. Analysis of the weighted considerations showcased student understanding of the financial budgets of sponsoring agents as well as material requirements for specific users and environments. Through this work, students encountered and demonstrated understanding of the close relation between technical and social issues involved in Materials Science.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"55 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":"126442673","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.2018.8658680
Brian A. Landron-Rivera, N. Santiago, Aidsa Santiago, J. F. Vega-Riveros
This Research Category Full Paper presents an approach for categorizing student misconceptions about dynamics and heat transfer using text classification. Research in educational engineering describes how science concepts can be ontologically categorized into two major categories (substances and processes) according to their nature. Students can acquire misconceptions by incorrectly categorizing concepts. Predicate tests help to determine when misconceptions have occurred and aid in customizing curriculum content. However predicate tests rely on time-consuming, manual labor. The main goal of this research was to show how predicate tests could be automated with text classification models using a previously annotated dataset. We compared classifier performance between WEKA’s Support Vector Machines, Multinomial Naïve Bayes, Logistic Regression, and Bayesian Logistic Regression implementations using the emergent process and sequential process ontological categories as labels. We compared model performance using WEKA’s N-Gram tokenizer with 3-grams vs. using Java’s WordTokenizer to convert our word dataset to numerical vectors. Models were evaluated using 10-fold cross-validation considering accuracy, F-measure, and kappa coefficient as measures of performance. We have shown the feasibility of using text classification for misconception assessment. Our implementation of predicate test automation can play an important role in speeding up misconception assessment research and curriculum design research.
{"title":"Text classification of student predicate use for automatic misconception categorization","authors":"Brian A. Landron-Rivera, N. Santiago, Aidsa Santiago, J. F. Vega-Riveros","doi":"10.1109/FIE.2018.8658680","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658680","url":null,"abstract":"This Research Category Full Paper presents an approach for categorizing student misconceptions about dynamics and heat transfer using text classification. Research in educational engineering describes how science concepts can be ontologically categorized into two major categories (substances and processes) according to their nature. Students can acquire misconceptions by incorrectly categorizing concepts. Predicate tests help to determine when misconceptions have occurred and aid in customizing curriculum content. However predicate tests rely on time-consuming, manual labor. The main goal of this research was to show how predicate tests could be automated with text classification models using a previously annotated dataset. We compared classifier performance between WEKA’s Support Vector Machines, Multinomial Naïve Bayes, Logistic Regression, and Bayesian Logistic Regression implementations using the emergent process and sequential process ontological categories as labels. We compared model performance using WEKA’s N-Gram tokenizer with 3-grams vs. using Java’s WordTokenizer to convert our word dataset to numerical vectors. Models were evaluated using 10-fold cross-validation considering accuracy, F-measure, and kappa coefficient as measures of performance. We have shown the feasibility of using text classification for misconception assessment. Our implementation of predicate test automation can play an important role in speeding up misconception assessment research and curriculum design research.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"58 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":"128017997","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.2018.8658684
Joshua Alexéi García Sheridan
This paper reviews the current body of literature comprising studies connecting engineering education in K-12 with elements of cognitive development. The process of change towards engineering being taught in K-12 classrooms involves the establishment of developmentally appropriate standards that inform curriculum. Established standards such as those of the NGSS and ITEEA STLs provide a nationally applicable framework for curricula throughout the United States. Nevertheless, it is important to critically consider what the foundations of such standards are in terms of empirical research. The development of rigorous standards for K-12 engineering education is a continuous process. Without a foundation of understanding for how children think about and learn engineering, standards will not optimally inform curricula how to teach engineering. So, do these foundations exist? The National Research Council (NRC) delivered a recommendation in 2010 to engage in the development of better understanding for how students learn engineering concepts in K-12. The intention of this recommendation was to facilitate effective and developmentally appropriate integration of engineering in K-12. The context of discussion in this recommendation was determining the viability and necessity of standards for engineering education in K-12. At the time, the committee determined fundamental questions were yet to be answered that would properly inform developmentally appropriate standards. This indicates that progress towards better understanding of student cognition had not occurred quickly. It is worth exploring to what extent observations such as these are currently accurate. Such shortcomings, if they exist, may critically inform initiatives within the educational research community. This systematic literature review will seek to uncover to what level fundamental research across several major publications in the past eight years focuses on critically describing the facets of child cognition and cognitive development in relation to the context of engineering in education. The scope of the review will include empirical studies detailing the measurement of perceptions pertaining to engineering, critical assessment of knowledge transfer for and conceptual understanding of engineering content, use of language and communication by students in engineering activities, and study of systems of thinking and habits of mind affecting student performance in engineering activities.
{"title":"A review of literature on connections between engineering education and cognitive development in K-12 students","authors":"Joshua Alexéi García Sheridan","doi":"10.1109/FIE.2018.8658684","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658684","url":null,"abstract":"This paper reviews the current body of literature comprising studies connecting engineering education in K-12 with elements of cognitive development. The process of change towards engineering being taught in K-12 classrooms involves the establishment of developmentally appropriate standards that inform curriculum. Established standards such as those of the NGSS and ITEEA STLs provide a nationally applicable framework for curricula throughout the United States. Nevertheless, it is important to critically consider what the foundations of such standards are in terms of empirical research. The development of rigorous standards for K-12 engineering education is a continuous process. Without a foundation of understanding for how children think about and learn engineering, standards will not optimally inform curricula how to teach engineering. So, do these foundations exist? The National Research Council (NRC) delivered a recommendation in 2010 to engage in the development of better understanding for how students learn engineering concepts in K-12. The intention of this recommendation was to facilitate effective and developmentally appropriate integration of engineering in K-12. The context of discussion in this recommendation was determining the viability and necessity of standards for engineering education in K-12. At the time, the committee determined fundamental questions were yet to be answered that would properly inform developmentally appropriate standards. This indicates that progress towards better understanding of student cognition had not occurred quickly. It is worth exploring to what extent observations such as these are currently accurate. Such shortcomings, if they exist, may critically inform initiatives within the educational research community. This systematic literature review will seek to uncover to what level fundamental research across several major publications in the past eight years focuses on critically describing the facets of child cognition and cognitive development in relation to the context of engineering in education. The scope of the review will include empirical studies detailing the measurement of perceptions pertaining to engineering, critical assessment of knowledge transfer for and conceptual understanding of engineering content, use of language and communication by students in engineering activities, and study of systems of thinking and habits of mind affecting student performance in engineering activities.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"10 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":"128032105","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.2018.8659104
Virginia Grande
This full research paper contains a vocabulary to describe role modeling in engineering education. The term role model is widely used in the literature, particularly in broadening participation. However, it is loosely defined. Both its everyday and academic use varies. This was also observed during our interviews with teachers in the discipline: there was no consensus on what a role model is nor on the meaning of adjectives used to describe a role model. Considering the benefits of role models and the need for terminology that supports a common understanding of role modeling, we have developed a vocabulary around this phenomenon. We aim to support educators by providing them with a means to reflect on different dimensions of role modeling. We define what a role model in engineering is, and what they may model: an aspect (a competency, a character attribute or an attitude) or an achievement. Main actors and types of awareness and intention of the modeling are covered, as well as how the modeling may be perceived by others. We indicate differences and overlaps with terms such as mentor. Finally, we discuss challenges due to subjectiveness: who defines the norm for what an ideal professional in engineering is?
{"title":"Lost for Words! Defining the Language Around Role Models in Engineering Education","authors":"Virginia Grande","doi":"10.1109/FIE.2018.8659104","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659104","url":null,"abstract":"This full research paper contains a vocabulary to describe role modeling in engineering education. The term role model is widely used in the literature, particularly in broadening participation. However, it is loosely defined. Both its everyday and academic use varies. This was also observed during our interviews with teachers in the discipline: there was no consensus on what a role model is nor on the meaning of adjectives used to describe a role model. Considering the benefits of role models and the need for terminology that supports a common understanding of role modeling, we have developed a vocabulary around this phenomenon. We aim to support educators by providing them with a means to reflect on different dimensions of role modeling. We define what a role model in engineering is, and what they may model: an aspect (a competency, a character attribute or an attitude) or an achievement. Main actors and types of awareness and intention of the modeling are covered, as well as how the modeling may be perceived by others. We indicate differences and overlaps with terms such as mentor. Finally, we discuss challenges due to subjectiveness: who defines the norm for what an ideal professional in engineering is?","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"17 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":"125702072","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.2018.8659236
A. Marcolino, Alef Santos, Marco Schaefer, E. Barbosa
Teaching of programming disciplines is mandatory in several CS courses worldwide. However, this domain still faces limitations and challenges. While these limitations continue to be a reality in classrooms, mobile devices have earned more and more users and, as a consequence, the development of mobile learning applications is rapidly growing as well. Based on the limitations in such domain, on the increasing popularity of mobile devices and on their capability to support the teaching and learning processes through their hardware specificities, in this paper we propose a catalog of gestures for mobile learning applications to be adopted in the teaching of programming. The proposed catalog also provides a way to investigate if mobile devices may motivate students to learning to programming. Four steps were conducted in this work. Firstly, primary studies that propose surface gestures interfaces were identified. Secondly, a list of main commands and programming codes were analyzed and selected to be represented by graphical gestures. Thirdly, the returned primary studies were used to propose a catalog of gestures for those code structures. With two or three possible gestures for each code structure, an evaluation to identify which of those gestures were preferred among undergraduate students was conducted. Based on the results of 69 participants, the final catalog was defined. Finally, in a fourth moment, a gesture recognition application tool was used to perform a usability evaluation. Preliminary evidences suggested the catalog can adequately support m-learning applications for the teaching of programming. Furthermore, the catalog pointed out a positive feedback that can bring a more attractive way for coding, when considered the adoption of mobile devices’ small keyboards.
{"title":"Towards a Catalog of Gestures for M-learning Applications for the Teaching of Programming","authors":"A. Marcolino, Alef Santos, Marco Schaefer, E. Barbosa","doi":"10.1109/FIE.2018.8659236","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659236","url":null,"abstract":"Teaching of programming disciplines is mandatory in several CS courses worldwide. However, this domain still faces limitations and challenges. While these limitations continue to be a reality in classrooms, mobile devices have earned more and more users and, as a consequence, the development of mobile learning applications is rapidly growing as well. Based on the limitations in such domain, on the increasing popularity of mobile devices and on their capability to support the teaching and learning processes through their hardware specificities, in this paper we propose a catalog of gestures for mobile learning applications to be adopted in the teaching of programming. The proposed catalog also provides a way to investigate if mobile devices may motivate students to learning to programming. Four steps were conducted in this work. Firstly, primary studies that propose surface gestures interfaces were identified. Secondly, a list of main commands and programming codes were analyzed and selected to be represented by graphical gestures. Thirdly, the returned primary studies were used to propose a catalog of gestures for those code structures. With two or three possible gestures for each code structure, an evaluation to identify which of those gestures were preferred among undergraduate students was conducted. Based on the results of 69 participants, the final catalog was defined. Finally, in a fourth moment, a gesture recognition application tool was used to perform a usability evaluation. Preliminary evidences suggested the catalog can adequately support m-learning applications for the teaching of programming. Furthermore, the catalog pointed out a positive feedback that can bring a more attractive way for coding, when considered the adoption of mobile devices’ small keyboards.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"44 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":"126002455","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.2018.8659339
Nasrin Dehbozorgi, S. Macneil, M. Maher, Mohsen Dorodchi
This paper describes and compares two categories of pedagogical design patterns that have emerged from CS education practice: lecture-based design patterns and active learning design patterns. Pedagogical design patterns provide faculty with combinations of generalized descriptions of problems and solutions that occur in teaching and learning. The benefit of forming design patterns is the codification of successful practice that can be reused in multiple scenarios and draw on the creativity of the instructor for defining the details relevant to the course and the students. Design patterns have been represented in many formats since Alexander’s initial design pattern model highlighting different aspects of what is important in each domain in which the patterns are created and used. This paper analyzes design patterns emerging from recent developments in lecture-based pedagogy and active learning in CS education. Traditional lectures in computer science, engineering, and other STEM disciplines are being reconsidered due to research that shows that students are less likely to learn while listening and more likely to learn while actively engaged. Design patterns that address problems and provide potential solutions to traditional lectures in computer science education have been published that provide solutions to engage students during the lecture. The pedagogy of flipped classrooms and active learning have recently been adopted by many faculty in Computer Science leading to emerging design patterns for active learning. We compare how previously published lecture-based patterns and our active learning patterns address similar problems with different solutions to engaging students. We show how an object-based structure for pedagogical design patterns can provide additional information about the problems and the solutions addressed by the patterns that are more easily indexed and combined.
{"title":"A Comparison of Lecture-based and Active Learning Design Patterns in CS Education","authors":"Nasrin Dehbozorgi, S. Macneil, M. Maher, Mohsen Dorodchi","doi":"10.1109/FIE.2018.8659339","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659339","url":null,"abstract":"This paper describes and compares two categories of pedagogical design patterns that have emerged from CS education practice: lecture-based design patterns and active learning design patterns. Pedagogical design patterns provide faculty with combinations of generalized descriptions of problems and solutions that occur in teaching and learning. The benefit of forming design patterns is the codification of successful practice that can be reused in multiple scenarios and draw on the creativity of the instructor for defining the details relevant to the course and the students. Design patterns have been represented in many formats since Alexander’s initial design pattern model highlighting different aspects of what is important in each domain in which the patterns are created and used. This paper analyzes design patterns emerging from recent developments in lecture-based pedagogy and active learning in CS education. Traditional lectures in computer science, engineering, and other STEM disciplines are being reconsidered due to research that shows that students are less likely to learn while listening and more likely to learn while actively engaged. Design patterns that address problems and provide potential solutions to traditional lectures in computer science education have been published that provide solutions to engage students during the lecture. The pedagogy of flipped classrooms and active learning have recently been adopted by many faculty in Computer Science leading to emerging design patterns for active learning. We compare how previously published lecture-based patterns and our active learning patterns address similar problems with different solutions to engaging students. We show how an object-based structure for pedagogical design patterns can provide additional information about the problems and the solutions addressed by the patterns that are more easily indexed and combined.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"30 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":"132296987","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.2018.8658670
Tawni Paradise, J. Grohs
This work in progress paper in the research to practice category identifies trends in how middle school youth from rural schools conceptualize failure after engaging in engineering-related learning activities. These trends inform better strategies that can be used in the PEERS, Partnering with Educators and Engineers in Rural Schools, program to ensure the goals of the program are met. The PEERS program moves beyond single exposure activities by engaging students in approximately six engineering-related learning activities throughout the year. This program partners researchers, teachers and local industry representatives aiming to (1) challenge misperceptions and create relevant conceptions of engineering; (2) maintain and expand situational interest; and, (3) integrate with individual interests, values, and social identities. Since failure is an integral part of the learning experience, students’ conceptions of failure can influence the way students interact in these activities and the outcomes they experience from this program. Interviews were conducted with 38 students across the three rural communities involved in the PEERS program on their perceptions of failure. This paper presents two themes that emerged from initial coding of the interviews and explains how these themes will be used to inform future decisions for PEERS.
{"title":"Middle School Students’ Conceptions of Failure in Rural Communities","authors":"Tawni Paradise, J. Grohs","doi":"10.1109/FIE.2018.8658670","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658670","url":null,"abstract":"This work in progress paper in the research to practice category identifies trends in how middle school youth from rural schools conceptualize failure after engaging in engineering-related learning activities. These trends inform better strategies that can be used in the PEERS, Partnering with Educators and Engineers in Rural Schools, program to ensure the goals of the program are met. The PEERS program moves beyond single exposure activities by engaging students in approximately six engineering-related learning activities throughout the year. This program partners researchers, teachers and local industry representatives aiming to (1) challenge misperceptions and create relevant conceptions of engineering; (2) maintain and expand situational interest; and, (3) integrate with individual interests, values, and social identities. Since failure is an integral part of the learning experience, students’ conceptions of failure can influence the way students interact in these activities and the outcomes they experience from this program. Interviews were conducted with 38 students across the three rural communities involved in the PEERS program on their perceptions of failure. This paper presents two themes that emerged from initial coding of the interviews and explains how these themes will be used to inform future decisions for PEERS.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"70 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":"132423417","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.2018.8658628
Hadi Ali, M. Lande
Prototyping in design provides ways to navigate ambiguity in the design problem, gain insight through the refinement of ideas, and aid in communication between team members. However, while designing, students often underutilize prototyping and do not consider it as an integral part of the design process. To facilitate the scaffolding of design activities, it is necessary first to understand students’ conceptions of prototyping. In this study, we use artifact elicitation interviews as a method to elicit students’ conceptions by moving from the specifics of the artifacts they brought with them to the interview, to their general understanding of prototyping. Participants in the study are students in an undergraduate sophomore design-oriented, project-based learning course in a large southwestern university. Students were invited to participate in a screening survey. After potential participants suitable for the purpose of this study were identified, some were selected for a follow-up interview. The findings of the study describe students’ conceptions of “what counts” as a prototype; what is valued in a prototype; the benefits of, and challenges associated with prototyping; and differences between in-class and out-of-class prototyping activities. The findings of this study improve our understanding to effectively scaffold prototyping activities in design and experiential learning.
{"title":"Why make it? Understanding undergraduate engineering students' conceptions for the purpose of prototyping in engineering design activities","authors":"Hadi Ali, M. Lande","doi":"10.1109/FIE.2018.8658628","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658628","url":null,"abstract":"Prototyping in design provides ways to navigate ambiguity in the design problem, gain insight through the refinement of ideas, and aid in communication between team members. However, while designing, students often underutilize prototyping and do not consider it as an integral part of the design process. To facilitate the scaffolding of design activities, it is necessary first to understand students’ conceptions of prototyping. In this study, we use artifact elicitation interviews as a method to elicit students’ conceptions by moving from the specifics of the artifacts they brought with them to the interview, to their general understanding of prototyping. Participants in the study are students in an undergraduate sophomore design-oriented, project-based learning course in a large southwestern university. Students were invited to participate in a screening survey. After potential participants suitable for the purpose of this study were identified, some were selected for a follow-up interview. The findings of the study describe students’ conceptions of “what counts” as a prototype; what is valued in a prototype; the benefits of, and challenges associated with prototyping; and differences between in-class and out-of-class prototyping activities. The findings of this study improve our understanding to effectively scaffold prototyping activities in design and experiential learning.","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":"130089297","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.2018.8658913
Rashmi Rao, Christopher Stewart, Arnulfo Perez, Siva Meenakshi Renganathan
This research to practice, work in progress paper presents the analysis strategy used to assess the learning behavior using logs on an e-learning platform. Students who can link algebraic functions to their corresponding graphs perform well in STEM courses. Early algebra curricula teaches these concepts in tandem. However, it is challenging to assess whether students are linking the concepts. Video analyses, interviews and other traditional methods that aim to quantify how students link the concepts taught in school require precious classroom and teacher time. We use web logs to infer learning. Web logs are widely available and amenable to data science. Our approach partitions the web interface into components related to data and graph concepts. We collect click and mouse movement data as users interact with these components. We used statistical and data mining techniques to model their learning behavior. We built our models to assess learning behavior for a workshop presented in Summer 2016. Students in the workshop were middle-school math teachers planning to use this curriculum in their own classrooms. We used our models to assess participation levels, a prerequisite indicator for learning. Our models aligned with ground-truth traditional methods for 17 of 18 students. The results of the models with respect to the two types of components of the web portal have been used to infer possible data or graph oriented cognitive bias.
{"title":"Assessing Learning Behavior and Cognitive Bias from Web Logs","authors":"Rashmi Rao, Christopher Stewart, Arnulfo Perez, Siva Meenakshi Renganathan","doi":"10.1109/FIE.2018.8658913","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658913","url":null,"abstract":"This research to practice, work in progress paper presents the analysis strategy used to assess the learning behavior using logs on an e-learning platform. Students who can link algebraic functions to their corresponding graphs perform well in STEM courses. Early algebra curricula teaches these concepts in tandem. However, it is challenging to assess whether students are linking the concepts. Video analyses, interviews and other traditional methods that aim to quantify how students link the concepts taught in school require precious classroom and teacher time. We use web logs to infer learning. Web logs are widely available and amenable to data science. Our approach partitions the web interface into components related to data and graph concepts. We collect click and mouse movement data as users interact with these components. We used statistical and data mining techniques to model their learning behavior. We built our models to assess learning behavior for a workshop presented in Summer 2016. Students in the workshop were middle-school math teachers planning to use this curriculum in their own classrooms. We used our models to assess participation levels, a prerequisite indicator for learning. Our models aligned with ground-truth traditional methods for 17 of 18 students. The results of the models with respect to the two types of components of the web portal have been used to infer possible data or graph oriented cognitive bias.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"5 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":"130268707","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.2018.8659077
Tomislav Jagušt, Ana Sovic Krzic, G. Gledec, M. Grgic, I. Bojic
For a number of years, various games have been used as an educational tool at different academic levels, especially in primary education. However, only recently games that teach coding and algorithmic thinking or even broader, computational thinking, emerged. Initiatives like Hour of Code and similar online activities or block-based programming games popularized the field, while at the same time, projects like CSUnplugged showed that the “idea of programming” can be learned even without using the computer. In this paper, we present our experience so far in creating and implementing different unplugged activities that teach students of different age levels, from early primary school to the university students, the simple programming concepts and algorithms. As a part of Science, Technology, Engineering, Mathematics and Computer Science (STEM-C) outreach program named SUZA - From school to science and the academic community at University of Zagreb Faculty of Electrical Engineering and Computing, Croatia, we conducted a number of game-like activities based on graph paper programming, block-based programming and using the existing board games. Although this is a work in progress project, the participant reactions so far, collected through interviews and questionnaires, indicated that the conducted activities were well accepted by students and their teachers. We also received a number of useful feedback comments and proposals, such as to expand the activities to include the homework part, or to make them more physical and relocate them outdoors.
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