30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)最新文献
Marcelo Cohen, Daniela Remião de Macedo, Patrícia Augustin Jaques, Michael da Costa Mora
In order to build a virtual university, one of the purposes of the Campus Global project at PUCRS is to study and develop tools for distance learning environments. This paper presents the development of two of these tools, namely the whiteboard and chat tools. They are designed to fit the specifications of the open architecture proposed in the project, developed as independent modules. The entire system was developed in the Java language, thus providing excellent portability.
{"title":"Collaborative learning tools as part of an open architecture","authors":"Marcelo Cohen, Daniela Remião de Macedo, Patrícia Augustin Jaques, Michael da Costa Mora","doi":"10.1109/FIE.2000.896576","DOIUrl":"https://doi.org/10.1109/FIE.2000.896576","url":null,"abstract":"In order to build a virtual university, one of the purposes of the Campus Global project at PUCRS is to study and develop tools for distance learning environments. This paper presents the development of two of these tools, namely the whiteboard and chat tools. They are designed to fit the specifications of the open architecture proposed in the project, developed as independent modules. The entire system was developed in the Java language, thus providing excellent portability.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123443306","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}
Developing and maintaining a responsive curriculum along with an aim toward continuous improvement of both the student and the curriculum is a task that must be addressed not only by all engineering programs but by many other programs of study as well. The Electrical and Computer Engineering Department at Rose-Hulman Institute of Technology has developed a process that helps provide the feedback necessary to address these curriculum issues; specifically in terms of written and oral communications, team functioning, and design methodology. The use of an electronic "portfolio" as the repository for student submissions is the starting point for the process. The procedure is designed to allow both a horizontal review (through a particular course) and a vertical review (Sophomore through Senior). The monitoring program focuses on the departmental design sequence involving a one quarter course in each of the Sophomore and Junior years, and a three quarter course in the Senior year. The student teams in each course submit material (in electronic format), material such as: meeting agendas and minutes, memos, interim reports, oral presentation slides (PowerPoint), and final reports. All the material is submitted as part of their regular course requirements. The submitted material is stored and organized to allow any component (team agendas for example) to be reviewed easily both horizontally and vertically using the rubric developed as part of the process. The system is designed to be used by internal or external reviewers. The paper gives a discussion of the process that was developed and the underlying rationalization. Specific examples are presented as well.
开发和维护一个反应灵敏的课程，并以学生和课程的持续改进为目标，这不仅是所有工程专业必须解决的任务，也是许多其他学习项目必须解决的任务。罗斯-霍尔曼理工学院(Rose-Hulman Institute of Technology)的电气与计算机工程系开发了一个流程，帮助提供必要的反馈，以解决这些课程问题;特别是在书面和口头沟通，团队运作和设计方法方面。使用电子“作品集”作为学生提交的存储库是这个过程的起点。该程序的设计既允许横向复习(通过一门特定课程)，也允许纵向复习(从大二到大四)。监控项目侧重于部门设计顺序，包括大二和大三各上四分之一的课程，大四上三分之一的课程。每门课程的学生小组提交材料(以电子格式)，如:会议议程和会议纪要、备忘录、中期报告、口头演示幻灯片(PowerPoint)和期末报告。所有材料都是作为常规课程要求的一部分提交的。提交的材料被存储和组织，以允许任何组件(例如团队议程)使用作为流程一部分开发的标题轻松地横向和纵向审查。该系统被设计为供内部或外部审稿人使用。本文给出了开发过程的讨论和潜在的合理化。并给出了具体的例子。
{"title":"Continuous monitoring of curriculum via student communications components","authors":"D. Moore, D. Voltmer","doi":"10.1109/FIE.2000.897654","DOIUrl":"https://doi.org/10.1109/FIE.2000.897654","url":null,"abstract":"Developing and maintaining a responsive curriculum along with an aim toward continuous improvement of both the student and the curriculum is a task that must be addressed not only by all engineering programs but by many other programs of study as well. The Electrical and Computer Engineering Department at Rose-Hulman Institute of Technology has developed a process that helps provide the feedback necessary to address these curriculum issues; specifically in terms of written and oral communications, team functioning, and design methodology. The use of an electronic \"portfolio\" as the repository for student submissions is the starting point for the process. The procedure is designed to allow both a horizontal review (through a particular course) and a vertical review (Sophomore through Senior). The monitoring program focuses on the departmental design sequence involving a one quarter course in each of the Sophomore and Junior years, and a three quarter course in the Senior year. The student teams in each course submit material (in electronic format), material such as: meeting agendas and minutes, memos, interim reports, oral presentation slides (PowerPoint), and final reports. All the material is submitted as part of their regular course requirements. The submitted material is stored and organized to allow any component (team agendas for example) to be reviewed easily both horizontally and vertically using the rubric developed as part of the process. The system is designed to be used by internal or external reviewers. The paper gives a discussion of the process that was developed and the underlying rationalization. Specific examples are presented as well.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121159356","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}
Engineering Integration is a two-quarter course sequence with EE, ME, and CpE students experiencing the engineering design process through a mechatronics design project. A previous "work-in-progress", this course is currently being delivered for the second year. Interdisciplinary student teams of 4 members each receive a "request for proposals" describing the autonomous-vehicle project with constraints and requirements. The project requires the development of an autonomous surface vehicle capable of navigation using the Global Positioning Satellite system. The vehicle is required to deliver a series of "tags" to specific locations and return to the original position. Obstacle avoidance throughout the test course is necessary. The teams gain experience in the essential skills of the design process and engineering project management, including teamwork, scheduling, resource allocation, cost analysis, reporting, and documentation. The course conforms well to new ABET considerations, including the emphasis on multi-disciplinary team design and technical communication skills.
{"title":"Engineering the future: an integrated engineering design experience","authors":"P. Rullkoetter, Robert Whitman, Ron Delyser","doi":"10.1109/FIE.2000.897681","DOIUrl":"https://doi.org/10.1109/FIE.2000.897681","url":null,"abstract":"Engineering Integration is a two-quarter course sequence with EE, ME, and CpE students experiencing the engineering design process through a mechatronics design project. A previous \"work-in-progress\", this course is currently being delivered for the second year. Interdisciplinary student teams of 4 members each receive a \"request for proposals\" describing the autonomous-vehicle project with constraints and requirements. The project requires the development of an autonomous surface vehicle capable of navigation using the Global Positioning Satellite system. The vehicle is required to deliver a series of \"tags\" to specific locations and return to the original position. Obstacle avoidance throughout the test course is necessary. The teams gain experience in the essential skills of the design process and engineering project management, including teamwork, scheduling, resource allocation, cost analysis, reporting, and documentation. The course conforms well to new ABET considerations, including the emphasis on multi-disciplinary team design and technical communication skills.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121347751","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 Design TASC (Technology and Science Connection) Engineering Design Competition, which we created for Vermont high schools, is now in its tenth year. The basic format is still very much the same as described in a previous paper (S.L. Titcomb et al., 1994). However, since that time we have learned a great deal about the practical aspects of running this type of competition, as well as how to create design criteria that provide a challenge and a positive learning experience for a wide spectrum of high school juniors and seniors. The primary features of this competition, which include design, construction, documentation, and competition, are reviewed. In addition, changes that we have incorporated over the years, and feedback from participating students and teachers, are presented. A discussion of the attitudes of students about the relationships among strategy, teamwork, and design is also included.
我们为佛蒙特州的高中设计的技术与科学联系工程设计竞赛，现在已经是第十个年头了。基本格式仍然与之前的一篇论文(S.L. Titcomb et al.， 1994)中描述的非常相似。然而，从那时起，我们学到了很多关于运行这种类型的比赛的实际方面，以及如何创建设计标准，为广泛的高中三年级和四年级学生提供挑战和积极的学习经验。本次竞赛的主要特点包括设计、施工、文件和竞赛。此外，我们还介绍了多年来我们所做的改变，以及参与的学生和老师的反馈。学生对策略、团队合作和设计之间关系的态度也被包括在内。
{"title":"The Design TASC Engineering Design Competition: a ten-year perspective","authors":"S.L. Titcomb, H. Carpenter","doi":"10.1109/FIE.2000.897615","DOIUrl":"https://doi.org/10.1109/FIE.2000.897615","url":null,"abstract":"The Design TASC (Technology and Science Connection) Engineering Design Competition, which we created for Vermont high schools, is now in its tenth year. The basic format is still very much the same as described in a previous paper (S.L. Titcomb et al., 1994). However, since that time we have learned a great deal about the practical aspects of running this type of competition, as well as how to create design criteria that provide a challenge and a positive learning experience for a wide spectrum of high school juniors and seniors. The primary features of this competition, which include design, construction, documentation, and competition, are reviewed. In addition, changes that we have incorporated over the years, and feedback from participating students and teachers, are presented. A discussion of the attitudes of students about the relationships among strategy, teamwork, and design is also included.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114013959","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}
Summary form only given. Students in science, math, or engineering classes often focus on plugging numbers into equations rather than understanding the basic concepts behind the equations. Eric Mazur (1997) developed materials to help physics teachers move students from juggling equations to actually thinking and learning the concepts of physics by use of concept questions and peer instruction. Statics concept questions that instructors can use to encourage students to grapple with underlying concepts as well as support active learning in statics classes are being developed. In addition, the questions are targeted at different levels of Bloom's (1956) taxonomy. Use of these questions in statics classes at two different institutions and initial results are described.
{"title":"Concept questions for improved learning and outcome assessment in statics","authors":"S. Danielson, S. Mehta","doi":"10.1109/FIE.2000.896662","DOIUrl":"https://doi.org/10.1109/FIE.2000.896662","url":null,"abstract":"Summary form only given. Students in science, math, or engineering classes often focus on plugging numbers into equations rather than understanding the basic concepts behind the equations. Eric Mazur (1997) developed materials to help physics teachers move students from juggling equations to actually thinking and learning the concepts of physics by use of concept questions and peer instruction. Statics concept questions that instructors can use to encourage students to grapple with underlying concepts as well as support active learning in statics classes are being developed. In addition, the questions are targeted at different levels of Bloom's (1956) taxonomy. Use of these questions in statics classes at two different institutions and initial results are described.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"24 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114021957","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}
A landmark development of the late 20/sup th/ century has been the increasing realization on the part of knowledge based industries (and in particular the IT software services industry) of the need to nurture their intellectual assets. Given the demanding nature of work, global delivery models, high volumes, compressed cycle times, virtual teamwork, quick response times, and diversity of technological areas, the industry has been pushed relentlessly to reinvent its attitudes to, and modes of learning. The paper details the efforts of Infosys (INFY), in the use of Web technology to augment traditional modes as a solution to the highly demanding learning needs of its 4500 software professionals. We trace the historical evolution, the initial resistance of the experimentation phase and how it was overcome, and chronicle how the use of learning technologies has succeeded in meeting some of the learning imperatives mentioned above. We also briefly touch upon the integration of learning into the knowledge management paradigm, and sketch the role of Infosys's proprietary KMM (Knowledge Management Maturity) model in raising the maturity of its learning process.
{"title":"Using Web-based technologies to support learning needs in a high-growth, knowledge-based industry","authors":"V. P. Kochikar, Sivaraman Yegneshwar","doi":"10.1109/FIE.2000.896619","DOIUrl":"https://doi.org/10.1109/FIE.2000.896619","url":null,"abstract":"A landmark development of the late 20/sup th/ century has been the increasing realization on the part of knowledge based industries (and in particular the IT software services industry) of the need to nurture their intellectual assets. Given the demanding nature of work, global delivery models, high volumes, compressed cycle times, virtual teamwork, quick response times, and diversity of technological areas, the industry has been pushed relentlessly to reinvent its attitudes to, and modes of learning. The paper details the efforts of Infosys (INFY), in the use of Web technology to augment traditional modes as a solution to the highly demanding learning needs of its 4500 software professionals. We trace the historical evolution, the initial resistance of the experimentation phase and how it was overcome, and chronicle how the use of learning technologies has succeeded in meeting some of the learning imperatives mentioned above. We also briefly touch upon the integration of learning into the knowledge management paradigm, and sketch the role of Infosys's proprietary KMM (Knowledge Management Maturity) model in raising the maturity of its learning process.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126503470","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}
With the rapid growth of the information society the ability of technology graduates to be information literate has become critically important. Through the collaboration of a Mechanical Engineering Technology professor and an academic librarian, a project was designed which increased students' information research skills, their awareness of other sources of technical information, and their communication and team building skills. One problem faced by the authors was to develop strategies to integrate these skills into a curriculum that is already very demanding without deleting any of the elements in the current curriculum. A pre-test, post-test, and student comments supported the usefulness of the assignment. This paper will discuss the methods used, desired outcomes, students' experiences and the research results.
{"title":"Developing information literacy skills in freshmen engineering technology students","authors":"Lloyd Feldmann, Janet Feldmann","doi":"10.1109/FIE.2000.896650","DOIUrl":"https://doi.org/10.1109/FIE.2000.896650","url":null,"abstract":"With the rapid growth of the information society the ability of technology graduates to be information literate has become critically important. Through the collaboration of a Mechanical Engineering Technology professor and an academic librarian, a project was designed which increased students' information research skills, their awareness of other sources of technical information, and their communication and team building skills. One problem faced by the authors was to develop strategies to integrate these skills into a curriculum that is already very demanding without deleting any of the elements in the current curriculum. A pre-test, post-test, and student comments supported the usefulness of the assignment. This paper will discuss the methods used, desired outcomes, students' experiences and the research results.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125455579","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}
A case study of multi-chip module design, implementation and evaluation has been undertaken by the author at Matra Marconi Space as part of an on-going research programme into large electronic designs. Multi-chip modules offer an intermediate step towards system-on-chip. The intention of Matra Marconi Space is to use unprecedented levels of electronic integration in the next generation of communications satellites to provide the maximum number of channels thereby giving maximum revenue to the satellite operators. This case study has already had an impact on the curriculum of the degree courses at the University of Luton. Consequently, hardware description languages have been integrated into the electronics degrees for many years now and all students have extensive use of current, industry standard electronic design automation tools. The theme of all of the electronics courses at Luton is "Design, Simulate, Build and Evaluate ". Students educational experience has immediate relevance in industry which has resulted in the student's obtaining exceptionally good careers when they graduate. This case study laid the foundation of the system-on-chip research at the University of Luton that has resulted in the hardware/software co-design masters programme.
{"title":"System-on-chip research leads to hardware/software co-design degree","authors":"D. Dent","doi":"10.1109/FIE.2000.896630","DOIUrl":"https://doi.org/10.1109/FIE.2000.896630","url":null,"abstract":"A case study of multi-chip module design, implementation and evaluation has been undertaken by the author at Matra Marconi Space as part of an on-going research programme into large electronic designs. Multi-chip modules offer an intermediate step towards system-on-chip. The intention of Matra Marconi Space is to use unprecedented levels of electronic integration in the next generation of communications satellites to provide the maximum number of channels thereby giving maximum revenue to the satellite operators. This case study has already had an impact on the curriculum of the degree courses at the University of Luton. Consequently, hardware description languages have been integrated into the electronics degrees for many years now and all students have extensive use of current, industry standard electronic design automation tools. The theme of all of the electronics courses at Luton is \"Design, Simulate, Build and Evaluate \". Students educational experience has immediate relevance in industry which has resulted in the student's obtaining exceptionally good careers when they graduate. This case study laid the foundation of the system-on-chip research at the University of Luton that has resulted in the hardware/software co-design masters programme.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133511472","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}
A significant number of freshman students entering Universidad Tecnica Federico Santa Maria (UTFSM), Valparaiso, Chile, lack the necessary cognitive skills to solve problems. Since 1999, a didactic approach in mathematics is being applied to first year maths. This new teaching scheme involves the systematic use of routine steps that constitute the whole problem solving process. Several evaluation charts to provide the instructors with the necessary assessment and evaluation tools are also being developed and tested at this time.
{"title":"Problem solving: learning and assessment model","authors":"M. de la Barra, A. Urbina, G. de la Barra","doi":"10.1109/FIE.2000.897706","DOIUrl":"https://doi.org/10.1109/FIE.2000.897706","url":null,"abstract":"A significant number of freshman students entering Universidad Tecnica Federico Santa Maria (UTFSM), Valparaiso, Chile, lack the necessary cognitive skills to solve problems. Since 1999, a didactic approach in mathematics is being applied to first year maths. This new teaching scheme involves the systematic use of routine steps that constitute the whole problem solving process. Several evaluation charts to provide the instructors with the necessary assessment and evaluation tools are also being developed and tested at this time.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132746017","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}
Many businesses in the UK, requiring employees to upgrade their skills, are turning to the use of information communication technology (ICT). The UK government have established a University for Industry (UfI) to take advantage and make use of recent developments in ICT. This paper outlines the principles on which this university will operate. On the basis of prior research and an on-going investigation into the effectiveness of learning through ICT, this paper discusses some of the problems likely to be faced.
{"title":"Problems in the provision of courseware for mature employees: an initial exploration","authors":"J. Heywood, D. Bamber, J. Freeman, J. Sharp","doi":"10.1109/FIE.2000.897640","DOIUrl":"https://doi.org/10.1109/FIE.2000.897640","url":null,"abstract":"Many businesses in the UK, requiring employees to upgrade their skills, are turning to the use of information communication technology (ICT). The UK government have established a University for Industry (UfI) to take advantage and make use of recent developments in ICT. This paper outlines the principles on which this university will operate. On the basis of prior research and an on-going investigation into the effectiveness of learning through ICT, this paper discusses some of the problems likely to be faced.","PeriodicalId":371740,"journal":{"name":"30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132774011","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}
30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)
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