Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766595
Vianney Lara-Prieto, M. Ruiz-Cantisani, Claudio Mourgues, L. Pinzón‐Salcedo, Juanita Bernal-Alvarado, L. A. Ramírez-Robles
The Covid-19 pandemic demanded educators to explore new methods to provide their students with practical activities, despite the lockdown measures around the world. The use of Extended Reality (XR) technology, which includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), offers special tools to transform the learning experience in engineering education with immersive environments. This study presents a comparison of the process followed to design XR resources for engineering education applications at three different universities in Latin America. The motivation of this work is to share the design experience, as well as the lessons learned and recommendations for educators that are looking into adopting XR technology in their courses. Even though the group of professors worked together along the project, the design of the immersive experience and the XR resource was different for each university according to its specific context and needs. The design process comprises the resource conceptual definition, the technological development, and the final product with academic use. The three design processes were compared to identify lessons learned, best practices, and recommendations for future XR resources in engineering education. XR technologies have a great potential in engineering education closing the gap between the classroom and the real-life practice using the principles of educational innovation.
{"title":"Design Process of Extended Reality Educational Resources in Engineering: A Comparison of Three Cases in Latin American Universities","authors":"Vianney Lara-Prieto, M. Ruiz-Cantisani, Claudio Mourgues, L. Pinzón‐Salcedo, Juanita Bernal-Alvarado, L. A. Ramírez-Robles","doi":"10.1109/EDUCON52537.2022.9766595","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766595","url":null,"abstract":"The Covid-19 pandemic demanded educators to explore new methods to provide their students with practical activities, despite the lockdown measures around the world. The use of Extended Reality (XR) technology, which includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), offers special tools to transform the learning experience in engineering education with immersive environments. This study presents a comparison of the process followed to design XR resources for engineering education applications at three different universities in Latin America. The motivation of this work is to share the design experience, as well as the lessons learned and recommendations for educators that are looking into adopting XR technology in their courses. Even though the group of professors worked together along the project, the design of the immersive experience and the XR resource was different for each university according to its specific context and needs. The design process comprises the resource conceptual definition, the technological development, and the final product with academic use. The three design processes were compared to identify lessons learned, best practices, and recommendations for future XR resources in engineering education. XR technologies have a great potential in engineering education closing the gap between the classroom and the real-life practice using the principles of educational innovation.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"990 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120940427","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766608
D. Buentello-Montoya, L. Garcia-Amezquita, L. Rico-Gutierrez
The teaching-learning process in an Engineering thermodynamics course benefits from laboratory components as experiential learning activities. Unfortunately, the COVID-19 pandemic brought difficulties for the use of experiential learning in lab-based topics. This work describes the results from implementing an at-home non-traditional laboratory, where the students had to design and build a prototype to conduct experiments and analyse results. Results indicate positive learning outcomes and both acceptance and satisfaction from the students; the students had a mean mark of 89.22; comparatively, the previous year in-person overall mean mark was 87.98. Moreover, from a conducted student experience survey, in terms of overall satisfaction, the obtained score was 9 out of 10, while when the module was taught in-person the average score was 9.1.
{"title":"Experiential learning at home in an engineering thermodynamics course","authors":"D. Buentello-Montoya, L. Garcia-Amezquita, L. Rico-Gutierrez","doi":"10.1109/EDUCON52537.2022.9766608","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766608","url":null,"abstract":"The teaching-learning process in an Engineering thermodynamics course benefits from laboratory components as experiential learning activities. Unfortunately, the COVID-19 pandemic brought difficulties for the use of experiential learning in lab-based topics. This work describes the results from implementing an at-home non-traditional laboratory, where the students had to design and build a prototype to conduct experiments and analyse results. Results indicate positive learning outcomes and both acceptance and satisfaction from the students; the students had a mean mark of 89.22; comparatively, the previous year in-person overall mean mark was 87.98. Moreover, from a conducted student experience survey, in terms of overall satisfaction, the obtained score was 9 out of 10, while when the module was taught in-person the average score was 9.1.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127064643","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766816
Derk Gonschor, Marco Jung, J. G. D. Costa, R. Brandl
Addressing the challenges associated with integrating renewable energy resources and smart grid solutions to advance the energy transition requires new and progressive education and training to give young engineers the tools for innovative solutions at an early age. This paper presents a Hardware-in-the-Loop laboratory designed for remote access, to increase the advantages for practice-oriented teaching and to open the floor for new educational trends, as e-learning and blended learning. It was applied to online engineering courses during the pandemic period, but the benefits may include an increase in student learning afterward as well. The method based on three main steps is presented in detail. First of all, an online class stage is performed. Following this, models for offline simulations are developed. Finally, the developed simulation models are integrated into a real-time remote Hardware-in-the-Loop emulation process as the experimental part of the engineering course. The hardware and software components of the remote Hardware-in-the-Loop lab are presented, and two examples of real-time lab exercises are described to provide insight into the method.
{"title":"Remote Hardware-in-the-Loop Laboratory and its Application in Engineering Education","authors":"Derk Gonschor, Marco Jung, J. G. D. Costa, R. Brandl","doi":"10.1109/EDUCON52537.2022.9766816","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766816","url":null,"abstract":"Addressing the challenges associated with integrating renewable energy resources and smart grid solutions to advance the energy transition requires new and progressive education and training to give young engineers the tools for innovative solutions at an early age. This paper presents a Hardware-in-the-Loop laboratory designed for remote access, to increase the advantages for practice-oriented teaching and to open the floor for new educational trends, as e-learning and blended learning. It was applied to online engineering courses during the pandemic period, but the benefits may include an increase in student learning afterward as well. The method based on three main steps is presented in detail. First of all, an online class stage is performed. Following this, models for offline simulations are developed. Finally, the developed simulation models are integrated into a real-time remote Hardware-in-the-Loop emulation process as the experimental part of the engineering course. The hardware and software components of the remote Hardware-in-the-Loop lab are presented, and two examples of real-time lab exercises are described to provide insight into the method.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127233133","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766664
Amira Kamel Inoubli, Dhouha Melliti Ben Khedher
University education has always sought to be in tune with generational and employability characteristics. Indeed, in recent years, the learner, overwhelmed by technological change, has continued to show quite different concerns and relationships to education. They find it difficult to stay focused and receptive for hours on end, especially when knowledge is conveyed in a frontal and purely theoretical manner.To address these issues, we have opted for an active pedagogy approach through “gamification” specifically in the teaching of management to engineering students.This paper seeks to describe the adoption of “Memoboost Game” and “World Cafe Stategy”, serious games for engineering courses in Computer Science, Electromechanics and Civil Engineering at ESPRIT (High school of Engineering and Technology).The aim of these games is to help engineering students to understand the analysis of the business environment and its strategic orientations in order to better understand their professional careers. Based on a peer-learning approach, these games have led to the analytical aspect of the learners towards a better collective construction of knowledge.They were successfully used in the framework of a business environment course aimed, as already mentioned, at a population of engineering students with no prerequisites in the field of management. This experimentation showed that the learning process was accelerated.This article presents the process of these games, the experimentation that was carried out and the results achieved.
{"title":"Serious games in management to support the active construction of knowledge in engineering studies","authors":"Amira Kamel Inoubli, Dhouha Melliti Ben Khedher","doi":"10.1109/EDUCON52537.2022.9766664","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766664","url":null,"abstract":"University education has always sought to be in tune with generational and employability characteristics. Indeed, in recent years, the learner, overwhelmed by technological change, has continued to show quite different concerns and relationships to education. They find it difficult to stay focused and receptive for hours on end, especially when knowledge is conveyed in a frontal and purely theoretical manner.To address these issues, we have opted for an active pedagogy approach through “gamification” specifically in the teaching of management to engineering students.This paper seeks to describe the adoption of “Memoboost Game” and “World Cafe Stategy”, serious games for engineering courses in Computer Science, Electromechanics and Civil Engineering at ESPRIT (High school of Engineering and Technology).The aim of these games is to help engineering students to understand the analysis of the business environment and its strategic orientations in order to better understand their professional careers. Based on a peer-learning approach, these games have led to the analytical aspect of the learners towards a better collective construction of knowledge.They were successfully used in the framework of a business environment course aimed, as already mentioned, at a population of engineering students with no prerequisites in the field of management. This experimentation showed that the learning process was accelerated.This article presents the process of these games, the experimentation that was carried out and the results achieved.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127290054","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766818
I. T. Sanusi, S. Olaleye
As artificial intelligence education (AI) continues to be integrated into the mainstream educational system across countries, cultural competence and ethical considerations should be emphasized to ensure effective AI learning. Literatures has established that integrating elements of cultural competence within technology mediums has helped students understand difficult topics from computer science concepts learned in class. It is also argued that student with an ethical orientation of AI education is more likely to learn more about impacts and implications of AI. Hence, this study was conducted to understand how students’ cultural competence, and ethics combine to influence AI content. We surveyed Nigerian high school students after an experimental teaching session. A total of 596 students provided useful responses for the analysis that was done using WarpLS software. We performed structural equation modelling to understand the relationship among the variables utilized in the study. The result shows that cultural competence and ethics significantly influence AI content. This study’s results further shows that the association between ethics of AI and AI content has the highest predictive value which emphases the vital role of ethics in AI learning. This study also tested school location differences in the research model and discovered that urban students’ perception is higher than their rural counterpart on the adopted variables in relation to AI content. Overall, the results suggest that stakeholders and educators should emphasize cultural elements and humanistic thinking as well as ethical considerations in the design of AI content and instructional materials. We discuss the findings and propose future directions.
{"title":"An Insight into Cultural Competence and Ethics in K-12 Artificial Intelligence Education","authors":"I. T. Sanusi, S. Olaleye","doi":"10.1109/EDUCON52537.2022.9766818","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766818","url":null,"abstract":"As artificial intelligence education (AI) continues to be integrated into the mainstream educational system across countries, cultural competence and ethical considerations should be emphasized to ensure effective AI learning. Literatures has established that integrating elements of cultural competence within technology mediums has helped students understand difficult topics from computer science concepts learned in class. It is also argued that student with an ethical orientation of AI education is more likely to learn more about impacts and implications of AI. Hence, this study was conducted to understand how students’ cultural competence, and ethics combine to influence AI content. We surveyed Nigerian high school students after an experimental teaching session. A total of 596 students provided useful responses for the analysis that was done using WarpLS software. We performed structural equation modelling to understand the relationship among the variables utilized in the study. The result shows that cultural competence and ethics significantly influence AI content. This study’s results further shows that the association between ethics of AI and AI content has the highest predictive value which emphases the vital role of ethics in AI learning. This study also tested school location differences in the research model and discovered that urban students’ perception is higher than their rural counterpart on the adopted variables in relation to AI content. Overall, the results suggest that stakeholders and educators should emphasize cultural elements and humanistic thinking as well as ethical considerations in the design of AI content and instructional materials. We discuss the findings and propose future directions.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124943704","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766568
Tracy S. Craig, Fulya Kula, T. Akkaya
During the global pandemic, a drastic change in higher-level education took place in assessment. The traditional closed book format had to evolve to a technology-mediated open book assessment for engineering students in a vector calculus course. It became evident that the traditional format was no longer in line with the modern world both functionally and didactically. Such change in the assessment places a responsibility upon us as teachers for constructive alignment of the teaching and learning environment. In this paper, we identify four categories of pedagogical implications and conclude with concrete suggestions for classroom practice.
{"title":"Now what? Pedagogical implications of a shift to open book assessment of vector calculus","authors":"Tracy S. Craig, Fulya Kula, T. Akkaya","doi":"10.1109/EDUCON52537.2022.9766568","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766568","url":null,"abstract":"During the global pandemic, a drastic change in higher-level education took place in assessment. The traditional closed book format had to evolve to a technology-mediated open book assessment for engineering students in a vector calculus course. It became evident that the traditional format was no longer in line with the modern world both functionally and didactically. Such change in the assessment places a responsibility upon us as teachers for constructive alignment of the teaching and learning environment. In this paper, we identify four categories of pedagogical implications and conclude with concrete suggestions for classroom practice.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125916911","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766751
Vian Ahmed, Hisham Ahmed, Hessa Zamzam, Sara Saboor
The teaching and learning context in today’s modern world have been highly affected by technology. The influence of technology has been steadily increasing with continuing fluctuations on the academic scene due to technological developments. In today’s COVID-19 related pandemic, the use of technology has tremendously increased and has become a crucial part of academia. While online learning and teaching have been part of academia for decades and many higher academic institutions offer online education, they are often seen as supplementing teaching rather than core. At the same time, research conducted on online learning and teaching during previous decades show that challenges have long existed, and that those challenges faced by online learning are not a product of this sudden migration to online amid Covid-19, but rather an amplified version of pre-existing challenges. As such, the sudden migration to an all-online mode of delivery has had major ramifications on both faculty and students. Such effects and influences need to be examined. This study therefore uses a mixed method approach to examine the challenges faced by engineering students and faculty at a renowned higher education institution in the UAE. The findings show that while faculty are more concerned about the pedagogical challenges facing them during the online delivery, students perceive the psychological challenges to be the biggest barrier to their online learning.
{"title":"Covid-19 and Online Learning Challenges in Engineering Education: A Case Study of the American University of Sharjah","authors":"Vian Ahmed, Hisham Ahmed, Hessa Zamzam, Sara Saboor","doi":"10.1109/EDUCON52537.2022.9766751","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766751","url":null,"abstract":"The teaching and learning context in today’s modern world have been highly affected by technology. The influence of technology has been steadily increasing with continuing fluctuations on the academic scene due to technological developments. In today’s COVID-19 related pandemic, the use of technology has tremendously increased and has become a crucial part of academia. While online learning and teaching have been part of academia for decades and many higher academic institutions offer online education, they are often seen as supplementing teaching rather than core. At the same time, research conducted on online learning and teaching during previous decades show that challenges have long existed, and that those challenges faced by online learning are not a product of this sudden migration to online amid Covid-19, but rather an amplified version of pre-existing challenges. As such, the sudden migration to an all-online mode of delivery has had major ramifications on both faculty and students. Such effects and influences need to be examined. This study therefore uses a mixed method approach to examine the challenges faced by engineering students and faculty at a renowned higher education institution in the UAE. The findings show that while faculty are more concerned about the pedagogical challenges facing them during the online delivery, students perceive the psychological challenges to be the biggest barrier to their online learning.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123580976","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766503
Alena Renner, Jenny Müller, Andreas Theissler
In many academic fields, literature review has become an established research method of technical writing. In this process, it serves as a method for identifying relevant findings in a research area by synthesizing existing data, identifying knowledge gaps, and critically evaluating results. We systematically reviewed the literature on writing literature reviews and found that a number of papers on that topic has been published, but they do not include suggestions and guidelines for all typical components of a literature review. Therefore, this paper deals with the research question, what are the typical components of a literature review and what should they contain to achieve a high-quality literature review. This paper first explains the goals of literature reviews and then introduces the most common types of literature reviews. Afterwards, the main components are described, and methodological approaches of different authors are brought in. In addition, the goal-oriented process of individual components is presented. Thereby, the paper does not focus on a specific research area but takes an interdisciplinary approach to the given topic.
{"title":"State-of-the-art on writing a literature review: An overview of types and components","authors":"Alena Renner, Jenny Müller, Andreas Theissler","doi":"10.1109/EDUCON52537.2022.9766503","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766503","url":null,"abstract":"In many academic fields, literature review has become an established research method of technical writing. In this process, it serves as a method for identifying relevant findings in a research area by synthesizing existing data, identifying knowledge gaps, and critically evaluating results. We systematically reviewed the literature on writing literature reviews and found that a number of papers on that topic has been published, but they do not include suggestions and guidelines for all typical components of a literature review. Therefore, this paper deals with the research question, what are the typical components of a literature review and what should they contain to achieve a high-quality literature review. This paper first explains the goals of literature reviews and then introduces the most common types of literature reviews. Afterwards, the main components are described, and methodological approaches of different authors are brought in. In addition, the goal-oriented process of individual components is presented. Thereby, the paper does not focus on a specific research area but takes an interdisciplinary approach to the given topic.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125518878","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766639
Eniye Tebekaemi, Martin Q. Zhao
The dichotomy between the skills set of newly minted college graduates and the skills required by cybersecurity employers is on the rise. Colleges are struggling to cope with the rapid pace of technology evolution using outdated tools and practices. Industries are getting frustrated due to the need to retrain fresh college graduates on skills they should have acquired. There is a dire need for academic institutions to develop new tools and systems to deliver cybersecurity education to meet the ever-evolving technology demands of the industry. The Cyber-Softbook project’s goal is to bridge the tech industry and tech education gap by providing educators a framework to collaboratively design, manage, and deliver cybersecurity academic courses that meet the needs of the tech industry. The Cyber-Softbook framework when developed, will provide a platform for academic institutions and tech industries to collaborate on tech education and students to learn about cybersecurity with all the resources they need to understand concepts and gain valuable skills available on a single platform.
{"title":"Cyber-Softbook: A Platform for Collaborative Content Development and Delivery for Cybersecurity Education","authors":"Eniye Tebekaemi, Martin Q. Zhao","doi":"10.1109/EDUCON52537.2022.9766639","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766639","url":null,"abstract":"The dichotomy between the skills set of newly minted college graduates and the skills required by cybersecurity employers is on the rise. Colleges are struggling to cope with the rapid pace of technology evolution using outdated tools and practices. Industries are getting frustrated due to the need to retrain fresh college graduates on skills they should have acquired. There is a dire need for academic institutions to develop new tools and systems to deliver cybersecurity education to meet the ever-evolving technology demands of the industry. The Cyber-Softbook project’s goal is to bridge the tech industry and tech education gap by providing educators a framework to collaboratively design, manage, and deliver cybersecurity academic courses that meet the needs of the tech industry. The Cyber-Softbook framework when developed, will provide a platform for academic institutions and tech industries to collaborate on tech education and students to learn about cybersecurity with all the resources they need to understand concepts and gain valuable skills available on a single platform.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127005741","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 : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766625
Bènène Fradi, L. Cheniti-Belcadhi
Currently, there is a daily evolution of the world and our current digital society faces challenges for changing the environment. Currently, learning environments are undergoing an evolution due the increasing development of mobile technologies. Designing and implementing Smart Learning Environments (SLEs) has emerged to enhance the learning process and the creation of content. In this paper, we are interested on SLE. Our objective is to propose a new pedagogical approach to provide adaptive and personalized open learning based on Computational Thinking (CT). This contribution describes the main theoretical relationships between SLE, Open Learner Model, Open Education Resource, Open Practice and Open Pedagogy when developing SLE to promote the learning process. New pedagogical approaches, based on openness, need to be implemented. The goal is to orchestrate between different features of SLE in order to propose a Smart Open Learning Environment (SOLE). We focus in particular on the pedagogical scenario that will be deployed in a Smart Open Learning Environment (SOLE). The proposed scenario is promoted by Smart Open Pedagogy to enhance CT. We aim to deliver open assessment adapted to specific learner context profile, progress and CT’s Level in the learning.
{"title":"Towards a Conceptual Model for a Smart Open learning environment based on Computational Thinking","authors":"Bènène Fradi, L. Cheniti-Belcadhi","doi":"10.1109/EDUCON52537.2022.9766625","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766625","url":null,"abstract":"Currently, there is a daily evolution of the world and our current digital society faces challenges for changing the environment. Currently, learning environments are undergoing an evolution due the increasing development of mobile technologies. Designing and implementing Smart Learning Environments (SLEs) has emerged to enhance the learning process and the creation of content. In this paper, we are interested on SLE. Our objective is to propose a new pedagogical approach to provide adaptive and personalized open learning based on Computational Thinking (CT). This contribution describes the main theoretical relationships between SLE, Open Learner Model, Open Education Resource, Open Practice and Open Pedagogy when developing SLE to promote the learning process. New pedagogical approaches, based on openness, need to be implemented. The goal is to orchestrate between different features of SLE in order to propose a Smart Open Learning Environment (SOLE). We focus in particular on the pedagogical scenario that will be deployed in a Smart Open Learning Environment (SOLE). The proposed scenario is promoted by Smart Open Pedagogy to enhance CT. We aim to deliver open assessment adapted to specific learner context profile, progress and CT’s Level in the learning.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115195681","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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