Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766703
Redar Ismail, Theresa A. Steinbach, Craig S. Miller
Computational thinking (CT) has been described as a set of valuable skills for tackling complex problems. To foster CT among K-12 students, different initiatives have been introduced by governmental and non-governmental entities, and numerous studies have been carried out by researchers to define and integrate CT into school curriculum. However, previous studies has shown little agreement among researchers, governmental and non-governmental sectors about a unified CT definition. These dissensions have introduced challenges in formulating a definition for CT at the K-12 level. The absence of a unified definition may increase the challenges for teachers to teach and integrate CT into school curriculum. To foster CT among K-12 students, we introduce a definition and framework for CT. We evaluated 39 articles and extracted the most common elements used in the literature to frame CT definition and describe its elements. Several studies have discussed, as well as investigated, the significance of conceptualizing and comprehending the interaction and dependency relationships among computational objects. However, our literature review discovered that little attention has been dedicated to the concept of dependency in the CT body of knowledge. Based on the literature review, we define CT as the thought process used for solving problems, and it encompasses the elements of problem decomposition, abstraction, and algorithmic thinking. We conjecture the CT definition is missing the element of dependency. In the context of CT, we define dependency as the knowledge of comprehending the interrelationships between different sections of a decomposed problem.
{"title":"A Guide Towards a Definition of Computational Thinking in K-12","authors":"Redar Ismail, Theresa A. Steinbach, Craig S. Miller","doi":"10.1109/EDUCON52537.2022.9766703","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766703","url":null,"abstract":"Computational thinking (CT) has been described as a set of valuable skills for tackling complex problems. To foster CT among K-12 students, different initiatives have been introduced by governmental and non-governmental entities, and numerous studies have been carried out by researchers to define and integrate CT into school curriculum. However, previous studies has shown little agreement among researchers, governmental and non-governmental sectors about a unified CT definition. These dissensions have introduced challenges in formulating a definition for CT at the K-12 level. The absence of a unified definition may increase the challenges for teachers to teach and integrate CT into school curriculum. To foster CT among K-12 students, we introduce a definition and framework for CT. We evaluated 39 articles and extracted the most common elements used in the literature to frame CT definition and describe its elements. Several studies have discussed, as well as investigated, the significance of conceptualizing and comprehending the interaction and dependency relationships among computational objects. However, our literature review discovered that little attention has been dedicated to the concept of dependency in the CT body of knowledge. Based on the literature review, we define CT as the thought process used for solving problems, and it encompasses the elements of problem decomposition, abstraction, and algorithmic thinking. We conjecture the CT definition is missing the element of dependency. In the context of CT, we define dependency as the knowledge of comprehending the interrelationships between different sections of a decomposed problem.","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":"128743121","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/EDUCON52537.2022.9807265
João Almeida, A. Daniel
Entrepreneurship is widely acknowledged as a key factor for global social and economic development. Higher education institutions worldwide are promoting entrepreneurship education, given their importance on developing entrepreneurial intentions and attitudes towards entrepreneurship. Despite the growing literature on the effects of entrepreneurship education on STEM students, there is still limited knowledge about the effects of extra-curricular activities and specifically student-led organisations, in developing entrepreneurial skills and behaviour. By gathering insights from 201 higher education students from Portugal and Brazil, this study explores the effects of student involvement in a specific type of student-led organisation - junior enterprises - on the development of entrepreneurial intentions. The findings highlight that Brazilian STEM students have a higher perceived behaviour control and social norms compared to their Portuguese counterparts. Also, it is observed student-led organisations are relevant to fostering the entrepreneurial skills of Portuguese STEM students.
{"title":"Student-led Organisations Impact on STEM Students’ Entrepreneurial Behaviour: Insights from Portugal and Brazil","authors":"João Almeida, A. Daniel","doi":"10.1109/EDUCON52537.2022.9807265","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9807265","url":null,"abstract":"Entrepreneurship is widely acknowledged as a key factor for global social and economic development. Higher education institutions worldwide are promoting entrepreneurship education, given their importance on developing entrepreneurial intentions and attitudes towards entrepreneurship. Despite the growing literature on the effects of entrepreneurship education on STEM students, there is still limited knowledge about the effects of extra-curricular activities and specifically student-led organisations, in developing entrepreneurial skills and behaviour. By gathering insights from 201 higher education students from Portugal and Brazil, this study explores the effects of student involvement in a specific type of student-led organisation - junior enterprises - on the development of entrepreneurial intentions. The findings highlight that Brazilian STEM students have a higher perceived behaviour control and social norms compared to their Portuguese counterparts. Also, it is observed student-led organisations are relevant to fostering the entrepreneurial skills of Portuguese STEM students.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"30 3 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":"125699375","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/EDUCON52537.2022.9766621
B. Alexander, Yunfei Hou, Bilal Khan, Jennifer Jin
This paper presents the development of a new learning platform in Virtual Reality to create a more immersive and intuitive learning experience for introduction of programming courses at an intermediate level. This platform is designed to create a central hub for interactive courseware and facilitate distance learning in our post COVID world. Utilizing Virtual Reality, the application teaches specific topics in Computer Science using scripted animations, tutorials, and interactive games. A pilot study was conducted to evaluate the user experience and learning outcomes. Participants of this study reported they were more engaged and motivated in learning programing concepts. We found the virtual learning modules helped to explain abstract concepts and provided better hands-on experiences.
{"title":"Learn Programming In Virtual Reality? A Case Study of Computer Science Students","authors":"B. Alexander, Yunfei Hou, Bilal Khan, Jennifer Jin","doi":"10.1109/EDUCON52537.2022.9766621","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766621","url":null,"abstract":"This paper presents the development of a new learning platform in Virtual Reality to create a more immersive and intuitive learning experience for introduction of programming courses at an intermediate level. This platform is designed to create a central hub for interactive courseware and facilitate distance learning in our post COVID world. Utilizing Virtual Reality, the application teaches specific topics in Computer Science using scripted animations, tutorials, and interactive games. A pilot study was conducted to evaluate the user experience and learning outcomes. Participants of this study reported they were more engaged and motivated in learning programing concepts. We found the virtual learning modules helped to explain abstract concepts and provided better hands-on experiences.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"123 1 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":"126046981","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/EDUCON52537.2022.9766611
Borja Bordel, R. Alcarria, T. Robles
Cybersecurity is one of the most promising areas for future graduated students to develop their work life. However, the weight of cybersecurity is still low in most computer engineering programs, even though computer engineers are the most suitable professionals for cybersecurity activities. We claim the implementation of cybersecurity competitions, where students participate in teams between four and six people, improving the acquisition of cybersecurity competencies through the promotion of the autonomous, collaborative, and personalized learning. In order to validate the hypothesis, an experience was conducted during the second term of 2020/2021 course in Universidad Politécnica de Madrid. Experience was conducted in the computer engineering degree, in the context of the subject “Cybersecurity in Systems and Networks”. Two groups were defined: the control group following a traditional learning methodology, and a pilot group where learning was based on a cybersecurity competition, including short questionnaires, laboratory practices and puzzles. The results obtained validate the hypothesis and answer all research questions in a positive way. All learning indicators improve when students work on cybersecurity competencies through an educational competition.
{"title":"A cybersecurity competition to support the autonomous, collaborative, and personalized learning in computer engineering","authors":"Borja Bordel, R. Alcarria, T. Robles","doi":"10.1109/EDUCON52537.2022.9766611","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766611","url":null,"abstract":"Cybersecurity is one of the most promising areas for future graduated students to develop their work life. However, the weight of cybersecurity is still low in most computer engineering programs, even though computer engineers are the most suitable professionals for cybersecurity activities. We claim the implementation of cybersecurity competitions, where students participate in teams between four and six people, improving the acquisition of cybersecurity competencies through the promotion of the autonomous, collaborative, and personalized learning. In order to validate the hypothesis, an experience was conducted during the second term of 2020/2021 course in Universidad Politécnica de Madrid. Experience was conducted in the computer engineering degree, in the context of the subject “Cybersecurity in Systems and Networks”. Two groups were defined: the control group following a traditional learning methodology, and a pilot group where learning was based on a cybersecurity competition, including short questionnaires, laboratory practices and puzzles. The results obtained validate the hypothesis and answer all research questions in a positive way. All learning indicators improve when students work on cybersecurity competencies through an educational competition.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"18 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":"126869280","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/EDUCON52537.2022.9766787
R. Chouhan
Blended learning using flipped classroom has emerged as a remarkable model for bridging the digital divide between geographically- and socio-economically–disadvantaged students during the Covid pandemic, especially for those situated in remote locations with limited internet connectivity. This paper presents an investigation of a blended learning framework using flipped teaching through interactive video lectures for an Introduction to Electrical Engineering course held in online mode for a first-year batch of engineering students. The analysis includes observations from two sets of students who took this course over the last two academic years, referred to as control and treatment groups, respectively. The paper also reports a simple preliminary framework for utilizing the analytics available from interactive video assignments for identifying students with poor engagement and understanding so that the instructor may adopt timely measures and interventions to address the need of all students. The success of the video assignments are validated both qualitatively (through student feedback and performance) and quantitatively (using t-test). Results show that the flipped teaching model has both empirical approval and support of a majority of students, especially in the distance learning mode. Statistical analysis shows a significant difference in the performance of students with and without video-based flipped teaching in online mode.
{"title":"Enhanced engagement through instructor-created interactive video assignments in a flipped electrical engineering classroom","authors":"R. Chouhan","doi":"10.1109/EDUCON52537.2022.9766787","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766787","url":null,"abstract":"Blended learning using flipped classroom has emerged as a remarkable model for bridging the digital divide between geographically- and socio-economically–disadvantaged students during the Covid pandemic, especially for those situated in remote locations with limited internet connectivity. This paper presents an investigation of a blended learning framework using flipped teaching through interactive video lectures for an Introduction to Electrical Engineering course held in online mode for a first-year batch of engineering students. The analysis includes observations from two sets of students who took this course over the last two academic years, referred to as control and treatment groups, respectively. The paper also reports a simple preliminary framework for utilizing the analytics available from interactive video assignments for identifying students with poor engagement and understanding so that the instructor may adopt timely measures and interventions to address the need of all students. The success of the video assignments are validated both qualitatively (through student feedback and performance) and quantitatively (using t-test). Results show that the flipped teaching model has both empirical approval and support of a majority of students, especially in the distance learning mode. Statistical analysis shows a significant difference in the performance of students with and without video-based flipped teaching in online mode.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"208 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":"114145012","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/EDUCON52537.2022.9766792
Cristina Páez Quinde, Angela Chasipanta-Nieves, Carlos A. Hernández-Dávila, Josué Arévalo-Peralta
Quality academic training at different educational levels is consistent with the meaningful learning of students. Faced with the new requirements due to the global pandemic, education put its work into the use of information and communication technologies as well as the application of new pedagogical models. This research article aims to describe and analyze the contribution of the “flipped classroom” in the meaningful learning of students of the Basic Education Career through the use and design of web 3.0 digital tools. The methodology implemented is experimental-exploratory type research, through a structured questionnaire of 17 questions on a Likert scale which was validated by Cronbach’s alpha statistic with a result of 0.846, the TAM model was applied to measure acceptance of digital resources in virtual learning, the ADDIE methodology was applied in the execution and application of the technological tools of the web 3.0 for the students. Favorable results were obtained where it is stated that the flipped classroom contributes to significant learning in university students, allowing greater development of students in daily educational activities, in addition, it was possible to evidence the increase in the frequency of the use of digital documents, multimedia resources and especially web 3.0 resources developed by the teacher to improve virtual teaching, guaranteeing optimal and flexible learning within a social environment, with the help and application of web 3.0 tools.
{"title":"Flipped classroom in the meaningful learning of the students of the Basic Education Career: Case study Technical University of Ambato","authors":"Cristina Páez Quinde, Angela Chasipanta-Nieves, Carlos A. Hernández-Dávila, Josué Arévalo-Peralta","doi":"10.1109/EDUCON52537.2022.9766792","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766792","url":null,"abstract":"Quality academic training at different educational levels is consistent with the meaningful learning of students. Faced with the new requirements due to the global pandemic, education put its work into the use of information and communication technologies as well as the application of new pedagogical models. This research article aims to describe and analyze the contribution of the “flipped classroom” in the meaningful learning of students of the Basic Education Career through the use and design of web 3.0 digital tools. The methodology implemented is experimental-exploratory type research, through a structured questionnaire of 17 questions on a Likert scale which was validated by Cronbach’s alpha statistic with a result of 0.846, the TAM model was applied to measure acceptance of digital resources in virtual learning, the ADDIE methodology was applied in the execution and application of the technological tools of the web 3.0 for the students. Favorable results were obtained where it is stated that the flipped classroom contributes to significant learning in university students, allowing greater development of students in daily educational activities, in addition, it was possible to evidence the increase in the frequency of the use of digital documents, multimedia resources and especially web 3.0 resources developed by the teacher to improve virtual teaching, guaranteeing optimal and flexible learning within a social environment, with the help and application of web 3.0 tools.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"41 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":"114184416","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/EDUCON52537.2022.9766533
Maria De La O. Laura Del Carmen Cuevas-Cancino Esteva, M. Peña-Becerril, C. Camacho-Zuñiga, Eréndira Gabriela Avilés-Rabanales
Establishing a context for the application of knowledge, developing their sense of belonging, and using materials that play a social role in their lives engage undergraduates and makes them core of their own learning. However, this is complicated to achieve in courses without laboratories or under restrictions due to COVID-19 pandemic. Current work reports the implementation and impact of EDU Movies, a student-centered learning asynchronous activity to generate learning scenarios using fiction movies. It was carried out in the Ecological Processes for Human Development online course with 57 undergraduates (29 females and 28 males) enrolled in different programs. EDU Movies addressed the topics of environment, sustainable development and ethics and citizenship. To measure the impact, the participants perceptions were gathered using a survey and their answers were analyzed using statistics and text analysis. The evidence shows that over 69% of the students perceived that the movies were a great aid for learning the topics, particularly for female undergraduates.
{"title":"EDU Movies: using fiction movies for student-centered learning","authors":"Maria De La O. Laura Del Carmen Cuevas-Cancino Esteva, M. Peña-Becerril, C. Camacho-Zuñiga, Eréndira Gabriela Avilés-Rabanales","doi":"10.1109/EDUCON52537.2022.9766533","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766533","url":null,"abstract":"Establishing a context for the application of knowledge, developing their sense of belonging, and using materials that play a social role in their lives engage undergraduates and makes them core of their own learning. However, this is complicated to achieve in courses without laboratories or under restrictions due to COVID-19 pandemic. Current work reports the implementation and impact of EDU Movies, a student-centered learning asynchronous activity to generate learning scenarios using fiction movies. It was carried out in the Ecological Processes for Human Development online course with 57 undergraduates (29 females and 28 males) enrolled in different programs. EDU Movies addressed the topics of environment, sustainable development and ethics and citizenship. To measure the impact, the participants perceptions were gathered using a survey and their answers were analyzed using statistics and text analysis. The evidence shows that over 69% of the students perceived that the movies were a great aid for learning the topics, particularly for female undergraduates.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"39 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":"114537953","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/EDUCON52537.2022.9766586
Juan Manuel Campos, Leticia Almaguer, Lamberto Alvarez, Laura Elena Morales
Our first objective in this article is to explain the educational innovation of this bootcamp in its totally digital version for the first time, a version used during the pandemic in 2021 and that we are confident will serve as a basis for carrying out remote bootcamps, always with the idea of promoting the inclusion of more women in IT careers and STEM areas, connecting female high school students with engineering students from prestigious universities and with female engineering professionals. The second objective of this article is to offer certain figures to measure the geographical and human scope of Beautiful Patterns 2021 in Latin America. The third objective is to present the exit study of the Beautiful Patterns 2021 bootcamp. The study followed 500 participating girls from different countries to determine if this bootcamp had created an impact on their perception of the IT, engineering, and STEM areas, considering the diagnosis made before the start of the bootcamp. Finally, we will outline the quantitative strategies being followed to see the long-term impact of the program.
{"title":"“Beautiful patterns” MIT and Tec de Monterrey International Bootcamp: engineering women students teaching IT to high-school women students","authors":"Juan Manuel Campos, Leticia Almaguer, Lamberto Alvarez, Laura Elena Morales","doi":"10.1109/EDUCON52537.2022.9766586","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766586","url":null,"abstract":"Our first objective in this article is to explain the educational innovation of this bootcamp in its totally digital version for the first time, a version used during the pandemic in 2021 and that we are confident will serve as a basis for carrying out remote bootcamps, always with the idea of promoting the inclusion of more women in IT careers and STEM areas, connecting female high school students with engineering students from prestigious universities and with female engineering professionals. The second objective of this article is to offer certain figures to measure the geographical and human scope of Beautiful Patterns 2021 in Latin America. The third objective is to present the exit study of the Beautiful Patterns 2021 bootcamp. The study followed 500 participating girls from different countries to determine if this bootcamp had created an impact on their perception of the IT, engineering, and STEM areas, considering the diagnosis made before the start of the bootcamp. Finally, we will outline the quantitative strategies being followed to see the long-term impact of the program.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"64 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":"122598434","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/EDUCON52537.2022.9766746
João Almeida, A. Daniel
STEM education faces several challenges in providing students with the complementary skills and knowledge needed to prepare them for an increasingly uncertain future. Student-led organisations (SLOs) are considered as one of the best ways to complement classroom learning through a hands-on approach. This systematic literature review aims to understand the different types of student-led organisations, the main barriers, drivers and the outcomes for students, higher education institutions (HEI) and society in general. The findings highlight that SLOs are relevant for the development of students’ “soft” skills, global awareness, and employability. Also, they play an important role in increasing student engagement and retention, especially in underrepresented groups (such as women or latino(a)s). Finally, the review highlights the need for more research on this topic to improve HEIs’ support of these organisations.
{"title":"Student-led organisations and STEM education: a review","authors":"João Almeida, A. Daniel","doi":"10.1109/EDUCON52537.2022.9766746","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766746","url":null,"abstract":"STEM education faces several challenges in providing students with the complementary skills and knowledge needed to prepare them for an increasingly uncertain future. Student-led organisations (SLOs) are considered as one of the best ways to complement classroom learning through a hands-on approach. This systematic literature review aims to understand the different types of student-led organisations, the main barriers, drivers and the outcomes for students, higher education institutions (HEI) and society in general. The findings highlight that SLOs are relevant for the development of students’ “soft” skills, global awareness, and employability. Also, they play an important role in increasing student engagement and retention, especially in underrepresented groups (such as women or latino(a)s). Finally, the review highlights the need for more research on this topic to improve HEIs’ support of these organisations.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"128 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":"122833534","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/EDUCON52537.2022.9766827
Syed Haris Roman Hussaini, Akrom Mamasaliev, Amir Risan, Khalid Al Duweik, Jinane Mounsef, B. Tlili
The huge impact of COVID-19 on the global healthcare systems has accelerated the search for novel tools to stem the tide. Attention has turned to the digital health community to provide possible solutions that could mitigate the impact of this pandemic. Among all the shifts and changes, the education sector has experienced its own setbacks. Knowing that social distancing and temperature screening were major requirements to re-open schools, it becomes mandatory to monitor the vital signs of the students to effectively identify any high risk. Hence, digital-based solutions can help capture information on possible prospect of contagion to facilitate active COVID-19 surveillance. In this work, we design the COVID-Band, which uses the IoT technology to monitor the safe distance, body temperature and pulse rate of school students. The proposed work provides an efficient digital tool to help accelerate detection, reporting, active surveillance and rapid response for COVID-19 cases at schools.
{"title":"A COVID-Band for a Safer School Environment","authors":"Syed Haris Roman Hussaini, Akrom Mamasaliev, Amir Risan, Khalid Al Duweik, Jinane Mounsef, B. Tlili","doi":"10.1109/EDUCON52537.2022.9766827","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766827","url":null,"abstract":"The huge impact of COVID-19 on the global healthcare systems has accelerated the search for novel tools to stem the tide. Attention has turned to the digital health community to provide possible solutions that could mitigate the impact of this pandemic. Among all the shifts and changes, the education sector has experienced its own setbacks. Knowing that social distancing and temperature screening were major requirements to re-open schools, it becomes mandatory to monitor the vital signs of the students to effectively identify any high risk. Hence, digital-based solutions can help capture information on possible prospect of contagion to facilitate active COVID-19 surveillance. In this work, we design the COVID-Band, which uses the IoT technology to monitor the safe distance, body temperature and pulse rate of school students. The proposed work provides an efficient digital tool to help accelerate detection, reporting, active surveillance and rapid response for COVID-19 cases at schools.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"2 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":"121801124","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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