Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766653
S. Alrabaee, Mousa Al-kfairy, E. Barka
In this growing technology epoch, one of the main concerns is about the cyber threats. To tackle this issue, highly skilled and motivated cybersecurity professionals are needed, who can prevent, detect, respond, or even mitigate the effect of such threats. However, the world faces workforce shortage of qualified cybersecurity professionals and practitioners. To solve this dilemma several cybersecurity educational programs have arisen. Before it was just a couple of courses in a computer science graduate program. Now a day’s different cybersecurity courses are introduced at the high school level, undergraduate computer science and information systems programs, even in the government level. Due to some peculiar nature of cybersecurity, educational institutions face many issues when designing a cybersecurity curriculum or cybersecurity activities.
{"title":"Efforts and Suggestions for Improving Cybersecurity Education","authors":"S. Alrabaee, Mousa Al-kfairy, E. Barka","doi":"10.1109/EDUCON52537.2022.9766653","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766653","url":null,"abstract":"In this growing technology epoch, one of the main concerns is about the cyber threats. To tackle this issue, highly skilled and motivated cybersecurity professionals are needed, who can prevent, detect, respond, or even mitigate the effect of such threats. However, the world faces workforce shortage of qualified cybersecurity professionals and practitioners. To solve this dilemma several cybersecurity educational programs have arisen. Before it was just a couple of courses in a computer science graduate program. Now a day’s different cybersecurity courses are introduced at the high school level, undergraduate computer science and information systems programs, even in the government level. Due to some peculiar nature of cybersecurity, educational institutions face many issues when designing a cybersecurity curriculum or cybersecurity activities.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"50 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":"127878431","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/EDUCON52537.2022.9766703
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/EDUCON52537.2022.9766780
Faten Ziadi, Naouel Boughattas, Wissal Neji
With the dramatic emergence of the Covid-19 Virus, teachers in schools and universities have been challenged to move from face-to-face to distance learning. This required an update on the materials and the workflow to adapt the teaching approach to the online context and ensure the learning quality. In this work, we will present the adopted approach in a particular course which is procedural programming, a course given for the first-year engineering students of our engineering school. We use two pedagogical approaches for teaching this course: the flipped classroom and the problem-based learning (PBL). The challenge was how to assure team working and provide the same coaching quality; facilitating, problem solving, group management and so on using the same teaching load. Major changes have been made to the current approach, including scripting sessions and teams’ coaching. A pedagogical scenario has been developed to enable coaching via video conferences while keeping the active aspect. Students work on their problem situation through collaborative tools and in the virtual presence of their coach. An e-learning platform has been adopted to allow asynchronous interactions. Our reform also affected the length of sessions, assessment and the types of teaching materials used to substitute physical presence in a classroom and the use of a blackboard.
{"title":"Reform of active pedagogy in the age of Covid","authors":"Faten Ziadi, Naouel Boughattas, Wissal Neji","doi":"10.1109/EDUCON52537.2022.9766780","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766780","url":null,"abstract":"With the dramatic emergence of the Covid-19 Virus, teachers in schools and universities have been challenged to move from face-to-face to distance learning. This required an update on the materials and the workflow to adapt the teaching approach to the online context and ensure the learning quality. In this work, we will present the adopted approach in a particular course which is procedural programming, a course given for the first-year engineering students of our engineering school. We use two pedagogical approaches for teaching this course: the flipped classroom and the problem-based learning (PBL). The challenge was how to assure team working and provide the same coaching quality; facilitating, problem solving, group management and so on using the same teaching load. Major changes have been made to the current approach, including scripting sessions and teams’ coaching. A pedagogical scenario has been developed to enable coaching via video conferences while keeping the active aspect. Students work on their problem situation through collaborative tools and in the virtual presence of their coach. An e-learning platform has been adopted to allow asynchronous interactions. Our reform also affected the length of sessions, assessment and the types of teaching materials used to substitute physical presence in a classroom and the use of a blackboard.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"11 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":"132407922","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/EDUCON52537.2022.9766709
Sourav Jena, Gayatri Ajit Ranade, Ruchi Pushpak Sharma, K. Arya
Given the lockdown situation due to the global pandemic in place, teaching and learning hardware-oriented hand-son skills became a major challenge for engineering education. The present study investigates some of the approaches and demonstrates an effective method of teaching modern engineering skills in a simulated environment, such as investigating the Industry 4.0 concept of ‘Warehouse Automation.’ As part of Project-Based Learning, we are using open source software and free services in a six-month online robotics competition with several stages and tasks. This learning activity was implemented among 1880 participants (470 teams) to teach complex engineering concepts from multidisciplinary domains such as - (1) Robot Operating System (ROS) to control two Robotic Arms in a dynamic simulator, (2) Internet of Things protocols such as MQTT and HTTP, and (3) free cloud services to log data in a database and developing an email notifications system. All the necessary resources were provided to the participants along with the troubleshooting guide that was provided via an online discussion forum. After each task performance of teams was recorded and feedback was collected from the participants. All the recorded data was passed through various statistical analyses as a part of the study to assess the effectiveness of this teaching and learning activity. The study further inspects- whether there is a correlation between participants’ performance in the academic-curricular and the competition, and whether more interaction through online-discussion-forum leads to better performance. Finally, the study will help us understand the perception of participants about COVID-19 impact on their performance.
{"title":"Integrating Industry 4.0 in engineering education during a global pandemic: Approach and Learning Efficacy","authors":"Sourav Jena, Gayatri Ajit Ranade, Ruchi Pushpak Sharma, K. Arya","doi":"10.1109/EDUCON52537.2022.9766709","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766709","url":null,"abstract":"Given the lockdown situation due to the global pandemic in place, teaching and learning hardware-oriented hand-son skills became a major challenge for engineering education. The present study investigates some of the approaches and demonstrates an effective method of teaching modern engineering skills in a simulated environment, such as investigating the Industry 4.0 concept of ‘Warehouse Automation.’ As part of Project-Based Learning, we are using open source software and free services in a six-month online robotics competition with several stages and tasks. This learning activity was implemented among 1880 participants (470 teams) to teach complex engineering concepts from multidisciplinary domains such as - (1) Robot Operating System (ROS) to control two Robotic Arms in a dynamic simulator, (2) Internet of Things protocols such as MQTT and HTTP, and (3) free cloud services to log data in a database and developing an email notifications system. All the necessary resources were provided to the participants along with the troubleshooting guide that was provided via an online discussion forum. After each task performance of teams was recorded and feedback was collected from the participants. All the recorded data was passed through various statistical analyses as a part of the study to assess the effectiveness of this teaching and learning activity. The study further inspects- whether there is a correlation between participants’ performance in the academic-curricular and the competition, and whether more interaction through online-discussion-forum leads to better performance. Finally, the study will help us understand the perception of participants about COVID-19 impact on their performance.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"21 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":"126962380","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/EDUCON52537.2022.9766456
Dirceu A. Maraschin, Karlise Nascimento, Cris Elena Padilha, Lucas Mendes Tortelli, T. Primo, T. Tavares
Human nature differs from all other beings by its cognitive capacity. Above all, we can say that humans have the “superpower” of knowledge with the possibility of transforming their environment through their skills and expertise. Education is, in its essence, the transmission of knowledge and sharing of experiences. Thus, education needs to be in constant transformation following the evolution of humanity. From this perspective, Maker Education has been gaining popularity and being inserted in formal learning environments in order to develop new ways of teaching and developing skills that the modern world requires. However, well-defined objectives and validations that produce credible evidence are essential for new practices to be substantiated. In education, it must do this through assessment process. Therefore, this paper presents a systematic mapping of the literature aimed at identifying which methodologies, instruments, and technological tools have been used for evaluation in Maker Education. Thus, this paper seeks to contribute to discussions, reflections, and guidance on evaluating learning in Maker Education. A total of 982 research papers were screened, leaving 26 for analysis after inclusion steps. The results of this mapping showed a diversity of methods being applied in the development of maker activities and the frequent use of questionnaires as an assessment tool. In addition, the US was the country with the highest incidence of maker activities, although seven other countries were mentioned. We conclude by reflecting on the existence of a demand for technological tools that support the evaluation process in Maker Education.
{"title":"How can we evaluate? A Systematic Mapping of Maker Activities and their Intersections with the Formal Education System","authors":"Dirceu A. Maraschin, Karlise Nascimento, Cris Elena Padilha, Lucas Mendes Tortelli, T. Primo, T. Tavares","doi":"10.1109/EDUCON52537.2022.9766456","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766456","url":null,"abstract":"Human nature differs from all other beings by its cognitive capacity. Above all, we can say that humans have the “superpower” of knowledge with the possibility of transforming their environment through their skills and expertise. Education is, in its essence, the transmission of knowledge and sharing of experiences. Thus, education needs to be in constant transformation following the evolution of humanity. From this perspective, Maker Education has been gaining popularity and being inserted in formal learning environments in order to develop new ways of teaching and developing skills that the modern world requires. However, well-defined objectives and validations that produce credible evidence are essential for new practices to be substantiated. In education, it must do this through assessment process. Therefore, this paper presents a systematic mapping of the literature aimed at identifying which methodologies, instruments, and technological tools have been used for evaluation in Maker Education. Thus, this paper seeks to contribute to discussions, reflections, and guidance on evaluating learning in Maker Education. A total of 982 research papers were screened, leaving 26 for analysis after inclusion steps. The results of this mapping showed a diversity of methods being applied in the development of maker activities and the frequent use of questionnaires as an assessment tool. In addition, the US was the country with the highest incidence of maker activities, although seven other countries were mentioned. We conclude by reflecting on the existence of a demand for technological tools that support the evaluation process in Maker Education.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"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":"130470774","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/EDUCON52537.2022.9766488
A. Abdrabou
Teaching some courses offering basic theoretical knowledge to electrical engineering students, such as Fundamentals of Communication Systems, in a face-to-face setting is different from teaching them online (during the COVID19 pandemic). This is mainly due to the reduced student-instructor interaction during online sessions and the difficulty in demonstrating the operation of systems by simulation software packages while interacting with students. This paper quantifies how the delivery mode of an introductory theoretical course about the fundamentals of communication systems impacts the performance of electrical engineering students using outcome-based learning (OBL), where a variety of assessment tools are used to measure the performance of students. The results indicate a decline in the attainment of the majority of the course learning outcomes with a varying degree, which impacts the corresponding program learning outcomes. An exception to this is a course learning outcome related to the practical design of transmitters and receivers.
{"title":"Quantifying the Impact of Online Teaching of Fundamentals of Communication Systems on Students’ Achievements","authors":"A. Abdrabou","doi":"10.1109/EDUCON52537.2022.9766488","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766488","url":null,"abstract":"Teaching some courses offering basic theoretical knowledge to electrical engineering students, such as Fundamentals of Communication Systems, in a face-to-face setting is different from teaching them online (during the COVID19 pandemic). This is mainly due to the reduced student-instructor interaction during online sessions and the difficulty in demonstrating the operation of systems by simulation software packages while interacting with students. This paper quantifies how the delivery mode of an introductory theoretical course about the fundamentals of communication systems impacts the performance of electrical engineering students using outcome-based learning (OBL), where a variety of assessment tools are used to measure the performance of students. The results indicate a decline in the attainment of the majority of the course learning outcomes with a varying degree, which impacts the corresponding program learning outcomes. An exception to this is a course learning outcome related to the practical design of transmitters and receivers.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"8 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":"130618079","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/EDUCON52537.2022.9766490
Emilio Cabezas-Zevallos, Luis Acosta-Soto, Jorge Alfonso Rodriguez-Tort, S. Hosseini
The SARS-CoV-2 outbreak in 2019 brought an enormous uncertainty and unexpected consequences to the world and in Mexico, students, staff, and professors of higher education were no exception. The online lifestyle became vital for continuous education through various means of remote learning including alternative credentials offered via Massive open online course (MOOCS). Upon announcement of lockdown across the country, Tecnologico de Monterrey, a leading university in Mexico and Latin America, provided free access to the content of Coursera to its community to facilitate a sustained learning environment for all the members. The prolonged COVID-19 pandemic and related news have negatively immersed the community in an environment of fear and anxiety. To monitor the learning progress of the members, understand their response to unprecedented circumstances and provide the community with timely support, we have monitored the course pursuit, progression and the status of completion in Coursera registered by 36,591 users. The data provided insight to the gender of the users enrolling to 6 distinctly different categories of courses and the degree of commitment they demonstrated to the undertaken learning activities. The results showed Computer Science and Programming as one of the most requested course types, and, together with Engineering MOOCS greatly dominated by male users. A timeline of influential events that took place nationally and/or internationally over the course of the 11 months from January 2020 to February 2021 was comprised and compared to the registration, progression and completion of the courses in an attempt to understand the response of our community to the milestones of this concerning global health event. While the results highlight a general struggle to remain motivated and finalize the registered courses, the national and international positive and negative connotations created considerably different responses in participants across different time periods. The current article takes a close look into dynamic of the users of the online courses across this challenging milestone.
2019年的SARS-CoV-2疫情给世界带来了巨大的不确定性和意想不到的后果，在墨西哥，高等教育的学生、教职员工和教授也不例外。通过各种远程学习方式，包括大规模开放在线课程(MOOCS)提供的替代证书，在线生活方式对继续教育至关重要。墨西哥和拉丁美洲的顶尖大学蒙特雷理工大学(tecologico de Monterrey)在宣布全国封锁后，向其社区免费提供了Coursera的内容，为所有成员提供了持续的学习环境。新冠肺炎疫情的长期性和相关新闻，使社会陷入了恐惧和焦虑的负面环境。为了监测会员的学习进度，了解他们对前所未有的情况的反应，并为社区提供及时的支持，我们监测了36,591名注册用户在Coursera上的课程追求、进展和完成状态。这些数据提供了对参加6个明显不同类别课程的用户的性别以及他们对所进行的学习活动所表现出的承诺程度的见解。结果显示，计算机科学和编程是最受欢迎的课程类型之一，并且与工程类mooc一起，男性用户占主导地位。编制了2020年1月至2021年2月11个月期间在国内和/或国际上发生的有影响力事件的时间表，并与课程的注册、进展和完成情况进行了比较，试图了解我们社区对这一事关全球卫生事件的里程碑事件的反应。虽然调查结果强调了保持积极性和完成注册课程的普遍努力，但国家和国际的积极和消极内涵在不同时期的参与者中产生了相当不同的反应。本文将深入研究在线课程用户在这一具有挑战性的里程碑中的动态变化。
{"title":"Half-full or half-empty? The impact of influential events pre- and intra- COVID 19 pandemic on enrolment, progression and completion of online courses","authors":"Emilio Cabezas-Zevallos, Luis Acosta-Soto, Jorge Alfonso Rodriguez-Tort, S. Hosseini","doi":"10.1109/EDUCON52537.2022.9766490","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766490","url":null,"abstract":"The SARS-CoV-2 outbreak in 2019 brought an enormous uncertainty and unexpected consequences to the world and in Mexico, students, staff, and professors of higher education were no exception. The online lifestyle became vital for continuous education through various means of remote learning including alternative credentials offered via Massive open online course (MOOCS). Upon announcement of lockdown across the country, Tecnologico de Monterrey, a leading university in Mexico and Latin America, provided free access to the content of Coursera to its community to facilitate a sustained learning environment for all the members. The prolonged COVID-19 pandemic and related news have negatively immersed the community in an environment of fear and anxiety. To monitor the learning progress of the members, understand their response to unprecedented circumstances and provide the community with timely support, we have monitored the course pursuit, progression and the status of completion in Coursera registered by 36,591 users. The data provided insight to the gender of the users enrolling to 6 distinctly different categories of courses and the degree of commitment they demonstrated to the undertaken learning activities. The results showed Computer Science and Programming as one of the most requested course types, and, together with Engineering MOOCS greatly dominated by male users. A timeline of influential events that took place nationally and/or internationally over the course of the 11 months from January 2020 to February 2021 was comprised and compared to the registration, progression and completion of the courses in an attempt to understand the response of our community to the milestones of this concerning global health event. While the results highlight a general struggle to remain motivated and finalize the registered courses, the national and international positive and negative connotations created considerably different responses in participants across different time periods. The current article takes a close look into dynamic of the users of the online courses across this challenging milestone.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"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":"130698177","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/EDUCON52537.2022.9766668
H. Mohammadian
Since the 1970s, advances in technology have affected everything, including education, training and the business environment, and jobs have always been challenged between education, economic, social, and environmental disruptions in the best way possible to ensure educational business continuity. Meanwhile, educational technologies have been able to improve educational businesses. In fact, the creation of new concept of SMEs as the driving force of educational development, and 7PS pillars play a key role in the process of community development and educational sustainability. Due to the advancement of technologies, these companies have had one of the fastest growths in the I4.0 and in future of I4.0 (I 5.0) will have the most competition in technology and innovation with each other in the world. According to the 5th wave theory, to enter the edge of tomorrow, they need to be prepared to face tomorrow’s crises by identifying and preventing today’s challenges and future shocks. In this regard, the role of education in human resource competencies is very essential. Technical and occupational skills training, social and communication training, personal and personality competencies, conversational intelligence, and methodological and creative traits in human resources can promote sustainability in SME businesses. In fact, with constantly evolving engineering education, today a new form of SMEs (Hybrid SMEs) has emerged that considers competitive advantage not only based on the quality of knowledge-based products and services, but also their competitive advantage is the ability to change 7PS pillars changes. Hybrid SMEs/SME 5.0 seek to create acceptable organizations and markets to address specific socio-edu-cultural and environmental issues. Therefore, it is necessary to recognize and manage today’s challenges and, according to the 3D model of Socio Eco Environment SMEs, for 1-) forecasting, 2-) preventing, and 3-) facing tomorrow’s crises. The ideological principles of Tomorrow’s SMEs/SME 5.0 are based on creating value for healthy living, educational, environmental, and social justice, environmental sustainability, and superior quality products and services.
{"title":"Mapping the Future Sustainable, through the Theory of Comprehensive Everything or the 5th Wave/Tomorrow Age Theory, with a focus on Hybrid SMEs/SME 5.0 Educationally","authors":"H. Mohammadian","doi":"10.1109/EDUCON52537.2022.9766668","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766668","url":null,"abstract":"Since the 1970s, advances in technology have affected everything, including education, training and the business environment, and jobs have always been challenged between education, economic, social, and environmental disruptions in the best way possible to ensure educational business continuity. Meanwhile, educational technologies have been able to improve educational businesses. In fact, the creation of new concept of SMEs as the driving force of educational development, and 7PS pillars play a key role in the process of community development and educational sustainability. Due to the advancement of technologies, these companies have had one of the fastest growths in the I4.0 and in future of I4.0 (I 5.0) will have the most competition in technology and innovation with each other in the world. According to the 5th wave theory, to enter the edge of tomorrow, they need to be prepared to face tomorrow’s crises by identifying and preventing today’s challenges and future shocks. In this regard, the role of education in human resource competencies is very essential. Technical and occupational skills training, social and communication training, personal and personality competencies, conversational intelligence, and methodological and creative traits in human resources can promote sustainability in SME businesses. In fact, with constantly evolving engineering education, today a new form of SMEs (Hybrid SMEs) has emerged that considers competitive advantage not only based on the quality of knowledge-based products and services, but also their competitive advantage is the ability to change 7PS pillars changes. Hybrid SMEs/SME 5.0 seek to create acceptable organizations and markets to address specific socio-edu-cultural and environmental issues. Therefore, it is necessary to recognize and manage today’s challenges and, according to the 3D model of Socio Eco Environment SMEs, for 1-) forecasting, 2-) preventing, and 3-) facing tomorrow’s crises. The ideological principles of Tomorrow’s SMEs/SME 5.0 are based on creating value for healthy living, educational, environmental, and social justice, environmental sustainability, and superior quality products and services.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"20 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":"130802429","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/EDUCON52537.2022.9766755
Jordan Wathen, Aaron Kans, Gaurav Malik
This project focuses on higher education and industry training within the area of computer programming, specifically live instructor-led lab sessions. These sessions are currently run using a combination of different tools available on the market, such as video conferencing software, IDEs, screen sharing and file sharing. However, it’s this reliance on several tools which is resulting in productivity loss due to context switching. The solution explored through this project is a web application to facilitate synchronous remote coding lab sessions. It achieves this by combining a code editor, live communication, code sharing, displayed instructions, and help requests all into one web-based tool. This custom application will support educators by streamlining the running of these virtual sessions. It also aims to help improve learner engagement and motivation, by enabling the required 1:1 support and communication between educator and learner.
{"title":"CODI – A Web Application to Facilitate Live, Remote Programming Lab Sessions","authors":"Jordan Wathen, Aaron Kans, Gaurav Malik","doi":"10.1109/EDUCON52537.2022.9766755","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766755","url":null,"abstract":"This project focuses on higher education and industry training within the area of computer programming, specifically live instructor-led lab sessions. These sessions are currently run using a combination of different tools available on the market, such as video conferencing software, IDEs, screen sharing and file sharing. However, it’s this reliance on several tools which is resulting in productivity loss due to context switching. The solution explored through this project is a web application to facilitate synchronous remote coding lab sessions. It achieves this by combining a code editor, live communication, code sharing, displayed instructions, and help requests all into one web-based tool. This custom application will support educators by streamlining the running of these virtual sessions. It also aims to help improve learner engagement and motivation, by enabling the required 1:1 support and communication between educator and learner.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"85 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":"131334960","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/EDUCON52537.2022.9766752
Ryoga Maruyama, M. Kayama, Takashi Nagai, Koki Otaku, Naomi Taguchi
This study aims to explore educational methods for conceptual modeling for novices. The subjects of this study are primarily Grade 9 students in secondary school who are enrolled in compulsory education. This study relies heavily on model-driven development (MDD) and a domain-specific language (DSL). Using MDD, learners are not asked to write code, but rather to create a model to evaluate their model by observing the behavior of the target device. Teachers can control the difficulty of the problems assigned to their students by using a DSL. In this study, we describe our research approach using MDD and a DSL and then show our experiment design and results. We also discuss the qualitative and qualitative effectiveness of UML programming in Technology class for Grade 9 students.
{"title":"Practical UML Programming based on the Executable UML Method at Secondary School Students","authors":"Ryoga Maruyama, M. Kayama, Takashi Nagai, Koki Otaku, Naomi Taguchi","doi":"10.1109/EDUCON52537.2022.9766752","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766752","url":null,"abstract":"This study aims to explore educational methods for conceptual modeling for novices. The subjects of this study are primarily Grade 9 students in secondary school who are enrolled in compulsory education. This study relies heavily on model-driven development (MDD) and a domain-specific language (DSL). Using MDD, learners are not asked to write code, but rather to create a model to evaluate their model by observing the behavior of the target device. Teachers can control the difficulty of the problems assigned to their students by using a DSL. In this study, we describe our research approach using MDD and a DSL and then show our experiment design and results. We also discuss the qualitative and qualitative effectiveness of UML programming in Technology class for Grade 9 students.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"68 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131433751","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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