Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766606
Nils Pancratz, Lisa Schütte, I. Diethelm
Research into students’ conceptions is inherently challenged with appropriately transferring profound research questions into suitable research instruments. This applies in particular, but not exclusively, to studies with primary school students. In order to investigate individuals’ conceptions, besides linear-linguistic questionnaire procedures, classically guided interviews are used, also triangulated with each other or further sub-instruments (e.g. concept mapping techniques). For this latter purpose, seek-and-find-drawings offer a good opportunity, both paper based and digital. This paper presents research on primary school students’ conceptions of computers in everyday objects and illustrates a methodical opportunity regarding the use of seek-and-find-drawings in Computer Science Education research. In the presented study, 60 primary school children were presented with a seek-and-find-drawing depicting several everyday encounter situations with computing systems. According to the results, primary school students understand not only personal computers, smartphones, tablets, video gaming consoles and (video) cameras, but in few cases also refrigerators, air conditioners and cars as systems containing (embedded) computers. The experience from the presented paper based hidden objects study can be used especially for future research projects.
{"title":"Seek-and-Find-Drawings in the Research of Students’ Conceptions in Computer Science Education","authors":"Nils Pancratz, Lisa Schütte, I. Diethelm","doi":"10.1109/EDUCON52537.2022.9766606","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766606","url":null,"abstract":"Research into students’ conceptions is inherently challenged with appropriately transferring profound research questions into suitable research instruments. This applies in particular, but not exclusively, to studies with primary school students. In order to investigate individuals’ conceptions, besides linear-linguistic questionnaire procedures, classically guided interviews are used, also triangulated with each other or further sub-instruments (e.g. concept mapping techniques). For this latter purpose, seek-and-find-drawings offer a good opportunity, both paper based and digital. This paper presents research on primary school students’ conceptions of computers in everyday objects and illustrates a methodical opportunity regarding the use of seek-and-find-drawings in Computer Science Education research. In the presented study, 60 primary school children were presented with a seek-and-find-drawing depicting several everyday encounter situations with computing systems. According to the results, primary school students understand not only personal computers, smartphones, tablets, video gaming consoles and (video) cameras, but in few cases also refrigerators, air conditioners and cars as systems containing (embedded) computers. The experience from the presented paper based hidden objects study can be used especially for future research projects.","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":"122558899","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/EDUCON52537.2022.9766382
Z. Aginako, Karmele Artano-Pérez, M. Garmendia, T. Guraya, Pilar Martínez-Blanco, María Begoña Peña-Lang
The work presented below is part of a more extensive study, which tries to gather the perception about the insertion level of sustainability in engineering degrees, and the importance given to Sustainable Development (SD), by both academics and students. The study focuses on the University of the Basque Country, which through the SDG, tries to insert SD at all institutional levels, also in degrees curriculums. Recently, Electrical, Mechanical, and Electronic and Automatic Engineering students were surveyed with a validated instrument, created specifically for the current research. After analyzing students’ responses, it seemed necessary to contrast students’ perception to teachers’ perception to explain among others questions the low insertion level of SD. Therefore, the previous instrument (students’ instrument) has been adapted and slightly modified to compare the two groups and to answer some new questions that emerged after analyzing students’ responses. This paper shows the new instrument creation process and its piloting.The novelty of the presented instrument to obtain engineering teachers’ perceptions about sustainability at the undergraduate level is based on the activity of students in a student-centered environment. The improved instrument and the new way of passing the survey, in addition to providing answers to the research questions, will serve to reduce the nonresponse bias, not valued in the students’ survey.Now the University has a novel tool based on student activity, to gain insight from the teachers’ perspective, fulfilling the lack of instruments in the literature to gather teachers’ points of view.
{"title":"What do teachers think and do about Sustainability at engineering degrees? A new instrument to know it.","authors":"Z. Aginako, Karmele Artano-Pérez, M. Garmendia, T. Guraya, Pilar Martínez-Blanco, María Begoña Peña-Lang","doi":"10.1109/EDUCON52537.2022.9766382","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766382","url":null,"abstract":"The work presented below is part of a more extensive study, which tries to gather the perception about the insertion level of sustainability in engineering degrees, and the importance given to Sustainable Development (SD), by both academics and students. The study focuses on the University of the Basque Country, which through the SDG, tries to insert SD at all institutional levels, also in degrees curriculums. Recently, Electrical, Mechanical, and Electronic and Automatic Engineering students were surveyed with a validated instrument, created specifically for the current research. After analyzing students’ responses, it seemed necessary to contrast students’ perception to teachers’ perception to explain among others questions the low insertion level of SD. Therefore, the previous instrument (students’ instrument) has been adapted and slightly modified to compare the two groups and to answer some new questions that emerged after analyzing students’ responses. This paper shows the new instrument creation process and its piloting.The novelty of the presented instrument to obtain engineering teachers’ perceptions about sustainability at the undergraduate level is based on the activity of students in a student-centered environment. The improved instrument and the new way of passing the survey, in addition to providing answers to the research questions, will serve to reduce the nonresponse bias, not valued in the students’ survey.Now the University has a novel tool based on student activity, to gain insight from the teachers’ perspective, fulfilling the lack of instruments in the literature to gather teachers’ points of view.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"177 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":"122973789","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/EDUCON52537.2022.9766535
M. Kusmin, M. Laanpere
The article is a continuation of the articles exploring the concept of Smart Schoolhouse which are based on the activities of the project “Smart Schoolhouse with IoT” and the data collected during it. We developed a school self-assessment model that addresses the interests of different stakeholders in order to map the readiness of schools to implement the Smart Schoolhouse concept.For this purpose, we used focus group interviews and literature analyses. As the literature analysis complemented the list received from the experts in the focus group interview, we focused on three aspects in selecting articles: (1) to get an overview of the models and frameworks that have been used in educational institutions, in general, in connection with the usage of technology, (2) to get an overview of the models and frameworks used to analyse the whole organisation (school), and (3) to find additional models or frameworks developed during different research which support the pedagogical and technological innovation used in the Smart Schoolhouse concept. Out of 3029 articles a total of 56 different models, 1S frameworks, 1 standard, and 4 matrices were found. Of These, 6 concepts were used as a basis for selecting the areas of the self-assessment model and another 17 for describing the levels of the criteria.Based on the benchmarking of these findings and ideas gained from the focus group interviews, a model consisting of three (pedagogical innovation, technological innovation, and change management) areas with criteria and descriptions was developed. We used the nominal group technique (NGT) to validate the created self-assessment model. After validating the model, we created a web-based environment for schools to conduct self-analysis.
{"title":"Design of the Smart Schoolhouse Self-assessment Model","authors":"M. Kusmin, M. Laanpere","doi":"10.1109/EDUCON52537.2022.9766535","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766535","url":null,"abstract":"The article is a continuation of the articles exploring the concept of Smart Schoolhouse which are based on the activities of the project “Smart Schoolhouse with IoT” and the data collected during it. We developed a school self-assessment model that addresses the interests of different stakeholders in order to map the readiness of schools to implement the Smart Schoolhouse concept.For this purpose, we used focus group interviews and literature analyses. As the literature analysis complemented the list received from the experts in the focus group interview, we focused on three aspects in selecting articles: (1) to get an overview of the models and frameworks that have been used in educational institutions, in general, in connection with the usage of technology, (2) to get an overview of the models and frameworks used to analyse the whole organisation (school), and (3) to find additional models or frameworks developed during different research which support the pedagogical and technological innovation used in the Smart Schoolhouse concept. Out of 3029 articles a total of 56 different models, 1S frameworks, 1 standard, and 4 matrices were found. Of These, 6 concepts were used as a basis for selecting the areas of the self-assessment model and another 17 for describing the levels of the criteria.Based on the benchmarking of these findings and ideas gained from the focus group interviews, a model consisting of three (pedagogical innovation, technological innovation, and change management) areas with criteria and descriptions was developed. We used the nominal group technique (NGT) to validate the created self-assessment model. After validating the model, we created a web-based environment for schools to conduct self-analysis.","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":"129009127","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/EDUCON52537.2022.9766472
Ilya Sheinman, A. Sokolov, A. Kovalevskaya, I. Vezhenkova, Danil Ostapchuk, R. Jimenez-Castañeda, T. Kustov, M. R. Rodríguez-Barroso
Virtual laboratory facilities and methodological materials for laboratory work have been developed, aimed at distance learning of students in the direction of “Technosphere Safety”. The works reflect all the features of experiments and research on real devices. Methodological materials were prepared, including video lectures for laboratory work. The developed virtual laboratory works were tested when teaching students of Saint-Petersburg State Electrotechnical University (ETU “LETI”).
{"title":"Implementation of an environmental laboratory workshop in a distance learning environment","authors":"Ilya Sheinman, A. Sokolov, A. Kovalevskaya, I. Vezhenkova, Danil Ostapchuk, R. Jimenez-Castañeda, T. Kustov, M. R. Rodríguez-Barroso","doi":"10.1109/EDUCON52537.2022.9766472","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766472","url":null,"abstract":"Virtual laboratory facilities and methodological materials for laboratory work have been developed, aimed at distance learning of students in the direction of “Technosphere Safety”. The works reflect all the features of experiments and research on real devices. Methodological materials were prepared, including video lectures for laboratory work. The developed virtual laboratory works were tested when teaching students of Saint-Petersburg State Electrotechnical University (ETU “LETI”).","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"93 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":"124550008","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/EDUCON52537.2022.9766551
Preethi Baligar, Gopalkrishna Joshi, A. Shettar, Rohit Kandakatla
This full “research” paper presents the results of a systematic literature review that investigates the penetration of cooperative learning pedagogy in engineering education. The study considered 176 articles published between 2010 and 2020 from the google scholar database, of which 79 met the inclusion criteria. Despite the deep-rooted cooperative learning theory, results revealed that most records equated Cooperative Learning to teamwork, grouping strategies and collaborative learning. The remaining records span several engineering disciplines and focus on developing competencies at the lower levels of Bloom’s taxonomy, i.e., acquiring factual and conceptual knowledge among students. The records can be categorized into four broad themes: application of cooperative learning for knowledge acquisition, application of cooperative learning for knowledge application, i.e., problem-solving contexts, comparison of effectiveness between Cooperative Learning and other pedagogies, and development of a new framework by integrating cooperative learning principles and structures. This study ends with a set of questions to further the use of cooperative learning for engineering problem-solving.
{"title":"Penetration for Cooperative Learning in Engineering Education: A Systematic Literature Review","authors":"Preethi Baligar, Gopalkrishna Joshi, A. Shettar, Rohit Kandakatla","doi":"10.1109/EDUCON52537.2022.9766551","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766551","url":null,"abstract":"This full “research” paper presents the results of a systematic literature review that investigates the penetration of cooperative learning pedagogy in engineering education. The study considered 176 articles published between 2010 and 2020 from the google scholar database, of which 79 met the inclusion criteria. Despite the deep-rooted cooperative learning theory, results revealed that most records equated Cooperative Learning to teamwork, grouping strategies and collaborative learning. The remaining records span several engineering disciplines and focus on developing competencies at the lower levels of Bloom’s taxonomy, i.e., acquiring factual and conceptual knowledge among students. The records can be categorized into four broad themes: application of cooperative learning for knowledge acquisition, application of cooperative learning for knowledge application, i.e., problem-solving contexts, comparison of effectiveness between Cooperative Learning and other pedagogies, and development of a new framework by integrating cooperative learning principles and structures. This study ends with a set of questions to further the use of cooperative learning for engineering problem-solving.","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":"130532937","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/EDUCON52537.2022.9766651
Mariana M. Silva, Alexandra R. Costa, Ana Moura, Gustavo R. Alves
In recent years, bibliometrics has been widely used as a methodology for the analysis of scientific production, proving to be an excellent instrument for supporting scientific policy decisions. In this paper, we present a bibliometric analysis of the 12 editions of the Global Engineering Education Conference (EDUCON). Several indicators were used, namely number of submitted articles, the rate of accepted submissions, number of article citations, and the number of references per article, among other indicators. We also intend to add the comparison of the results obtained in the ten first editions held in-site and the last two editions, which have the particularity of having been carried out fully online, evaluating, by this way, the impact of the COVID-19 pandemic crisis to EDUCON. The results show an increase in the number of papers submitted and published over the years, evidencing a growing notoriety of the conference. The same growth tendency is visible regarding the number of authors involved in the conference. Regarding the impact of the online editions, data from the next edition is still required to establish better comparisons and conclusions.
{"title":"Impact of COVID-19 pandemic to EDUCON: a bibliometric analysis","authors":"Mariana M. Silva, Alexandra R. Costa, Ana Moura, Gustavo R. Alves","doi":"10.1109/EDUCON52537.2022.9766651","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766651","url":null,"abstract":"In recent years, bibliometrics has been widely used as a methodology for the analysis of scientific production, proving to be an excellent instrument for supporting scientific policy decisions. In this paper, we present a bibliometric analysis of the 12 editions of the Global Engineering Education Conference (EDUCON). Several indicators were used, namely number of submitted articles, the rate of accepted submissions, number of article citations, and the number of references per article, among other indicators. We also intend to add the comparison of the results obtained in the ten first editions held in-site and the last two editions, which have the particularity of having been carried out fully online, evaluating, by this way, the impact of the COVID-19 pandemic crisis to EDUCON. The results show an increase in the number of papers submitted and published over the years, evidencing a growing notoriety of the conference. The same growth tendency is visible regarding the number of authors involved in the conference. Regarding the impact of the online editions, data from the next edition is still required to establish better comparisons and conclusions.","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":"123381991","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/EDUCON52537.2022.9766690
M. S. Sharif, W. Elmedany
Over the years, there have been many factors that have had an influence on the landscape of higher education in the UK. These factors include the rise of tuition fees, the introduction of the teaching excellence framework and the formation of office for students. A key performance indicator that has an impact on these factors is student experience, which is influenced by positive or negative feedback and engagement. Although this forms a key part of the learning environment, it is still perceived as one of the weakest aspects when it comes to enhancing the student experience especially for the students with learning difficulties. During the recent pandemic, significant levels of changes have been introduced to the teaching and learning approaches. Machine learning approaches are proven useful for providing flexible solutions for various problems in different fields. With the focus on the students with learning difficulties; this paper proposed a machine learning based approach to support such students and analyse the complexities of their learning difficulties to make sure they benefit from the new approaches in the post-pandemic era. The proposed approach has been tested initially for dyslexia, where the main complexities such as recognition of words, fluency in reading and writing are analysed. This research will lead to the novel introduction of intelligent approach to revolutionize the learning ability and overcome any learning difficulties at different learning and teaching levels.
{"title":"A Proposed Machine Learning Based Approach to Support Students with Learning Difficulties in The Post-Pandemic Norm","authors":"M. S. Sharif, W. Elmedany","doi":"10.1109/EDUCON52537.2022.9766690","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766690","url":null,"abstract":"Over the years, there have been many factors that have had an influence on the landscape of higher education in the UK. These factors include the rise of tuition fees, the introduction of the teaching excellence framework and the formation of office for students. A key performance indicator that has an impact on these factors is student experience, which is influenced by positive or negative feedback and engagement. Although this forms a key part of the learning environment, it is still perceived as one of the weakest aspects when it comes to enhancing the student experience especially for the students with learning difficulties. During the recent pandemic, significant levels of changes have been introduced to the teaching and learning approaches. Machine learning approaches are proven useful for providing flexible solutions for various problems in different fields. With the focus on the students with learning difficulties; this paper proposed a machine learning based approach to support such students and analyse the complexities of their learning difficulties to make sure they benefit from the new approaches in the post-pandemic era. The proposed approach has been tested initially for dyslexia, where the main complexities such as recognition of words, fluency in reading and writing are analysed. This research will lead to the novel introduction of intelligent approach to revolutionize the learning ability and overcome any learning difficulties at different learning and teaching levels.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"95 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114094614","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/EDUCON52537.2022.9766775
Pablo C. Herrera, Cristina Dreifuss-Serrano, Macarena Valenzuela-Zubiaur, Vaneza Caycho
The gender gap remains one of the outstanding problems in engineering education. However, there are global learning communities with more than a decade that show sustainable statistics for learning and leadership in STEM environments. This research analyzes the participation of women in the Fab Lab-based learning environment of the Fab Academy in the geography of IEEE Region 8 and the 28 countries that graduated 721 students between 2009 and 2021. We analyze the 31.21% of women graduated and the specificity of its scope in each sub region, from the context of the learning environment to those who management a Fab Lab. Demonstrating a line that takes up learned knowledge, orienting them to learning and leadership.
{"title":"Fab Lab-based learning: an environment to promote Women and Leadership in Engineering Education","authors":"Pablo C. Herrera, Cristina Dreifuss-Serrano, Macarena Valenzuela-Zubiaur, Vaneza Caycho","doi":"10.1109/EDUCON52537.2022.9766775","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766775","url":null,"abstract":"The gender gap remains one of the outstanding problems in engineering education. However, there are global learning communities with more than a decade that show sustainable statistics for learning and leadership in STEM environments. This research analyzes the participation of women in the Fab Lab-based learning environment of the Fab Academy in the geography of IEEE Region 8 and the 28 countries that graduated 721 students between 2009 and 2021. We analyze the 31.21% of women graduated and the specificity of its scope in each sub region, from the context of the learning environment to those who management a Fab Lab. Demonstrating a line that takes up learned knowledge, orienting them to learning and leadership.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"54 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114122189","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/EDUCON52537.2022.9766795
D. Gillet, Isabelle Vonèche Cardia, Juan Carlos Farah, Kim Lan Phan Hoang, M. Rodríguez-Triana
The trend towards generalized blended and active learning approaches in engineering education is redefining the requirements and the deployment schemes for digital education platforms. This paper presents a quadriptych techno-pedagogical model highlighting the features and the services an effective digital education platform should provide to accompany educators in their journey towards the creation of rich—and possibly open—educational resources, as well as their integration into blended and active learning scenarios. An implementation of this model for a novel digital education platform called Graasp is discussed and three use cases are detailed. These use cases show that a large variety of active pedagogical scenarios can be implemented, if easily accessible and comprehensive digital education platforms are available.
{"title":"Integrated Model for Comprehensive Digital Education Platforms","authors":"D. Gillet, Isabelle Vonèche Cardia, Juan Carlos Farah, Kim Lan Phan Hoang, M. Rodríguez-Triana","doi":"10.1109/EDUCON52537.2022.9766795","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766795","url":null,"abstract":"The trend towards generalized blended and active learning approaches in engineering education is redefining the requirements and the deployment schemes for digital education platforms. This paper presents a quadriptych techno-pedagogical model highlighting the features and the services an effective digital education platform should provide to accompany educators in their journey towards the creation of rich—and possibly open—educational resources, as well as their integration into blended and active learning scenarios. An implementation of this model for a novel digital education platform called Graasp is discussed and three use cases are detailed. These use cases show that a large variety of active pedagogical scenarios can be implemented, if easily accessible and comprehensive digital education platforms are available.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"81 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":"114827904","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/EDUCON52537.2022.9766676
S. Chikasha, W. V. Petegem, M. Valcke
This study takes place in the context in which learning analytics is starting to gain more ground in seeking to understand some of the critical issues on how multimedia learning can support personalized learning design. This paper investigates the critical issues of individual learner differences regarding the impact of alternative designs of multimedia enhanced e-Learning communities. In this study, an online course in the domain of Software Engineering was used. The study involved Bachelor of Science students from an institution of higher education in Zimbabwe taking a course of Software Engineering. The study centers on the impact of student learning styles, cognitive styles, study approaches and prior knowledge on the efficacy, satisfaction, learning experience and outcomes related to software engineering learning in an eLearning community enhanced with alternative designs of multimedia elaborations. The study will go a long way in informing design issues to support personalized learning for Southern African learners in their context. The text based online eLearning community enriched with static graphics; animations, audio, and video were used. The results point to clear differential impact based on the cognitive styles on the effect of multimedia enhanced community. In field independent learners, the multimedia design based on text, animation and audio resulted in higher learning outcomes and satisfaction but decreased cognitive load. In field dependent learners, the learning outcomes and satisfaction levels seemed to be lower, however an increase in cognitive load was noticed. This effect was obvious with the addition of audio to the environment. Only prior knowledge and cognitive style were the significant predictors for learning outcome. This was only realized in the learning environment enhanced with text and static graphics.
{"title":"Impact of alternative designs of multimedia elaboration on learning outcomes: Towards personalized learning of Software Engineering.","authors":"S. Chikasha, W. V. Petegem, M. Valcke","doi":"10.1109/EDUCON52537.2022.9766676","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766676","url":null,"abstract":"This study takes place in the context in which learning analytics is starting to gain more ground in seeking to understand some of the critical issues on how multimedia learning can support personalized learning design. This paper investigates the critical issues of individual learner differences regarding the impact of alternative designs of multimedia enhanced e-Learning communities. In this study, an online course in the domain of Software Engineering was used. The study involved Bachelor of Science students from an institution of higher education in Zimbabwe taking a course of Software Engineering. The study centers on the impact of student learning styles, cognitive styles, study approaches and prior knowledge on the efficacy, satisfaction, learning experience and outcomes related to software engineering learning in an eLearning community enhanced with alternative designs of multimedia elaborations. The study will go a long way in informing design issues to support personalized learning for Southern African learners in their context. The text based online eLearning community enriched with static graphics; animations, audio, and video were used. The results point to clear differential impact based on the cognitive styles on the effect of multimedia enhanced community. In field independent learners, the multimedia design based on text, animation and audio resulted in higher learning outcomes and satisfaction but decreased cognitive load. In field dependent learners, the learning outcomes and satisfaction levels seemed to be lower, however an increase in cognitive load was noticed. This effect was obvious with the addition of audio to the environment. Only prior knowledge and cognitive style were the significant predictors for learning outcome. This was only realized in the learning environment enhanced with text and static graphics.","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":"114858905","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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