Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766390
Christian Madritsch, R. Langmann
This paper describes the ERASMUS+ project ETAT: Education and Training for Automation 4.0 in Thailand. First, the current situation in Thailand in relation to the shift in national strategy is depicted. Here, the main project objectives and goals are also stated. Next, the lab equipment ETAT Smart Lab is described in detail. It begins with the general concept, continues with the components structure, and concludes with a part on teaching and training. The chapter Technological Models describes the additional hardware components used which are specific to the key area of each partner university. At the end, a chapter Summary and Conclusion is ending this paper.
{"title":"Education and Training for Automation 4.0 in Thailand - ETAT","authors":"Christian Madritsch, R. Langmann","doi":"10.1109/EDUCON52537.2022.9766390","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766390","url":null,"abstract":"This paper describes the ERASMUS+ project ETAT: Education and Training for Automation 4.0 in Thailand. First, the current situation in Thailand in relation to the shift in national strategy is depicted. Here, the main project objectives and goals are also stated. Next, the lab equipment ETAT Smart Lab is described in detail. It begins with the general concept, continues with the components structure, and concludes with a part on teaching and training. The chapter Technological Models describes the additional hardware components used which are specific to the key area of each partner university. At the end, a chapter Summary and Conclusion is ending this paper.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"57 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":"126322908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The subjects of programming and robotics are quintessential subjects in today’s world. The use of development boards like the Raspberry Pi and Arduino are making huge inroads into schools where they are used to teach the aforementioned subjects. But as the study explored, better interfaces can be built to simplify its ease of use and that is the motivation that has led to the development of the ‘SPArK-Bot’ - an all-batteries-included educational robot that has the versatility of the Raspberry Pi with the simplicity of the Arduino all combined in a package that incentivizes the students to practice programming in a hands-on manner. Using standard hardware, but presenting them in a simple, fault tolerant way with tutorials to guide the students every step of the way resulted in a positive reaction from our evaluators with it scoring a perfect ‘A Grade’ on the System Usability Scale (SUS). These evaluators include school students who are new to programming and college students who are well versed with the basics of programming. The college going students find that they can test out their ideas and easily prototype their proof of concept solutions and even use it in competitions. This system can be incorporated into existing curriculum and holistically help raise the bar for practical exposure and learning in this domain.
{"title":"SPArK-Bot: An Educational Robotic Platform","authors":"Parth Parikh, Shantanu Kalamdane, Akash Rasal, Khushboo Mundada, Urmila Kalshetti","doi":"10.1109/EDUCON52537.2022.9766694","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766694","url":null,"abstract":"The subjects of programming and robotics are quintessential subjects in today’s world. The use of development boards like the Raspberry Pi and Arduino are making huge inroads into schools where they are used to teach the aforementioned subjects. But as the study explored, better interfaces can be built to simplify its ease of use and that is the motivation that has led to the development of the ‘SPArK-Bot’ - an all-batteries-included educational robot that has the versatility of the Raspberry Pi with the simplicity of the Arduino all combined in a package that incentivizes the students to practice programming in a hands-on manner. Using standard hardware, but presenting them in a simple, fault tolerant way with tutorials to guide the students every step of the way resulted in a positive reaction from our evaluators with it scoring a perfect ‘A Grade’ on the System Usability Scale (SUS). These evaluators include school students who are new to programming and college students who are well versed with the basics of programming. The college going students find that they can test out their ideas and easily prototype their proof of concept solutions and even use it in competitions. This system can be incorporated into existing curriculum and holistically help raise the bar for practical exposure and learning in this domain.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"63 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":"126517368","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}
Education for innovation initiatives often adopt Project-Based Learning approaches, where students are grouped into teams with the goal of creating an innovative product prototype. Working on teams, especially interdisciplinary ones, involves challenges related to collaboration and motivation [1]. It is well known that gamification is a successful tool for engaging students in learning activities [2]. Thus, in this paper, we propose a cardgame focused on education for innovation, exploring the similarities between the students’ teams with the roles of an RPG (Role Playing Game). To design our game proposal, we conducted a netnographic [3] and semi-structured qualitative research [4]. After implementing the game, we evaluated it in “Projetão,” a well-consolidated course on education for innovation. The results were encouraging.
{"title":"A Proposal For Micromanagement Of People Through Rpg Cards In Education For Innovation","authors":"Emmanuel Carvalho, Ayrton Eusebio, Guilherme Ranoya, Cristiano C. Araújo, Geber Ramalho","doi":"10.1109/EDUCON52537.2022.9766495","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766495","url":null,"abstract":"Education for innovation initiatives often adopt Project-Based Learning approaches, where students are grouped into teams with the goal of creating an innovative product prototype. Working on teams, especially interdisciplinary ones, involves challenges related to collaboration and motivation [1]. It is well known that gamification is a successful tool for engaging students in learning activities [2]. Thus, in this paper, we propose a cardgame focused on education for innovation, exploring the similarities between the students’ teams with the roles of an RPG (Role Playing Game). To design our game proposal, we conducted a netnographic [3] and semi-structured qualitative research [4]. After implementing the game, we evaluated it in “Projetão,” a well-consolidated course on education for innovation. The results were encouraging.","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":"126546410","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/EDUCON52537.2022.9766381
M. Bevilacqua, Marzia Milan, M. Lilley
The number of students entering higher education has been steadily increasing in the last decades globally. Such trend poses challenges to Higher Education Institutions to widen their offers and sustain participation in academia. Higher Education Institutions are therefore faced with the prospect of offering study programmes to a varied blend of learners from different social backgrounds, presenting specific needs and challenges. This trend is expected to become even more pronounced due to globalisation and technological improvements, thus enabling an unprecedented number of applicants to potentially enter higher education. It is therefore essential for Higher Education Institutions to create forms of flexible learning that can support students throughout their studies. This paper explores the idea of block teaching in the context of engineering education to enhance flexibility, inclusivity, and enjoyment of the engineering discipline. The authors devised a survey aimed at obtaining a deeper understanding of the suitability of block teaching as a valid tool to support learning and enable a flexible delivery mode. The students’ response to the questionnaire demonstrated that block teaching brought advantages in all the three areas of investigation. The authors therefore propose that block teaching can represent a useful tool to ensure higher education programmes can be comfortably adapted to answer the needs of students from different backgrounds and social circumstances, avoiding the “Matthew Effect” to potentially favour only a part of perspective students.
{"title":"Towards flexible delivery in engineering education: students’ perception on block teaching delivery","authors":"M. Bevilacqua, Marzia Milan, M. Lilley","doi":"10.1109/EDUCON52537.2022.9766381","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766381","url":null,"abstract":"The number of students entering higher education has been steadily increasing in the last decades globally. Such trend poses challenges to Higher Education Institutions to widen their offers and sustain participation in academia. Higher Education Institutions are therefore faced with the prospect of offering study programmes to a varied blend of learners from different social backgrounds, presenting specific needs and challenges. This trend is expected to become even more pronounced due to globalisation and technological improvements, thus enabling an unprecedented number of applicants to potentially enter higher education. It is therefore essential for Higher Education Institutions to create forms of flexible learning that can support students throughout their studies. This paper explores the idea of block teaching in the context of engineering education to enhance flexibility, inclusivity, and enjoyment of the engineering discipline. The authors devised a survey aimed at obtaining a deeper understanding of the suitability of block teaching as a valid tool to support learning and enable a flexible delivery mode. The students’ response to the questionnaire demonstrated that block teaching brought advantages in all the three areas of investigation. The authors therefore propose that block teaching can represent a useful tool to ensure higher education programmes can be comfortably adapted to answer the needs of students from different backgrounds and social circumstances, avoiding the “Matthew Effect” to potentially favour only a part of perspective students.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"1983 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":"125455986","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/EDUCON52537.2022.9766729
A. Fandrich, Guido Casjens, Nils Pancratz, I. Diethelm
Embedding curriculum content in relevant contexts is a challenge computer science teachers face. The idea of smart environments as networking embedded computers to complete everyday tasks provides strong possibilities for context orientation, including smart homes, smart cities, and Industry 4.0. In particular, the context smart home offers teachers exciting and versatile possibilities to introduce students to computer science. It enables teaching programming, networks, communication protocols, and electrical engineering in a student-oriented manner. In order to provide teachers with a low-barrier opportunity to use this context in computer science classes, we developed a smart-environments learning kit. The kit contains hardware that can be easily interconnected and recombined, leaving plenty of room for individual development and internal differentiation. First pilot uses of the kit in different learning groups revealed room for improvement: For instance, preparing the boards in computer science classes is too time-consuming, and the open-source firmware of the hardware modules is too complex to be covered in class. Following a design-based research approach, this work-in-progress paper documents lessons learned from the piloting implementations and illustrates potential solutions.
{"title":"Work-in-Progress: The Development of a Smart-Environments Learning Kit for Computer Science Classes","authors":"A. Fandrich, Guido Casjens, Nils Pancratz, I. Diethelm","doi":"10.1109/EDUCON52537.2022.9766729","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766729","url":null,"abstract":"Embedding curriculum content in relevant contexts is a challenge computer science teachers face. The idea of smart environments as networking embedded computers to complete everyday tasks provides strong possibilities for context orientation, including smart homes, smart cities, and Industry 4.0. In particular, the context smart home offers teachers exciting and versatile possibilities to introduce students to computer science. It enables teaching programming, networks, communication protocols, and electrical engineering in a student-oriented manner. In order to provide teachers with a low-barrier opportunity to use this context in computer science classes, we developed a smart-environments learning kit. The kit contains hardware that can be easily interconnected and recombined, leaving plenty of room for individual development and internal differentiation. First pilot uses of the kit in different learning groups revealed room for improvement: For instance, preparing the boards in computer science classes is too time-consuming, and the open-source firmware of the hardware modules is too complex to be covered in class. Following a design-based research approach, this work-in-progress paper documents lessons learned from the piloting implementations and illustrates potential solutions.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"86 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":"125715074","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/EDUCON52537.2022.9766562
Eduardo Daniel Juárez, N. Malik, I. Ayala, A. Nordin, N. A. Rahim
This paper presents a novel framework for self-organized learning environments implemented for a virtual summer program conducted jointly by two universities involving fifteen students from various engineering majors and countries. The framework comprises eight elements: competency-centered, challenge-based learning focused on sustainable development goals, self-organizing teams, domain frameworks such as cultural awareness and disciplined agile exploratory lifecycle, self-assessment, competency evaluation, academicians as coaches and consultants, and feedback by appreciation and coaching. The framework assessment consisted of initial and exit surveys. The survey results indicated that the students demonstrated improvements in multicultural perspective, intercultural communication, and working in multicultural teams.
{"title":"A Framework for Self-Organized Learning Environments to Develop Soft Skills in Geographically Distributed and Multicultural Engineering Teams","authors":"Eduardo Daniel Juárez, N. Malik, I. Ayala, A. Nordin, N. A. Rahim","doi":"10.1109/EDUCON52537.2022.9766562","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766562","url":null,"abstract":"This paper presents a novel framework for self-organized learning environments implemented for a virtual summer program conducted jointly by two universities involving fifteen students from various engineering majors and countries. The framework comprises eight elements: competency-centered, challenge-based learning focused on sustainable development goals, self-organizing teams, domain frameworks such as cultural awareness and disciplined agile exploratory lifecycle, self-assessment, competency evaluation, academicians as coaches and consultants, and feedback by appreciation and coaching. The framework assessment consisted of initial and exit surveys. The survey results indicated that the students demonstrated improvements in multicultural perspective, intercultural communication, and working in multicultural teams.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"49 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":"121760176","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/EDUCON52537.2022.9766649
V. Ramnarain-Seetohul, V. Bassoo, Yasmine Rosunally
The field of natural language processing is being revolutionized with transformers. The latter is based on a novel type of neural network framework that is already pre-trained. Hence, large datasets to train models are no longer required. This framework is suitable for automated assessment systems (AAS), where a large number of labeled data is needed. The larger the dataset, the higher the accuracy of the AAS. In this work-in-progress paper, a prototype for an AAS has been built where two transformer models, namely the Sentence-Transformers from hugging face and the OpenAI GPT-3 models have been used. The transformer models generate the similarity index between students’ answers and reference answers from the Texas dataset. Then the similarity index is used to compute marks for students. The performance of the prototype is evaluated using the quadratic weighted kappa metric.
{"title":"Work-in-Progress: Computing Sentence Similarity for Short Texts using Transformer models","authors":"V. Ramnarain-Seetohul, V. Bassoo, Yasmine Rosunally","doi":"10.1109/EDUCON52537.2022.9766649","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766649","url":null,"abstract":"The field of natural language processing is being revolutionized with transformers. The latter is based on a novel type of neural network framework that is already pre-trained. Hence, large datasets to train models are no longer required. This framework is suitable for automated assessment systems (AAS), where a large number of labeled data is needed. The larger the dataset, the higher the accuracy of the AAS. In this work-in-progress paper, a prototype for an AAS has been built where two transformer models, namely the Sentence-Transformers from hugging face and the OpenAI GPT-3 models have been used. The transformer models generate the similarity index between students’ answers and reference answers from the Texas dataset. Then the similarity index is used to compute marks for students. The performance of the prototype is evaluated using the quadratic weighted kappa metric.","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":"132210430","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/EDUCON52537.2022.9766486
Dena Hussain, Linda Söderlindh
The case study presented in this paper, investigates the conditions for implementing an agile learning environment. The course Software Engineering in Project Form for the second-year bachelor program in Computer Science at the KTH-Royal Institute of Technology, Sweden, has undergone different iterations to increase attendance rate and student engagement and motivation and closing the gap between theory and practice. For the current academic year of 2021/2022, changes includes converting traditional lectures into student conference seminars and teachers into mentors, in line with the agile learning approach and values. Focusing on group working skills, communication skills and expected learning outcomes, the students were asked to assess their previous experiences and their own abilities in group work and communication, estimate the required qualities for software engineers, rate their preferences for learning and group work, and describe their overall expectations for the course. For this purpose, a survey was distributed to the 211 students, 117 responded. The results suggests that the students seems to prioritize most of the agile values, with the exception of customer collaboration. It can therefore be concluded that the conditions for introducing an agile learning environment will be fruitful. For the duration of the course, until May 2022, further evaluations will be made including interviews with mentors and another student survey after the course has finished, to investigate if, and if so how, the agile approach could increase student engagement whilst reducing the barriers between theory and practice.
本文的案例研究探讨了实现敏捷学习环境的条件。瑞典皇家理工学院(KTH-Royal Institute of Technology)计算机科学学士二年级课程的项目形式软件工程课程经历了不同的迭代，以提高出勤率、学生的参与度和积极性，缩小理论与实践之间的差距。在当前的2021/2022学年，变化包括将传统讲座转变为学生会议研讨会，将教师转变为导师，以符合敏捷学习方法和价值观。以小组工作技能、沟通技巧和预期学习成果为重点，学生们被要求评估他们以前的经验和他们自己在小组工作和沟通方面的能力，估计软件工程师所需的素质，评价他们对学习和小组工作的偏好，并描述他们对课程的总体期望。为此，我们向211名学生发放了一份调查问卷，117名学生做出了回应。结果表明，除了客户协作之外，学生们似乎优先考虑了大多数敏捷价值。因此，可以得出结论，引入敏捷学习环境的条件将是富有成效的。在课程期间，直到2022年5月，将进行进一步的评估，包括对导师的访谈和课程结束后的另一项学生调查，以调查敏捷方法是否可以提高学生的参与度，同时减少理论与实践之间的障碍。
{"title":"Software engineering, bridging theory and practice in an agile learning environment.","authors":"Dena Hussain, Linda Söderlindh","doi":"10.1109/EDUCON52537.2022.9766486","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766486","url":null,"abstract":"The case study presented in this paper, investigates the conditions for implementing an agile learning environment. The course Software Engineering in Project Form for the second-year bachelor program in Computer Science at the KTH-Royal Institute of Technology, Sweden, has undergone different iterations to increase attendance rate and student engagement and motivation and closing the gap between theory and practice. For the current academic year of 2021/2022, changes includes converting traditional lectures into student conference seminars and teachers into mentors, in line with the agile learning approach and values. Focusing on group working skills, communication skills and expected learning outcomes, the students were asked to assess their previous experiences and their own abilities in group work and communication, estimate the required qualities for software engineers, rate their preferences for learning and group work, and describe their overall expectations for the course. For this purpose, a survey was distributed to the 211 students, 117 responded. The results suggests that the students seems to prioritize most of the agile values, with the exception of customer collaboration. It can therefore be concluded that the conditions for introducing an agile learning environment will be fruitful. For the duration of the course, until May 2022, further evaluations will be made including interviews with mentors and another student survey after the course has finished, to investigate if, and if so how, the agile approach could increase student engagement whilst reducing the barriers between theory and practice.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"14 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":"130064418","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/educon52537.2022.9766697
C. D. Kloos, Carmen Fernández-Panadero, C. Alario-Hoyos, Pedro Manuel Moreno-Marcos, M. Ibáñez, P. Muñoz-Merino, Boni García, I. Estévez-Ayres
There are many applications that help orchestrate face-to-face, online, or hybrid classes through the cloud. Examples are polling apps like Wooclap or Mentimeter, digital boards like Jamboard or Miro, or diagramming tools like diagrams.net, Coggle, or Kialo. However, one can go one step further and integrate some of these tools in order to use the most appropriate tool for each teaching moment and have information flow across tools preserving consistency without having to do this manually. In this paper, we present a specific experience and extrapolate it to highlight the power of programming the teaching interaction.
{"title":"Programming Teaching Interaction","authors":"C. D. Kloos, Carmen Fernández-Panadero, C. Alario-Hoyos, Pedro Manuel Moreno-Marcos, M. Ibáñez, P. Muñoz-Merino, Boni García, I. Estévez-Ayres","doi":"10.1109/educon52537.2022.9766697","DOIUrl":"https://doi.org/10.1109/educon52537.2022.9766697","url":null,"abstract":"There are many applications that help orchestrate face-to-face, online, or hybrid classes through the cloud. Examples are polling apps like Wooclap or Mentimeter, digital boards like Jamboard or Miro, or diagramming tools like diagrams.net, Coggle, or Kialo. However, one can go one step further and integrate some of these tools in order to use the most appropriate tool for each teaching moment and have information flow across tools preserving consistency without having to do this manually. In this paper, we present a specific experience and extrapolate it to highlight the power of programming the teaching interaction.","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":"134441573","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/EDUCON52537.2022.9766593
Florian Huber, Georg Hagel
Class diagram exercises are an important part in the development of software engineering students in higher computer science education. Generating textual exercises with sample solutions for such courses is time-consuming for educators, especially with multiple courses and different contexts. According to literature, the automatic generation of diagrams from structured text is possible. However, students often do not receive template based exercise texts but descriptions in natural language, which is still not a closed research topic. To address this problem, this paper discusses a model that analyses real exercise texts used for software engineering education, considers each individual sentences components and provides a class diagram. Due to the complexity of natural language, the model does not deliver perfect results so far, but is a great work in progress for the attempt to generate sample solutions for given exercise texts.
{"title":"Work-In-Progress: Converting textual software engineering class diagram exercises to UML models","authors":"Florian Huber, Georg Hagel","doi":"10.1109/EDUCON52537.2022.9766593","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766593","url":null,"abstract":"Class diagram exercises are an important part in the development of software engineering students in higher computer science education. Generating textual exercises with sample solutions for such courses is time-consuming for educators, especially with multiple courses and different contexts. According to literature, the automatic generation of diagrams from structured text is possible. However, students often do not receive template based exercise texts but descriptions in natural language, which is still not a closed research topic. To address this problem, this paper discusses a model that analyses real exercise texts used for software engineering education, considers each individual sentences components and provides a class diagram. Due to the complexity of natural language, the model does not deliver perfect results so far, but is a great work in progress for the attempt to generate sample solutions for given exercise texts.","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":"131066214","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：