Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766386
F. Salimi, F. Salimi, Hoseinali Taghipoor, Rehyane Mokhtarname, A. Safavi, Leonhard Urbas
Digital twin is a valuable tool for the active training of engineers at both academic and professional levels. This is even more important if learners can experience any safe or unsafe scenarios on the safe environment of an accurate simulator combined with the systematic collaborative applications. This paper introduces a learning platform that is designed in compliance with ISO 10015 to be used following the individual initiatives or organizational competency management programs. The curriculum addresses the needs and expectations of Industry 4.0 engineers who should master not only the specialized subjects relevant to their discipline but also have a good grasp on system thinking, system engineering and complexity management skills. This active learning platform is called ADEPP Skill 4.0 and provides collaborative learning workspaces on a web-based operator training simulator (OTS) which interoperate with the SharePoint application.
{"title":"Active Learning on the Collaborative Digital Twin of the Process Plants","authors":"F. Salimi, F. Salimi, Hoseinali Taghipoor, Rehyane Mokhtarname, A. Safavi, Leonhard Urbas","doi":"10.1109/EDUCON52537.2022.9766386","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766386","url":null,"abstract":"Digital twin is a valuable tool for the active training of engineers at both academic and professional levels. This is even more important if learners can experience any safe or unsafe scenarios on the safe environment of an accurate simulator combined with the systematic collaborative applications. This paper introduces a learning platform that is designed in compliance with ISO 10015 to be used following the individual initiatives or organizational competency management programs. The curriculum addresses the needs and expectations of Industry 4.0 engineers who should master not only the specialized subjects relevant to their discipline but also have a good grasp on system thinking, system engineering and complexity management skills. This active learning platform is called ADEPP Skill 4.0 and provides collaborative learning workspaces on a web-based operator training simulator (OTS) which interoperate with the SharePoint application.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"544 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":"131002678","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/EDUCON52537.2022.9766468
Sara Khosravi, A. Khan, A. Zoha, R. Ghannam
The COVID-19 pandemic has accelerated our transition to an online and self-directed learning environment. In an effort to design better e-learning materials, we investigated the effectiveness of collecting psychophysiological eye-tracking data from participants in response to visual stimuli. In particular, we focused on collecting fixation data since this is closely related to human attention. Current wearable devices allow the measurement of visual data unobtrusively and in real-time, leading to new applications in wearable technology. Despite their accuracy, head-mounted eye trackers are too expensive for deployment on large-scale deployment. Therefore, we developed a low-cost, webcam-based eye tracking solution and compared its performance with a commercial head-mounted eye tracker. Four-minute lecture slides on the 3rd year electronic engineering course were presented as stimuli to eight learners for data collection. Their eye movement was collected within the pre-defined area of interest (AOI). Our results demonstrate that a low-cost webcam-based eye-tracking solution, combined with machine learning algorithms, can achieve similar accuracy to the head-worn tracker. Based on these results, learners can use the eye tracker for attention guidance. Our work also demonstrates that these webcam-based eye trackers can be scaled up and used in large classrooms to provide real-time information to instructors regarding student attention and behaviour.
{"title":"Self-Directed Learning using Eye-Tracking: A Comparison between Wearable Head-worn and Webcam-based Technologies","authors":"Sara Khosravi, A. Khan, A. Zoha, R. Ghannam","doi":"10.1109/EDUCON52537.2022.9766468","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766468","url":null,"abstract":"The COVID-19 pandemic has accelerated our transition to an online and self-directed learning environment. In an effort to design better e-learning materials, we investigated the effectiveness of collecting psychophysiological eye-tracking data from participants in response to visual stimuli. In particular, we focused on collecting fixation data since this is closely related to human attention. Current wearable devices allow the measurement of visual data unobtrusively and in real-time, leading to new applications in wearable technology. Despite their accuracy, head-mounted eye trackers are too expensive for deployment on large-scale deployment. Therefore, we developed a low-cost, webcam-based eye tracking solution and compared its performance with a commercial head-mounted eye tracker. Four-minute lecture slides on the 3rd year electronic engineering course were presented as stimuli to eight learners for data collection. Their eye movement was collected within the pre-defined area of interest (AOI). Our results demonstrate that a low-cost webcam-based eye-tracking solution, combined with machine learning algorithms, can achieve similar accuracy to the head-worn tracker. Based on these results, learners can use the eye tracker for attention guidance. Our work also demonstrates that these webcam-based eye trackers can be scaled up and used in large classrooms to provide real-time information to instructors regarding student attention and behaviour.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"56 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":"133433393","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/EDUCON52537.2022.9766689
Aikaterini Goltsiou, Chrysa Sofianiopoulou
The 21st, century learning skills constitute a necessity in our rapidly changing times. Student activation and their occupation with constructions which have a meaning for them, and which they can share out, contribute to the development of critical thinking. The exploitation of programming and the use of code, help in the understanding of mathematical concepts and the cultivation of mathematical thinking through the process of trial, in addition to the correction of errors of the code, through visualization. Distance learning, synchronous and asynchronous, combined with experiential learning, contribute to the co-construction of knowledge. This paper presents how the SCRATCH application was used in teaching of geometry in primary education in the context of blended learning.
{"title":"Cultivating mathematical thinking with Scratch, or approaching programming via geometry?","authors":"Aikaterini Goltsiou, Chrysa Sofianiopoulou","doi":"10.1109/EDUCON52537.2022.9766689","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766689","url":null,"abstract":"The 21st, century learning skills constitute a necessity in our rapidly changing times. Student activation and their occupation with constructions which have a meaning for them, and which they can share out, contribute to the development of critical thinking. The exploitation of programming and the use of code, help in the understanding of mathematical concepts and the cultivation of mathematical thinking through the process of trial, in addition to the correction of errors of the code, through visualization. Distance learning, synchronous and asynchronous, combined with experiential learning, contribute to the co-construction of knowledge. This paper presents how the SCRATCH application was used in teaching of geometry in primary education in the context of blended learning.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"35 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":"133630991","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/EDUCON52537.2022.9766556
Juan Carlos Márquez Cañizares, J. Rojas
The ideas generation becomes something fundamental, even outside, of design student education. The challenge presented in our research, following of this paper results, is to correctly implement an intuitive category method (progressive type) to generate solutions, unifying individual proposals or ideas through virtual platform and real-time communication with software or applications. The objective of this first paper is to identify the implementation impact from the perspective of first-use perception, and experience segmented by study area and gender. Our research begins with the design of an idea generation method, from design professionals experience, various tools are integrated and run-in digital platforms. This method was called ICRI from the acronym in Spanish “Ideacion, Categorizacion, Reagrupamiento, Ideación”. Subsequently, this method is applied in two university courses, one with students of design, art, urbanism, and the other course with students of chemical engineering. The application of the method was conducting through the MIRO platform and the communication by ZOOM for remote work. The method consists of two main stages, the initial stage is 4 steps where the students define, investigate, and establish findings, including team formation, to move on to a second stage. This second stage is composed by 4 steps where students generate ideas, review, define and group them, finally the final stage is composed by 5 steps to able to bring to a point of re-grouping, discussion, fusion and writing of new ideas. This method was applied to start a product design process or design strategy. The results revealed a high level of acceptance of the method, highlighting its practicality, rapidity, and functionality to generate ideas, as well as an active participation of the students in an equitable way. Also, the acceptance and perception of equity and equality of generation of ideas between gender was found, in addition to spotlight that no academic profile had a negative influence. The creation of the ICRI method is the consequence of the changes that have been created as a result of the need for virtuality for higher education.
{"title":"Ideas Generation and Integration: A Method For Teamwork In A Virtual Environment","authors":"Juan Carlos Márquez Cañizares, J. Rojas","doi":"10.1109/EDUCON52537.2022.9766556","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766556","url":null,"abstract":"The ideas generation becomes something fundamental, even outside, of design student education. The challenge presented in our research, following of this paper results, is to correctly implement an intuitive category method (progressive type) to generate solutions, unifying individual proposals or ideas through virtual platform and real-time communication with software or applications. The objective of this first paper is to identify the implementation impact from the perspective of first-use perception, and experience segmented by study area and gender. Our research begins with the design of an idea generation method, from design professionals experience, various tools are integrated and run-in digital platforms. This method was called ICRI from the acronym in Spanish “Ideacion, Categorizacion, Reagrupamiento, Ideación”. Subsequently, this method is applied in two university courses, one with students of design, art, urbanism, and the other course with students of chemical engineering. The application of the method was conducting through the MIRO platform and the communication by ZOOM for remote work. The method consists of two main stages, the initial stage is 4 steps where the students define, investigate, and establish findings, including team formation, to move on to a second stage. This second stage is composed by 4 steps where students generate ideas, review, define and group them, finally the final stage is composed by 5 steps to able to bring to a point of re-grouping, discussion, fusion and writing of new ideas. This method was applied to start a product design process or design strategy. The results revealed a high level of acceptance of the method, highlighting its practicality, rapidity, and functionality to generate ideas, as well as an active participation of the students in an equitable way. Also, the acceptance and perception of equity and equality of generation of ideas between gender was found, in addition to spotlight that no academic profile had a negative influence. The creation of the ICRI method is the consequence of the changes that have been created as a result of the need for virtuality for higher education.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"37 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":"127807340","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/EDUCON52537.2022.9766594
Vivek Sabanwar, Avijit Pandey, Rathin Biswas, K. Arya
MOOCs are experiencing high enrolment statistics and academics are focusing on ways to improve the retention rates in MOOCs. e-Yantra imparts hands-on engineering skills in a highly scalable manner to undergraduate students in engineering, polytechnic and science colleges. The e-Yantra MOOC takes form of a Robotics Competition where students are mentored to solve problems modelled as “Themes.” We study the effect of “difficulty levels” on participant retention of two Themes (hands-on MOOCs). The performance of 800+ students that participated in each of these MOOCs (1600+ total students) offered in 2017 and 2018 is considered. In the light of increasing popularity of online learning especially through MOOCs, this study contributes to the literature of “funnel of participation” in MOOCs teaching conceptually difficult engineering topics in a hands-on Project Based Learning mode. Our study brings contrast with the general comprehension from prior literature that shows MOOCs teaching easier concepts to have high completion rates and MOOCs teaching difficult concepts to have low completion rates. We find simplicity and coherence of MOOC design, regardless of difficulty level of MOOC to have a stronger effect on learning outcomes. Conceptually difficult MOOC in our study has “2.75” times higher completion rate compared to the easier MOOC. This affirms that it is better to teach solving “one challenging problem” than to teach solving a series of easy problems since the latter leads to “conceptual clutter” among participants and as a result a fatigue and consequential increased dropouts.
{"title":"Easy or Difficult! MOOC difficulty and retention","authors":"Vivek Sabanwar, Avijit Pandey, Rathin Biswas, K. Arya","doi":"10.1109/EDUCON52537.2022.9766594","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766594","url":null,"abstract":"MOOCs are experiencing high enrolment statistics and academics are focusing on ways to improve the retention rates in MOOCs. e-Yantra imparts hands-on engineering skills in a highly scalable manner to undergraduate students in engineering, polytechnic and science colleges. The e-Yantra MOOC takes form of a Robotics Competition where students are mentored to solve problems modelled as “Themes.” We study the effect of “difficulty levels” on participant retention of two Themes (hands-on MOOCs). The performance of 800+ students that participated in each of these MOOCs (1600+ total students) offered in 2017 and 2018 is considered. In the light of increasing popularity of online learning especially through MOOCs, this study contributes to the literature of “funnel of participation” in MOOCs teaching conceptually difficult engineering topics in a hands-on Project Based Learning mode. Our study brings contrast with the general comprehension from prior literature that shows MOOCs teaching easier concepts to have high completion rates and MOOCs teaching difficult concepts to have low completion rates. We find simplicity and coherence of MOOC design, regardless of difficulty level of MOOC to have a stronger effect on learning outcomes. Conceptually difficult MOOC in our study has “2.75” times higher completion rate compared to the easier MOOC. This affirms that it is better to teach solving “one challenging problem” than to teach solving a series of easy problems since the latter leads to “conceptual clutter” among participants and as a result a fatigue and consequential increased dropouts.","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":"127323643","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/EDUCON52537.2022.9766822
R. Pérez-Herrera, M. Tomás, Beatriz Santamaría, A. D. L. Heras, Clara Benedí-García, A. I. Gómez-Varela, M. Delgado-Pinar, Verónica González-Fernández
Unconscious perceptions and decisions are influenced by gender bias. In this work, we provide an exhaustive data analysis of the Ph.D. theses defended in the field of optics and photonics in Spain by filtering key descriptors and gender. Our results show a severe underrepresentation of women in the Ph.D. stage in the optics community, which becomes even more prominent in technological and theoretical domains. The gender gap is reduced in biomedical and visual optics. This asymmetry is a symptom of gender bias in science associated with traditional stereotypes about health and social care. Further studies and measures are required in specific areas of science to eradicate implicit gender-based associations in scientific disciplines.
{"title":"Gender analysis on the Ph.D. theses defended in Spain in the field of Optics and Photonics","authors":"R. Pérez-Herrera, M. Tomás, Beatriz Santamaría, A. D. L. Heras, Clara Benedí-García, A. I. Gómez-Varela, M. Delgado-Pinar, Verónica González-Fernández","doi":"10.1109/EDUCON52537.2022.9766822","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766822","url":null,"abstract":"Unconscious perceptions and decisions are influenced by gender bias. In this work, we provide an exhaustive data analysis of the Ph.D. theses defended in the field of optics and photonics in Spain by filtering key descriptors and gender. Our results show a severe underrepresentation of women in the Ph.D. stage in the optics community, which becomes even more prominent in technological and theoretical domains. The gender gap is reduced in biomedical and visual optics. This asymmetry is a symptom of gender bias in science associated with traditional stereotypes about health and social care. Further studies and measures are required in specific areas of science to eradicate implicit gender-based associations in scientific disciplines.","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":"115397391","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/EDUCON52537.2022.9766607
Carla M. A. Pinto, L. Babo, Jorge Mendonça
The community of inquiry (CoI) framework has been developed to achieve optimal design of online learning environments, to reinforce critical thinking, critical inquiry, and discourse among students and teachers [1]. Social, teaching, and cognitive presences are defined as vital pieces to promote successful educational experiences. In the literature, one can find a large set of papers related to the CoI framework. Some of these support CoI and some try to establish the lack of empirical evidence to support the CoI main plea, which is learners’ deep and meaningful learning outcomes, through strengthening of their cognitive, teaching, and social presences.The present study was conducted in a hybrid course of Mathematics. Students’ responses to the CoI survey were related with learning achievement measures. There were three types of measures: teamwork, individual work, and individual exam’s grades. Results from statistical analysis show that the teamwork grade was associated with the social presence. No other correlations were found between any of the learning achievement measures and the CoI environment.
{"title":"Is CoI framework a sign of deep and meaning learning outcomes?","authors":"Carla M. A. Pinto, L. Babo, Jorge Mendonça","doi":"10.1109/EDUCON52537.2022.9766607","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766607","url":null,"abstract":"The community of inquiry (CoI) framework has been developed to achieve optimal design of online learning environments, to reinforce critical thinking, critical inquiry, and discourse among students and teachers [1]. Social, teaching, and cognitive presences are defined as vital pieces to promote successful educational experiences. In the literature, one can find a large set of papers related to the CoI framework. Some of these support CoI and some try to establish the lack of empirical evidence to support the CoI main plea, which is learners’ deep and meaningful learning outcomes, through strengthening of their cognitive, teaching, and social presences.The present study was conducted in a hybrid course of Mathematics. Students’ responses to the CoI survey were related with learning achievement measures. There were three types of measures: teamwork, individual work, and individual exam’s grades. Results from statistical analysis show that the teamwork grade was associated with the social presence. No other correlations were found between any of the learning achievement measures and the CoI environment.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"30 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":"115431297","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/EDUCON52537.2022.9766692
Oussama El Ghoul, A. Othman
In the United States, the National Institute on Deafness and Other Communication Disorders estimates that 90% or more deaf children have hearing parents. Communication is one of the first aspects of family life impacted by having a deaf child. The hearing parents of deaf children and teachers often have difficulty communicating with their deaf children and need to interact with them using sign language. Deaf children and hearing parents still face many challenges in learning sign languages despite technological advances such as mobile apps, desktop and web applications, and new instructional materials and methods. In Qatar, 13.7% of the persons with disabilities have some difficulties, many challenges, or cannot hear totally, highlighting the need to include and foster ICT accessibility of deaf and hard of hearing persons in education. In this paper, we presented a new approach based on virtual reality (VR) to teach the basics of Qatari Sign Language (QSL) for teachers and parents, which can be extended to beginner interpreters for sign language. We experimented on 52 participants from specialized primary schools and higher institutes to teach them new signs in QSL (Arabic Sign Language). Virtual reality presented an innovative way for fast education through impact assessment conduct before and after the training sessions.
{"title":"Virtual reality for educating Sign Language using signing avatar: The future of creative learning for deaf students","authors":"Oussama El Ghoul, A. Othman","doi":"10.1109/EDUCON52537.2022.9766692","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766692","url":null,"abstract":"In the United States, the National Institute on Deafness and Other Communication Disorders estimates that 90% or more deaf children have hearing parents. Communication is one of the first aspects of family life impacted by having a deaf child. The hearing parents of deaf children and teachers often have difficulty communicating with their deaf children and need to interact with them using sign language. Deaf children and hearing parents still face many challenges in learning sign languages despite technological advances such as mobile apps, desktop and web applications, and new instructional materials and methods. In Qatar, 13.7% of the persons with disabilities have some difficulties, many challenges, or cannot hear totally, highlighting the need to include and foster ICT accessibility of deaf and hard of hearing persons in education. In this paper, we presented a new approach based on virtual reality (VR) to teach the basics of Qatari Sign Language (QSL) for teachers and parents, which can be extended to beginner interpreters for sign language. We experimented on 52 participants from specialized primary schools and higher institutes to teach them new signs in QSL (Arabic Sign Language). Virtual reality presented an innovative way for fast education through impact assessment conduct before and after the training sessions.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"53 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":"115728852","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/EDUCON52537.2022.9766706
G. Temporão, A. Pavani
We present a cost-effective, feasible solution to situations where students cannot perform in-person laboratory experiments, such as in a pandemic scenario, in the context of electric and electronic circuits. A hybrid combination of simulations, experiments in a remote laboratory and at-home assignments in do-it-yourself electronic kits was developed and implemented in an Electric and Electronic Circuits Laboratory course over three semesters. We show that most competencies that are usually expected to be developed in such courses do not suffer any penalties when our approach is employed.
{"title":"Hybrid approach for e-learning in Electric and Electronic Circuits laboratory courses","authors":"G. Temporão, A. Pavani","doi":"10.1109/EDUCON52537.2022.9766706","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766706","url":null,"abstract":"We present a cost-effective, feasible solution to situations where students cannot perform in-person laboratory experiments, such as in a pandemic scenario, in the context of electric and electronic circuits. A hybrid combination of simulations, experiments in a remote laboratory and at-home assignments in do-it-yourself electronic kits was developed and implemented in an Electric and Electronic Circuits Laboratory course over three semesters. We show that most competencies that are usually expected to be developed in such courses do not suffer any penalties when our approach is employed.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"25 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":"114647674","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/EDUCON52537.2022.9766632
Paola Mussida, P. Lanzi
Dropout rates for students in high education are remarkably high, and the phenomenon has been investigated in several studies. Student dropout represents a loss of human capital and a waste of resources. This paper presents an analytic learning framework we have been developing at university to identify potential dropout situations in engineering bachelor students. We discuss the underlying model and show how it has been deployed in an analytics pipeline that alerts schools by predicting possible dropout situations. Our tool is also prescriptive in that it provides insight that might suggest strategies to reduce the dropout rates.
{"title":"A computational tool for engineer dropout prediction","authors":"Paola Mussida, P. Lanzi","doi":"10.1109/EDUCON52537.2022.9766632","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766632","url":null,"abstract":"Dropout rates for students in high education are remarkably high, and the phenomenon has been investigated in several studies. Student dropout represents a loss of human capital and a waste of resources. This paper presents an analytic learning framework we have been developing at university to identify potential dropout situations in engineering bachelor students. We discuss the underlying model and show how it has been deployed in an analytics pipeline that alerts schools by predicting possible dropout situations. Our tool is also prescriptive in that it provides insight that might suggest strategies to reduce the dropout rates.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"25 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":"116284707","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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