Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766599
Majid Rouhani, M. Divitini, Amir Massoud Hashemi
During the last few decades, there has been a growing need for Professional Development of in-service teachers in Computer Science. This paper presents a systematic mapping of the research in this area published between 2010 and 2020. The study’s goal is to map existing literature, understanding how research is evolving and identifying gaps that can prompt new research. The literature mapping is based on the analysis of 206 articles collected from various online databases, then selected according to defined inclusion/exclusion criteria. The study investigates the type of intervention/study, school level, geographical location, connection to curricula, learning objectives, phase of the research, size of the study, and type of collaboration. From the literature mapping, Professional Development of in-service teachers of Computer Science emerges as a rapidly growing and dynamic research area. However, some threats are connected to fragmentation of the research and the need for more cooperation to increase inclusiveness and international collaboration.
{"title":"Computer Science in Schools: A Literature Mapping of Professional Development for In-Service Teachers","authors":"Majid Rouhani, M. Divitini, Amir Massoud Hashemi","doi":"10.1109/EDUCON52537.2022.9766599","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766599","url":null,"abstract":"During the last few decades, there has been a growing need for Professional Development of in-service teachers in Computer Science. This paper presents a systematic mapping of the research in this area published between 2010 and 2020. The study’s goal is to map existing literature, understanding how research is evolving and identifying gaps that can prompt new research. The literature mapping is based on the analysis of 206 articles collected from various online databases, then selected according to defined inclusion/exclusion criteria. The study investigates the type of intervention/study, school level, geographical location, connection to curricula, learning objectives, phase of the research, size of the study, and type of collaboration. From the literature mapping, Professional Development of in-service teachers of Computer Science emerges as a rapidly growing and dynamic research area. However, some threats are connected to fragmentation of the research and the need for more cooperation to increase inclusiveness and international collaboration.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"5 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":"123855193","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/EDUCON52537.2022.9766615
Roberto J. Mora-Salinas, Hugo G. González-Hernández
This paper present different low-cost alternatives for virtual laboratories to use during home schooling for mechatronics engineering courses. Due to the limitations with home offices and home schooling, it was necessary to look for alternatives to be able to carry out simulations in the engineering area that would help to solve the deficiencies in terms of laboratories on campus. In this work we focus on searching and developing alternatives for solutions in control engineering, programming, and automation with PLC. This work present five low-cost alternatives are presented so that students can live an enriching experience with the development of skills. A comparison is made between these alternatives.
{"title":"Virtual labs: 5 ways to connect with Factory IO for mechatronics engineering courses","authors":"Roberto J. Mora-Salinas, Hugo G. González-Hernández","doi":"10.1109/EDUCON52537.2022.9766615","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766615","url":null,"abstract":"This paper present different low-cost alternatives for virtual laboratories to use during home schooling for mechatronics engineering courses. Due to the limitations with home offices and home schooling, it was necessary to look for alternatives to be able to carry out simulations in the engineering area that would help to solve the deficiencies in terms of laboratories on campus. In this work we focus on searching and developing alternatives for solutions in control engineering, programming, and automation with PLC. This work present five low-cost alternatives are presented so that students can live an enriching experience with the development of skills. A comparison is made between these alternatives.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"102 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":"122497294","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/EDUCON52537.2022.9766812
Dimitrios A. Varsos, Georgios Dimitriou, Nikolaos C. Zygouris
The typical way to learn programming is using different high-level programming languages and a simple text editor, in order to compose and compile programs, usually to solve simple computational problems. Nowadays, an alternative method for the introduction of lower secondary school students into programming is through educational robotics. In this work, we design, organize and implement a teaching model in the context of flipped classroom learning, using educational robotics and an asynchronous tele-education environment for courses with limited weekly school time. Such a model must include learning independent of time and place, a more efficient use of classroom time and a cooperative teaching technique in cross-curricular subjects. The whole process is evaluated by the lower secondary school students themselves through a data collection tool and the relevant results are presented.
{"title":"The implementation of the flipped classroom model in the teaching of educational robotics: A study in secondary school students","authors":"Dimitrios A. Varsos, Georgios Dimitriou, Nikolaos C. Zygouris","doi":"10.1109/EDUCON52537.2022.9766812","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766812","url":null,"abstract":"The typical way to learn programming is using different high-level programming languages and a simple text editor, in order to compose and compile programs, usually to solve simple computational problems. Nowadays, an alternative method for the introduction of lower secondary school students into programming is through educational robotics. In this work, we design, organize and implement a teaching model in the context of flipped classroom learning, using educational robotics and an asynchronous tele-education environment for courses with limited weekly school time. Such a model must include learning independent of time and place, a more efficient use of classroom time and a cooperative teaching technique in cross-curricular subjects. The whole process is evaluated by the lower secondary school students themselves through a data collection tool and the relevant results are presented.","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":"122864275","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/EDUCON52537.2022.9766760
Axel Böttcher, Robin Grellner
We believe that we need to put more emphasis on helping students develop problem solving capabilities in our teaching on software development.Our research question is how much mental effort students invest in the different phases of problem solving: Understanding, Solution Planning, Implementation and Review. Other questions are which category of thinking they focus on, and how the effort put into each phase correlates to success.We designed and performed an empirical study with the intention to gain insights into problem solving skills of our students. In this study, CS-students were asked to solve different typical programming problems and they were guided through the process of problem solving with a kind of coding interview. First results show that that the implementation makes up the smallest portion of the effort, measured in terms of number of characters in our interviews’ transcripts. Students who were more thorough in analyzing the problem had generally longer implementation phases, indicating more substantial changes to the implementation than those who could not solve the problem. Unexpectedly, the analyzing phase took the successful students just as long as the ones who were not successful.All students repeatedly switched between the typical phases of problem solving. Students who proceeded in a more structured manner were the most successful. We see evidence that a lack of programming knowledge was not a main cause of failure in the fact that those students who could not solve the task have already failed at the problem analysis.Using insights gained from this kind of study will help to improve teaching of problem solving in introductory programming courses the future.
{"title":"Analysing Students’ Problem Solving Capabilities to Support Teaching in Software Development","authors":"Axel Böttcher, Robin Grellner","doi":"10.1109/EDUCON52537.2022.9766760","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766760","url":null,"abstract":"We believe that we need to put more emphasis on helping students develop problem solving capabilities in our teaching on software development.Our research question is how much mental effort students invest in the different phases of problem solving: Understanding, Solution Planning, Implementation and Review. Other questions are which category of thinking they focus on, and how the effort put into each phase correlates to success.We designed and performed an empirical study with the intention to gain insights into problem solving skills of our students. In this study, CS-students were asked to solve different typical programming problems and they were guided through the process of problem solving with a kind of coding interview. First results show that that the implementation makes up the smallest portion of the effort, measured in terms of number of characters in our interviews’ transcripts. Students who were more thorough in analyzing the problem had generally longer implementation phases, indicating more substantial changes to the implementation than those who could not solve the problem. Unexpectedly, the analyzing phase took the successful students just as long as the ones who were not successful.All students repeatedly switched between the typical phases of problem solving. Students who proceeded in a more structured manner were the most successful. We see evidence that a lack of programming knowledge was not a main cause of failure in the fact that those students who could not solve the task have already failed at the problem analysis.Using insights gained from this kind of study will help to improve teaching of problem solving in introductory programming courses the future.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"36 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":"133314424","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/EDUCON52537.2022.9766777
P. Cuffe
This papers aims to provide research students with a tool to make explicit and tangible the steps needed to efficiently produce a high-quality, polished research manuscript. The tool is implemented as a set of checklist resources to be completed by the research student at various stages of manuscript production. Fundamentally, humans are forgetful and are typically poor at consistently executing multi-part procedures in a systematic way. The simple technology of checklists overcome this weakness of human cognition. The checklists themselves function as a learning re-enforcement aide, ensuring that students methodically and repeatedly work through the prescribed workflow for manuscript production and proofreading. Interactive pdf documents were chosen as a suitable educational technology to implement these checklist resources. Such pdf documents contain fillable boxes that can be completed and saved by the user, avoiding the need to print, scan or manually edit such forms. Embedding quality control and proof-reading feedback in such digital documents promotes good record keeping and captures the progression of a manuscript though its different stages of drafting.
{"title":"Codifying Systematic Manuscript Preparation Checklists as a Training and Productivity Resource for Research Students","authors":"P. Cuffe","doi":"10.1109/EDUCON52537.2022.9766777","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766777","url":null,"abstract":"This papers aims to provide research students with a tool to make explicit and tangible the steps needed to efficiently produce a high-quality, polished research manuscript. The tool is implemented as a set of checklist resources to be completed by the research student at various stages of manuscript production. Fundamentally, humans are forgetful and are typically poor at consistently executing multi-part procedures in a systematic way. The simple technology of checklists overcome this weakness of human cognition. The checklists themselves function as a learning re-enforcement aide, ensuring that students methodically and repeatedly work through the prescribed workflow for manuscript production and proofreading. Interactive pdf documents were chosen as a suitable educational technology to implement these checklist resources. Such pdf documents contain fillable boxes that can be completed and saved by the user, avoiding the need to print, scan or manually edit such forms. Embedding quality control and proof-reading feedback in such digital documents promotes good record keeping and captures the progression of a manuscript though its different stages of drafting.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"60 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":"133612969","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/EDUCON52537.2022.9766547
Raúl Crespo, E. López-Caudana, Katya Romo, Alfredo Mantilla
This paper contributes to the realization of learner-centered learning scenarios. It is developing an IoT learning platform for different educational levels. On the other hand, the use of “Pocket Labs” is proposed as an effective tool in the meaningful learning of emerging technologies. The fact that these tools can guide the student towards the realization of projects using a set of technologies that are on the rise generate as advantages: an increase in personnel familiar with the IoT, which has an economic impact on the industry, or that the learning is long term, as students develop and improve their understanding. Furthermore, the intention is to develop Information and Communication Tools (ICT) disciplinary competencies, which aligns with the spirit of the Tecnologico de Monterrey’s educational model. Both strategies are a relatively new teaching concept that supports students’ creativity and initiative, allowing them to wear and experiment with actual equipment at any time and place of their choice. Both experiences result in significant long-term learning in fundamental technologies for Education 4.0 and Industry 4.0. These include IoT, RFID (Radio Frequency Identification), NFC (Near Field Communications), Cloud Services, Etc.
{"title":"Scenarios for student-centered learning: RFiD Pocket Lab and IoT Platform as teaching tools","authors":"Raúl Crespo, E. López-Caudana, Katya Romo, Alfredo Mantilla","doi":"10.1109/EDUCON52537.2022.9766547","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766547","url":null,"abstract":"This paper contributes to the realization of learner-centered learning scenarios. It is developing an IoT learning platform for different educational levels. On the other hand, the use of “Pocket Labs” is proposed as an effective tool in the meaningful learning of emerging technologies. The fact that these tools can guide the student towards the realization of projects using a set of technologies that are on the rise generate as advantages: an increase in personnel familiar with the IoT, which has an economic impact on the industry, or that the learning is long term, as students develop and improve their understanding. Furthermore, the intention is to develop Information and Communication Tools (ICT) disciplinary competencies, which aligns with the spirit of the Tecnologico de Monterrey’s educational model. Both strategies are a relatively new teaching concept that supports students’ creativity and initiative, allowing them to wear and experiment with actual equipment at any time and place of their choice. Both experiences result in significant long-term learning in fundamental technologies for Education 4.0 and Industry 4.0. These include IoT, RFID (Radio Frequency Identification), NFC (Near Field Communications), Cloud Services, Etc.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"9 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":"125627427","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/EDUCON52537.2022.9766622
Cristina Páez Quinde, Héctor E. Hurtado-Puga, Patricio Miranda-Ramos, Carla S. Castro-Altamirano
The senses play a fundamental role in learning as they are related to emotions, since they allow stimulating the mind through perceptions because, by observing, smelling, tasting, and touching, they incite curiosity in benefit of the recognition of figures, textures, shapes, and colors, in addition to initiating the development of personal self-knowledge. The use of ICT in research is important since, through the development of a facial recognition application, it was possible to identify the learning that can be stimulated through the colors in fruits. The objective of this research is to investigate the perception of the colors of fruits and emotions in the learning of children in the first year of elementary school; based on the application of techno-emotional cuisine through facial recognition of emotions. The design was correlational-causal, because when presented with creative dishes made from fruit and with the help of the instruments, the emotion of the child was known when observing the food and in the same way the taste and dislike to eat, touch, smell and observe these foods. The scope of this research is to correlate, to explain the existing relationship between the two variables of study, that is, perceived the colors of the fruits of the creative dishes. To develop the hypothetical analysis with the instrument used and the population, the same that allowed to check the decision making with the alternate hypothesis, it is checked in a nonparametric way according to the statistics of Binomial Test of independent samples.
{"title":"Children’s learning based on the colors in the fruit’s inquiry in the techno-emotional cooking: Case study of emotions delimitation","authors":"Cristina Páez Quinde, Héctor E. Hurtado-Puga, Patricio Miranda-Ramos, Carla S. Castro-Altamirano","doi":"10.1109/EDUCON52537.2022.9766622","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766622","url":null,"abstract":"The senses play a fundamental role in learning as they are related to emotions, since they allow stimulating the mind through perceptions because, by observing, smelling, tasting, and touching, they incite curiosity in benefit of the recognition of figures, textures, shapes, and colors, in addition to initiating the development of personal self-knowledge. The use of ICT in research is important since, through the development of a facial recognition application, it was possible to identify the learning that can be stimulated through the colors in fruits. The objective of this research is to investigate the perception of the colors of fruits and emotions in the learning of children in the first year of elementary school; based on the application of techno-emotional cuisine through facial recognition of emotions. The design was correlational-causal, because when presented with creative dishes made from fruit and with the help of the instruments, the emotion of the child was known when observing the food and in the same way the taste and dislike to eat, touch, smell and observe these foods. The scope of this research is to correlate, to explain the existing relationship between the two variables of study, that is, perceived the colors of the fruits of the creative dishes. To develop the hypothetical analysis with the instrument used and the population, the same that allowed to check the decision making with the alternate hypothesis, it is checked in a nonparametric way according to the statistics of Binomial Test of independent samples.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"126 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":"115829355","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/EDUCON52537.2022.9766487
M. Cápay, Nika Kvassayová, Magdaléna Bellayová, Marek Mansell, Štefan Petrík
The teacher’s portfolio presenting the mastery of competencies focused on the student, the educational process and professional development is an important part of a teacher’s career growth in Slovakia. The teacher must demonstrate that they are able to innovate learning practices, considering the educational needs of each pupil. Programmable hardware that is easy and fast to use allows teachers to make computer science lessons more attractive to students on the one hand and increase teacher self-confidence on the other. We decided to be the first working group in Slovakia that create a project to implement the innovation at national level education by using physical computing principles to develop student’s digital skills. In cooperation with Slovak mobile company, we have realized the project, focused on education with the BBC micro:bit in Slovak schools. Thanks to the project teachers could have not only hardware but also access to information they needed to start teaching with BBC micro:bit. It helped to eliminate the problems with how to start and teachers could focus on the students. After teaching with micro:bit teachers were more motivated and confident. Based on the post-questionnaire, we found that computer science teachers perceive their competencies higher than before the start of the project.
{"title":"Programmable Hardware BBC Micro:Bit as a Tool for Developing Teacher Competencies","authors":"M. Cápay, Nika Kvassayová, Magdaléna Bellayová, Marek Mansell, Štefan Petrík","doi":"10.1109/EDUCON52537.2022.9766487","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766487","url":null,"abstract":"The teacher’s portfolio presenting the mastery of competencies focused on the student, the educational process and professional development is an important part of a teacher’s career growth in Slovakia. The teacher must demonstrate that they are able to innovate learning practices, considering the educational needs of each pupil. Programmable hardware that is easy and fast to use allows teachers to make computer science lessons more attractive to students on the one hand and increase teacher self-confidence on the other. We decided to be the first working group in Slovakia that create a project to implement the innovation at national level education by using physical computing principles to develop student’s digital skills. In cooperation with Slovak mobile company, we have realized the project, focused on education with the BBC micro:bit in Slovak schools. Thanks to the project teachers could have not only hardware but also access to information they needed to start teaching with BBC micro:bit. It helped to eliminate the problems with how to start and teachers could focus on the students. After teaching with micro:bit teachers were more motivated and confident. Based on the post-questionnaire, we found that computer science teachers perceive their competencies higher than before the start of the project.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"251 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":"124760996","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/EDUCON52537.2022.9766385
Maria Belen Mora Arciniegas, Gladys Alicia Tenesaca Luna
Currently the transformation of a city involves the participation of users through all media and especially through communication networks and social networks. Right now, the pandemic waves of COVID-19, and the phases of confinement, oriented users to communicate through social networks specifically Twitter in which they shared their feelings, and the behavior of their situation in the face of the pandemic. When talking about sharing sentiment information on social networks we are talking about a large volume of information that is posted on the networks that can be processed and analyzed using technological tools including RStudio to collect and process; and Power BI to analyze and visualize. The methodology presented has been the result of a process of investigation of related works focused on the participations of the users of a city in Ecuador downloading data from the Social Network Twitter. The methodology is composed of the phases of collecting, storing, transforming, analyzing and visualizing, and the development and execution of the proposal, leaving solid foundations for the implementation of an intelligent campus prototype that combines technological tools and the analysis of information that supports decision making and information analysis. (Abstract)
{"title":"Paper Smart Cities data analysis with Power BI and R","authors":"Maria Belen Mora Arciniegas, Gladys Alicia Tenesaca Luna","doi":"10.1109/EDUCON52537.2022.9766385","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766385","url":null,"abstract":"Currently the transformation of a city involves the participation of users through all media and especially through communication networks and social networks. Right now, the pandemic waves of COVID-19, and the phases of confinement, oriented users to communicate through social networks specifically Twitter in which they shared their feelings, and the behavior of their situation in the face of the pandemic. When talking about sharing sentiment information on social networks we are talking about a large volume of information that is posted on the networks that can be processed and analyzed using technological tools including RStudio to collect and process; and Power BI to analyze and visualize. The methodology presented has been the result of a process of investigation of related works focused on the participations of the users of a city in Ecuador downloading data from the Social Network Twitter. The methodology is composed of the phases of collecting, storing, transforming, analyzing and visualizing, and the development and execution of the proposal, leaving solid foundations for the implementation of an intelligent campus prototype that combines technological tools and the analysis of information that supports decision making and information analysis. (Abstract)","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131679067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766780
Faten Ziadi, Naouel Boughattas, Wissal Neji
With the dramatic emergence of the Covid-19 Virus, teachers in schools and universities have been challenged to move from face-to-face to distance learning. This required an update on the materials and the workflow to adapt the teaching approach to the online context and ensure the learning quality. In this work, we will present the adopted approach in a particular course which is procedural programming, a course given for the first-year engineering students of our engineering school. We use two pedagogical approaches for teaching this course: the flipped classroom and the problem-based learning (PBL). The challenge was how to assure team working and provide the same coaching quality; facilitating, problem solving, group management and so on using the same teaching load. Major changes have been made to the current approach, including scripting sessions and teams’ coaching. A pedagogical scenario has been developed to enable coaching via video conferences while keeping the active aspect. Students work on their problem situation through collaborative tools and in the virtual presence of their coach. An e-learning platform has been adopted to allow asynchronous interactions. Our reform also affected the length of sessions, assessment and the types of teaching materials used to substitute physical presence in a classroom and the use of a blackboard.
{"title":"Reform of active pedagogy in the age of Covid","authors":"Faten Ziadi, Naouel Boughattas, Wissal Neji","doi":"10.1109/EDUCON52537.2022.9766780","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766780","url":null,"abstract":"With the dramatic emergence of the Covid-19 Virus, teachers in schools and universities have been challenged to move from face-to-face to distance learning. This required an update on the materials and the workflow to adapt the teaching approach to the online context and ensure the learning quality. In this work, we will present the adopted approach in a particular course which is procedural programming, a course given for the first-year engineering students of our engineering school. We use two pedagogical approaches for teaching this course: the flipped classroom and the problem-based learning (PBL). The challenge was how to assure team working and provide the same coaching quality; facilitating, problem solving, group management and so on using the same teaching load. Major changes have been made to the current approach, including scripting sessions and teams’ coaching. A pedagogical scenario has been developed to enable coaching via video conferences while keeping the active aspect. Students work on their problem situation through collaborative tools and in the virtual presence of their coach. An e-learning platform has been adopted to allow asynchronous interactions. Our reform also affected the length of sessions, assessment and the types of teaching materials used to substitute physical presence in a classroom and the use of a blackboard.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132407922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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