Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766755
Jordan Wathen, Aaron Kans, Gaurav Malik
This project focuses on higher education and industry training within the area of computer programming, specifically live instructor-led lab sessions. These sessions are currently run using a combination of different tools available on the market, such as video conferencing software, IDEs, screen sharing and file sharing. However, it’s this reliance on several tools which is resulting in productivity loss due to context switching. The solution explored through this project is a web application to facilitate synchronous remote coding lab sessions. It achieves this by combining a code editor, live communication, code sharing, displayed instructions, and help requests all into one web-based tool. This custom application will support educators by streamlining the running of these virtual sessions. It also aims to help improve learner engagement and motivation, by enabling the required 1:1 support and communication between educator and learner.
{"title":"CODI – A Web Application to Facilitate Live, Remote Programming Lab Sessions","authors":"Jordan Wathen, Aaron Kans, Gaurav Malik","doi":"10.1109/EDUCON52537.2022.9766755","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766755","url":null,"abstract":"This project focuses on higher education and industry training within the area of computer programming, specifically live instructor-led lab sessions. These sessions are currently run using a combination of different tools available on the market, such as video conferencing software, IDEs, screen sharing and file sharing. However, it’s this reliance on several tools which is resulting in productivity loss due to context switching. The solution explored through this project is a web application to facilitate synchronous remote coding lab sessions. It achieves this by combining a code editor, live communication, code sharing, displayed instructions, and help requests all into one web-based tool. This custom application will support educators by streamlining the running of these virtual sessions. It also aims to help improve learner engagement and motivation, by enabling the required 1:1 support and communication between educator and learner.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131334960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766552
Hua Chai, J. Ravishankar, S. Krishnan, Matthew Priestley
The gap between the industry expectations and power engineering education is becoming one of the significant barriers in workforce development in the energy sector. For the purpose of closing the gap, the curriculum in power engineering is expected to follow the up-to-date industry demand and workflow so that the students can be job-ready and competent in the energy job markets before graduation. However, the renewal of the deliverables of the courses is time-consuming and resource intensive. This paper presents an approach of data collection and analysis for curriculum development, which considers all the related stakeholders in curriculum renewal. The preliminary results of the pilot data collection are presented, demonstrating the effectiveness of the data collection method and the initiative of updating the curriculum framework. The contribution will benefit power engineering educators in course renewal for further iterations considering timely industry perspectives and students’ feedback.
{"title":"Work-in-Progress: A Holistic Approach to Bridging the Gap between Power Engineering Education and Electric Power Industry","authors":"Hua Chai, J. Ravishankar, S. Krishnan, Matthew Priestley","doi":"10.1109/EDUCON52537.2022.9766552","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766552","url":null,"abstract":"The gap between the industry expectations and power engineering education is becoming one of the significant barriers in workforce development in the energy sector. For the purpose of closing the gap, the curriculum in power engineering is expected to follow the up-to-date industry demand and workflow so that the students can be job-ready and competent in the energy job markets before graduation. However, the renewal of the deliverables of the courses is time-consuming and resource intensive. This paper presents an approach of data collection and analysis for curriculum development, which considers all the related stakeholders in curriculum renewal. The preliminary results of the pilot data collection are presented, demonstrating the effectiveness of the data collection method and the initiative of updating the curriculum framework. The contribution will benefit power engineering educators in course renewal for further iterations considering timely industry perspectives and students’ feedback.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"138 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":"134260887","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/EDUCON52537.2022.9766584
F. Reiche, Claudia Doering
Distance learning is becoming more and more important, not only because of the current worldwide pandemic, but also because it provides learning opportunities for students, who are separated from universities by distance. Massive Open Online Courses (MOOC) are a way of teaching at distance, which has been used for several years. These are online courses that can be used by anyone, anywhere, as long as there is a stable internet connection. Higher Education Institutions have been offering these courses for years in some cases, and in others this way of teaching is being refused. This study investigates the motivations and the current situation at German universities regarding the use of MOOCs. It shows that universities use very different motivations and strategies to use platforms for online teaching or even to develop them themselves. Some of the universities have already been offering courses online for some time, while others have no plans to do so in the future. Many Higher Education Institutions even cooperate with each other to increase the quality of teaching or to reduce costs. For the study, 129 universities in Germany were surveyed and a literature research on this topic was conducted.
{"title":"Study on Massive Open Online Courses in Universities","authors":"F. Reiche, Claudia Doering","doi":"10.1109/EDUCON52537.2022.9766584","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766584","url":null,"abstract":"Distance learning is becoming more and more important, not only because of the current worldwide pandemic, but also because it provides learning opportunities for students, who are separated from universities by distance. Massive Open Online Courses (MOOC) are a way of teaching at distance, which has been used for several years. These are online courses that can be used by anyone, anywhere, as long as there is a stable internet connection. Higher Education Institutions have been offering these courses for years in some cases, and in others this way of teaching is being refused. This study investigates the motivations and the current situation at German universities regarding the use of MOOCs. It shows that universities use very different motivations and strategies to use platforms for online teaching or even to develop them themselves. Some of the universities have already been offering courses online for some time, while others have no plans to do so in the future. Many Higher Education Institutions even cooperate with each other to increase the quality of teaching or to reduce costs. For the study, 129 universities in Germany were surveyed and a literature research on this topic was conducted.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"142 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":"132310185","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/EDUCON52537.2022.9766600
Adam C. Funnell, J. Fullwood, P. Lazari, Gavin L. Williams
Many educators use take home kits to provide practical hands-on activities to their students. There are clear benefits, including increasing opportunities for practical learning, meeting a range of student learning styles, and maximising inclusivity.It is common to use take home lab kits to illustrate individual experiments or even for whole modules, but it is rare to work across modules to create a single curated set of parts for use over an entire programme, including modules that would not be obviously connected with the kit contents. By giving responsibility for practical engineering education to a dedicated team, practical learning outcomes can be analysed for overlap and complementary activities. A single set of equipment can then be specified and certified safe for take home operations, providing both time and cost efficiencies for staff.We present the design of a take home kit for use across multiple modules of a first year undergraduate programme in electrical and electronic engineering. There are clear benefits from crafting a developmental practical programme across modules, using just one home lab kit. We describe the design stages of the kit specification, the alignment with learning outcomes, and important considerations for inclusive teaching practice.
{"title":"One kit to rule them all: designing take home lab kits at programme level","authors":"Adam C. Funnell, J. Fullwood, P. Lazari, Gavin L. Williams","doi":"10.1109/EDUCON52537.2022.9766600","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766600","url":null,"abstract":"Many educators use take home kits to provide practical hands-on activities to their students. There are clear benefits, including increasing opportunities for practical learning, meeting a range of student learning styles, and maximising inclusivity.It is common to use take home lab kits to illustrate individual experiments or even for whole modules, but it is rare to work across modules to create a single curated set of parts for use over an entire programme, including modules that would not be obviously connected with the kit contents. By giving responsibility for practical engineering education to a dedicated team, practical learning outcomes can be analysed for overlap and complementary activities. A single set of equipment can then be specified and certified safe for take home operations, providing both time and cost efficiencies for staff.We present the design of a take home kit for use across multiple modules of a first year undergraduate programme in electrical and electronic engineering. There are clear benefits from crafting a developmental practical programme across modules, using just one home lab kit. We describe the design stages of the kit specification, the alignment with learning outcomes, and important considerations for inclusive teaching practice.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"48 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":"132976106","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/EDUCON52537.2022.9766541
Radhika Amashi, Unnati Koppikar, M. Vijayalakshmi, Rohit Kandakatla
Learner engagement in digital or online learning has been identified as one of the many challenges and personalizing the digital learning content to keep students motivated and engaged throughout the duration of course is gaining much interest among academia. The purpose of this study is to identify the levels of student engagement and understand the relationship between learner engagement and their academic performance. This study has used k-means machine learning algorithm to identify the levels of student's engagement and tried to identify the relationship between the engagement metrics and student performance using correlation analysis. Based on students’ engagement metrics, k-mean algorithm classifies students in to two levels, namely High engaged students, and Low engaged students. The results of correlation analysis showed that there was a positive correlation between the engagement metrics and performance. Identifying the levels of student engagement possibly will help in personalizing the learning by recommending the e-content based on engagement metrics and identifying the relationship between the engagement metrics and performance might help faculty to design activities and content for the courses.
{"title":"Investigation of Student’s Engagement in Blended PBL-based Engineering Course and its Influence on Performance","authors":"Radhika Amashi, Unnati Koppikar, M. Vijayalakshmi, Rohit Kandakatla","doi":"10.1109/EDUCON52537.2022.9766541","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766541","url":null,"abstract":"Learner engagement in digital or online learning has been identified as one of the many challenges and personalizing the digital learning content to keep students motivated and engaged throughout the duration of course is gaining much interest among academia. The purpose of this study is to identify the levels of student engagement and understand the relationship between learner engagement and their academic performance. This study has used k-means machine learning algorithm to identify the levels of student's engagement and tried to identify the relationship between the engagement metrics and student performance using correlation analysis. Based on students’ engagement metrics, k-mean algorithm classifies students in to two levels, namely High engaged students, and Low engaged students. The results of correlation analysis showed that there was a positive correlation between the engagement metrics and performance. Identifying the levels of student engagement possibly will help in personalizing the learning by recommending the e-content based on engagement metrics and identifying the relationship between the engagement metrics and performance might help faculty to design activities and content for the courses.","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":"120983096","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/EDUCON52537.2022.9766504
A. Sánchez-López, L. M. Lozano-Sánchez, Alejandro Parra-Córdova, J. Castañeda-Sedano, Jackeline Iturbe Ek
The COVID-19 pandemic has significantly impacted educational systems worldwide. During confinement educators were forced to make drastic changes in their teaching dynamics, where online resources were used to replace face-to-face activities and interactions. Due to an increase in vaccination rates schools are gradually re-opening, this led to the following question: How can we design and implement a chemistry lab-based course that could incorporate in-person and at-home students simultaneously? The aim of this study was to compare the effect of a hybrid chemistry lab (HL) to a virtual chemistry lab approach (VL) in students learning, engagement, and the development of essential competencies in engineering. The didactic intervention was conducted during the spring semester of 2021, where 220 students from 10 different branches of engineering were assessed. The HL class was divided into 2 groups: students who took the course remotely, and students who attended the laboratory to carry out face-to-face experiments. Four different protocols that consider hands-on experiments were included in both groups. The experiments were modified to be completed at home using simple, non-dangerous, and readily available materials. Results were compared and analyzed in python (v3.8.0), where a p < 0.05 value was considered statistically significant. Results shows that HL groups obtained higher grades and a greater understanding of the material; additionally, the development of competencies improved by 15%. The majority agreed that the course contributed to improve their skills regarding applied chemistry in the lab. Students considered they actively participated in practical work and interacted with people applying class contents. The HL allowed students to achieve competencies sought out for in this chemistry course. The use of hybrid models offers flexibility in the learning process while allowing students to be prepared for future challenges in the post-COVID era.
{"title":"Implementation of hybrid chemistry labs as a learning strategy in post-COVID times","authors":"A. Sánchez-López, L. M. Lozano-Sánchez, Alejandro Parra-Córdova, J. Castañeda-Sedano, Jackeline Iturbe Ek","doi":"10.1109/EDUCON52537.2022.9766504","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766504","url":null,"abstract":"The COVID-19 pandemic has significantly impacted educational systems worldwide. During confinement educators were forced to make drastic changes in their teaching dynamics, where online resources were used to replace face-to-face activities and interactions. Due to an increase in vaccination rates schools are gradually re-opening, this led to the following question: How can we design and implement a chemistry lab-based course that could incorporate in-person and at-home students simultaneously? The aim of this study was to compare the effect of a hybrid chemistry lab (HL) to a virtual chemistry lab approach (VL) in students learning, engagement, and the development of essential competencies in engineering. The didactic intervention was conducted during the spring semester of 2021, where 220 students from 10 different branches of engineering were assessed. The HL class was divided into 2 groups: students who took the course remotely, and students who attended the laboratory to carry out face-to-face experiments. Four different protocols that consider hands-on experiments were included in both groups. The experiments were modified to be completed at home using simple, non-dangerous, and readily available materials. Results were compared and analyzed in python (v3.8.0), where a p < 0.05 value was considered statistically significant. Results shows that HL groups obtained higher grades and a greater understanding of the material; additionally, the development of competencies improved by 15%. The majority agreed that the course contributed to improve their skills regarding applied chemistry in the lab. Students considered they actively participated in practical work and interacted with people applying class contents. The HL allowed students to achieve competencies sought out for in this chemistry course. The use of hybrid models offers flexibility in the learning process while allowing students to be prepared for future challenges in the post-COVID era.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"55 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":"115982597","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/EDUCON52537.2022.9766678
U. Quapp, K. Holschemacher
In Germany, 11% of students are handicapped with a disability or chronic illness, which negatively affects their studies. In pre-pandemic times, universities worldwide already worked hard to give handicapped students a chance to graduate. In the COVID-19 pandemic, examination boards had to be creative in finding individual solutions to ensure equal examination opportunities for students with impairments. To ensure equal examination opportunities in pre-pandemic times, universities offered compensation of disadvantages for disabled or chronic ill students. While the COVID-19 pandemic, support of disadvantaged students become more important but also demanding for universities. Universities switched to online teaching and replaced classical testing types by distance and/or online examinations. Therefore, the question arose if current examination regulations and established case law relating to compensation of disadvantages in university examinations still are applicable in the pandemic situation. For the research results, literature review of examination regulations and of established German case law was combined with an analysis of the authors’ experience gained in the last 1.5 years. In the first part of the paper, the authors inform about the principles of compensation of disadvantages in university examinations for impaired students. Furthermore, they analyze current examination regulations and established case law in Germany. The paper informs about pandemic-related adaptions in teaching and testing at German universities and the influence on disabled or chronic ill students. Even in pandemics, compliance of examination procedures with university examination regulations and other relevant law is mandatory for a fair examination procedure. After a successful overcome of the pandemic, universities will continue to use the innovative examinations types. The authors conclude that most of the existing examination regulations and relevant case law are applicable to innovative examination types and conditions. Nevertheless, for selected impairments, compensation of disadvantages is no longer necessary, or at least not in the usual extent.
{"title":"Influence of COVID-19 on the University Examination Situation of Students with Impairments","authors":"U. Quapp, K. Holschemacher","doi":"10.1109/EDUCON52537.2022.9766678","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766678","url":null,"abstract":"In Germany, 11% of students are handicapped with a disability or chronic illness, which negatively affects their studies. In pre-pandemic times, universities worldwide already worked hard to give handicapped students a chance to graduate. In the COVID-19 pandemic, examination boards had to be creative in finding individual solutions to ensure equal examination opportunities for students with impairments. To ensure equal examination opportunities in pre-pandemic times, universities offered compensation of disadvantages for disabled or chronic ill students. While the COVID-19 pandemic, support of disadvantaged students become more important but also demanding for universities. Universities switched to online teaching and replaced classical testing types by distance and/or online examinations. Therefore, the question arose if current examination regulations and established case law relating to compensation of disadvantages in university examinations still are applicable in the pandemic situation. For the research results, literature review of examination regulations and of established German case law was combined with an analysis of the authors’ experience gained in the last 1.5 years. In the first part of the paper, the authors inform about the principles of compensation of disadvantages in university examinations for impaired students. Furthermore, they analyze current examination regulations and established case law in Germany. The paper informs about pandemic-related adaptions in teaching and testing at German universities and the influence on disabled or chronic ill students. Even in pandemics, compliance of examination procedures with university examination regulations and other relevant law is mandatory for a fair examination procedure. After a successful overcome of the pandemic, universities will continue to use the innovative examinations types. The authors conclude that most of the existing examination regulations and relevant case law are applicable to innovative examination types and conditions. Nevertheless, for selected impairments, compensation of disadvantages is no longer necessary, or at least not in the usual extent.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"221 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":"116128572","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/EDUCON52537.2022.9766566
L. Lazarova, N. Stojkovikj, A. Stojanova, M. Miteva
The basic aim of mathematics education was described as “to bring mathematical knowledge and skills that are required by daily life to the individual, to teach students problem solving and to bring them a way of thinking that handles incidents including a problem-solving approach”. For this reason, problem-solving skills take an important place among mathematical skills. Mathematics (NCTM) standards also indicate that problem-solving skills have higher priority in teaching mathematics. One of the mathematical disciplines which has great application for solving of the real problems is the graph theory. Graph theory as a part of mathematics has the potential to become a popular tool for teaching and learning mathematics in elementary and secondary school for solving and understanding of many logical puzzles. This kind of puzzles are very complicated and present complex problems for understanding by the students at elementary and secondary level. But, by using the basic concept of graph theory the students can easily make visualization of such kind of problems and can easily prepare for different kind of mathematical competitions. The graph theory can facilitate the learning process, because it provides good illustrations by which the applications of the ideas can be shown and presented to the children. In this paper we are considering a methodology that improve the students’ ability for logical thinking. For that purpose, we will consider some kind of logical mathematical problems which are usually given at the mathematical classes but especially for gifted and talented students.
{"title":"Application of graph theory in teaching and understanding of the mathematical problems","authors":"L. Lazarova, N. Stojkovikj, A. Stojanova, M. Miteva","doi":"10.1109/EDUCON52537.2022.9766566","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766566","url":null,"abstract":"The basic aim of mathematics education was described as “to bring mathematical knowledge and skills that are required by daily life to the individual, to teach students problem solving and to bring them a way of thinking that handles incidents including a problem-solving approach”. For this reason, problem-solving skills take an important place among mathematical skills. Mathematics (NCTM) standards also indicate that problem-solving skills have higher priority in teaching mathematics. One of the mathematical disciplines which has great application for solving of the real problems is the graph theory. Graph theory as a part of mathematics has the potential to become a popular tool for teaching and learning mathematics in elementary and secondary school for solving and understanding of many logical puzzles. This kind of puzzles are very complicated and present complex problems for understanding by the students at elementary and secondary level. But, by using the basic concept of graph theory the students can easily make visualization of such kind of problems and can easily prepare for different kind of mathematical competitions. The graph theory can facilitate the learning process, because it provides good illustrations by which the applications of the ideas can be shown and presented to the children. In this paper we are considering a methodology that improve the students’ ability for logical thinking. For that purpose, we will consider some kind of logical mathematical problems which are usually given at the mathematical classes but especially for gifted and talented students.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114868837","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/EDUCON52537.2022.9766652
A. Pavani, W. Barbosa
Control courses are important parts of the curricula of Control & Automation Engineering and Electrical Engineering. In this area, as in Engineering curricula in general, experimentation is of paramount importance. Engineering curricula have always had many lab classes for students to perform experiments – lab classes were hosted in traditional brick and mortar environments. The current status of technology allows for experiments to remotely be performed. Remote Labs are used in many institutions over the world as well as Virtual Labs. Due to the COVID-19 Pandemic, these solutions have gained greater importance. This work addresses the use of an Electric and Electronic Circuit Lab in a Control Course to perform Analog Simulations. It introduces the characteristics of the Remote Lab as well as the way it was used to enhance the learning of systems of different natures. This Remote Lab had been in use at the institution since the second semester of 2016 but in Electric Circuits and General Electricity courses. The Institution has been implementing other Remote Labs too. This work focuses the school years of 2020 and 2021, and addresses the plans for the near future. The main topics to be discussed are: the context at the University, the Control Course, the technological tools that have been in use for many years and how Remote Labs in general have been used. VISIR – Virtual Instrument Systems in Reality, the Remote Lab for Electric and Electronic Circuits is briefly described.
{"title":"An Electric and Electronic Circuit Remote Laboratory in a Control Course","authors":"A. Pavani, W. Barbosa","doi":"10.1109/EDUCON52537.2022.9766652","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766652","url":null,"abstract":"Control courses are important parts of the curricula of Control & Automation Engineering and Electrical Engineering. In this area, as in Engineering curricula in general, experimentation is of paramount importance. Engineering curricula have always had many lab classes for students to perform experiments – lab classes were hosted in traditional brick and mortar environments. The current status of technology allows for experiments to remotely be performed. Remote Labs are used in many institutions over the world as well as Virtual Labs. Due to the COVID-19 Pandemic, these solutions have gained greater importance. This work addresses the use of an Electric and Electronic Circuit Lab in a Control Course to perform Analog Simulations. It introduces the characteristics of the Remote Lab as well as the way it was used to enhance the learning of systems of different natures. This Remote Lab had been in use at the institution since the second semester of 2016 but in Electric Circuits and General Electricity courses. The Institution has been implementing other Remote Labs too. This work focuses the school years of 2020 and 2021, and addresses the plans for the near future. The main topics to be discussed are: the context at the University, the Control Course, the technological tools that have been in use for many years and how Remote Labs in general have been used. VISIR – Virtual Instrument Systems in Reality, the Remote Lab for Electric and Electronic Circuits is briefly described.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115586234","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/EDUCON52537.2022.9766482
Linda Engström, Olga Viberg, Olle Bälter, Stefan Hrastinski
The potential of learning analytics (LA) to improve learning and teaching is high. Yet, the adoption of LA across countries still remains low. One reason behind this is that the LA services often do not adequately meet the expectations and needs of their key stakeholders, namely students and teachers. Presently, there is limited research focusing on the examination of the students’ expectations of LA across countries, especially in the Nordic, largely highly digitalized context. To fill this gap, this study examines Swedish students’ attitudes of LA in a higher education institution. To do so, the validated survey instrument, Student Expectations of Learning Analytics Questionnaire (SELAQ) has been used. Through the application of SELAQ, the students’ ideal and predicted expectations of the LA service and their expectations regarding privacy and ethics were examined. Data were collected in spring 2021. 132 students participated in the study. The results show that the students have higher ideal expectations of LA compared to the predicted ones, especially in regards to privacy and ethics. Also, the findings illustrate that the respondents have low expectations in areas related to the instructor feedback, based on the analytics results. Further, the results demonstrate that the students have high expectations on the part of the university in matters concerning privacy and ethics. In sum, the results from the study can be used as a basis for implementing LA in the selected context.
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