Pub Date : 2022-03-28DOI: 10.1109/EDUCON52537.2022.9766623
Maksym Bondarenko, Ihor Kudryk, Borys Levkovskyi, M. Utesch, H. Krcmar
Simulation business games have recently become a suitable tool that gives students an understanding of how companies and their markets function, as well as the interaction of the components necessary to build a business. Interpreting business processes and business models is a key competency for future graduates in information systems, which is hard to teach without dealing with real-world problems. Simulation games are one of the possible approaches for teaching business processes to information systems students. This paper presents a description of the development of two web modules: for the administration of simulation games and the interface of the business game itself. After collecting data, requirements for the prototypes of Admin-Cockpit, and the simulation game itself, which were conducted in focus groups, the implementation phase began. The main requirements for the applications were successfully implemented in the prototypes and afterward were evaluated. In the output, we have a working prototype of the business game module and the Admin-Cockpit module for configuration. In summary, our contribution is a planned and implemented redesign of the game, positively affecting students’ engagement and interest. Additionally, was developed an improved and expanded version of Admin-Cockpit for game management, giving configuration options and statistics collection. Thus, we can conclude that this work has a positive contribution to the development of simulation game design and development, which was also confirmed by the results of the surveys.
{"title":"Learning by gaming: Improvement of User Experience of a Simulation Game for Teaching the Digital Transformation and its Administration Cockpit","authors":"Maksym Bondarenko, Ihor Kudryk, Borys Levkovskyi, M. Utesch, H. Krcmar","doi":"10.1109/EDUCON52537.2022.9766623","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766623","url":null,"abstract":"Simulation business games have recently become a suitable tool that gives students an understanding of how companies and their markets function, as well as the interaction of the components necessary to build a business. Interpreting business processes and business models is a key competency for future graduates in information systems, which is hard to teach without dealing with real-world problems. Simulation games are one of the possible approaches for teaching business processes to information systems students. This paper presents a description of the development of two web modules: for the administration of simulation games and the interface of the business game itself. After collecting data, requirements for the prototypes of Admin-Cockpit, and the simulation game itself, which were conducted in focus groups, the implementation phase began. The main requirements for the applications were successfully implemented in the prototypes and afterward were evaluated. In the output, we have a working prototype of the business game module and the Admin-Cockpit module for configuration. In summary, our contribution is a planned and implemented redesign of the game, positively affecting students’ engagement and interest. Additionally, was developed an improved and expanded version of Admin-Cockpit for game management, giving configuration options and statistics collection. Thus, we can conclude that this work has a positive contribution to the development of simulation game design and development, which was also confirmed by the results of the surveys.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"67 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":"123964925","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/EDUCON52537.2022.9766684
Joan E. DeBello, Suzanna E. Schmeelk, Denise M. Dragos, Erald Troja, Laura M. Truong
Cybersecurity has become ubiquitous with the exponential growth of consumer applications and Internet of Things (IoT) devices. It is a discipline which intersects other important industries such as energy, manufacturing, and healthcare. Cybersecurity curriculum has traditionally been taught through a mixture of technical-track and non-technical-track (policy, legal and ethical) related courses. In this paper, we chronicle our Division’s efforts to gamify the technical-track curriculum through the Escape the Classroom (ETC) paradigm. The aim of the curriculum gamification is to provide students a fun, interesting, and rewarding experience while learning Cybersecurity through the appropriate Bloom taxonomy levels. The paper discusses our approach and highlights challenges that our faculty encountered while applying ETC towards the Cybersecurity curriculum.
{"title":"Teaching effective Cybersecurity through escape the classroom paradigm.","authors":"Joan E. DeBello, Suzanna E. Schmeelk, Denise M. Dragos, Erald Troja, Laura M. Truong","doi":"10.1109/EDUCON52537.2022.9766684","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766684","url":null,"abstract":"Cybersecurity has become ubiquitous with the exponential growth of consumer applications and Internet of Things (IoT) devices. It is a discipline which intersects other important industries such as energy, manufacturing, and healthcare. Cybersecurity curriculum has traditionally been taught through a mixture of technical-track and non-technical-track (policy, legal and ethical) related courses. In this paper, we chronicle our Division’s efforts to gamify the technical-track curriculum through the Escape the Classroom (ETC) paradigm. The aim of the curriculum gamification is to provide students a fun, interesting, and rewarding experience while learning Cybersecurity through the appropriate Bloom taxonomy levels. The paper discusses our approach and highlights challenges that our faculty encountered while applying ETC towards the Cybersecurity curriculum.","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":"129432498","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/EDUCON52537.2022.9766497
Ganzorig Batnasan, Munkhjargal Gochoo, Munkh-Erdene Otgonbold, F. Alnajjar, T. Shih
It is complicated for the PwHL (people with hearing loss) to make a relationship with social majority, which naturally demands an interactive auto computer systems that have ability to understand sign language. With a trending Metaverse applications using augmented reality (AR) and virtual reality (VR), it is easier and interesting to teach sign language remotely using an avatar that mimics the gesture of a person using AI (Artificial Intelligence)-based system. There are various proposed methods and datasets for English SL (sign language); however, it is limited for Arabic sign language. Therefore, we present our collected and annotated Arabic Sign Language Letters Dataset (ArSL21L) consisting of 14202 images of 32 letter signs with various backgrounds collected from 50 people. We benchmarked our ArSL21L dataset on state-of-the-art object detection models, i.e., 4 versions of YOLOv5. Among the models, YOLOv5l achieved the best result with COCOmAP of 0.83. Moreover, we provide comparison results of classification task between ArSL2018 dataset, the only Arabic sign language letter dataset for classification task, and our dataset by running classification task on in-house short video. The results revealed that the model trained on our dataset has a superior performance over the model trained on ArSL2018. Moreover, we have created our prototype avatar which can mimic the ArSL (Arabic Sign Language) gestures for Metaverse applications. Finally, we believe, ArSL21L and the ArSL avatar will offer an opportunity to enhance the research and educational applications for not only the PwHL, but also in general real and virtual world applications. Our ArSL21L benchmark dataset is publicly available for research use on the Mendeley.
{"title":"ArSL21L: Arabic Sign Language Letter Dataset Benchmarking and an Educational Avatar for Metaverse Applications","authors":"Ganzorig Batnasan, Munkhjargal Gochoo, Munkh-Erdene Otgonbold, F. Alnajjar, T. Shih","doi":"10.1109/EDUCON52537.2022.9766497","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766497","url":null,"abstract":"It is complicated for the PwHL (people with hearing loss) to make a relationship with social majority, which naturally demands an interactive auto computer systems that have ability to understand sign language. With a trending Metaverse applications using augmented reality (AR) and virtual reality (VR), it is easier and interesting to teach sign language remotely using an avatar that mimics the gesture of a person using AI (Artificial Intelligence)-based system. There are various proposed methods and datasets for English SL (sign language); however, it is limited for Arabic sign language. Therefore, we present our collected and annotated Arabic Sign Language Letters Dataset (ArSL21L) consisting of 14202 images of 32 letter signs with various backgrounds collected from 50 people. We benchmarked our ArSL21L dataset on state-of-the-art object detection models, i.e., 4 versions of YOLOv5. Among the models, YOLOv5l achieved the best result with COCOmAP of 0.83. Moreover, we provide comparison results of classification task between ArSL2018 dataset, the only Arabic sign language letter dataset for classification task, and our dataset by running classification task on in-house short video. The results revealed that the model trained on our dataset has a superior performance over the model trained on ArSL2018. Moreover, we have created our prototype avatar which can mimic the ArSL (Arabic Sign Language) gestures for Metaverse applications. Finally, we believe, ArSL21L and the ArSL avatar will offer an opportunity to enhance the research and educational applications for not only the PwHL, but also in general real and virtual world applications. Our ArSL21L benchmark dataset is publicly available for research use on the Mendeley.","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":"129823604","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/educon52537.2022.9766757
U. Naeem, L. Bosman, S. S. Gill
Over the last decade, there has been a gradual increase in the number of learners on Computer Science-based programmes, which in turn has led to a situation where educators have been teaching large classes. This is a challenge, as it can be difficult for educators to provide personalised support for each learner. The pandemic has only exasperated this further, given the online delivery of courses. The work in this paper describes the implementation of a pedagogic framework that was deployed during the delivery of a flrst-year web programming module. The motivation behind the development of this framework was driven by the need to facilitate an online learning environment for a large class, which adapted existing pedagogic approaches such as problem and project-based learning with the view to enabling learners to develop their problem-solving skills. In addition to this, an online lab co-ordination system was formulated to measure engagement and provide support to the learners.
{"title":"Teaching and Facilitating an Online Learning Environment for a Web Programming Module","authors":"U. Naeem, L. Bosman, S. S. Gill","doi":"10.1109/educon52537.2022.9766757","DOIUrl":"https://doi.org/10.1109/educon52537.2022.9766757","url":null,"abstract":"Over the last decade, there has been a gradual increase in the number of learners on Computer Science-based programmes, which in turn has led to a situation where educators have been teaching large classes. This is a challenge, as it can be difficult for educators to provide personalised support for each learner. The pandemic has only exasperated this further, given the online delivery of courses. The work in this paper describes the implementation of a pedagogic framework that was deployed during the delivery of a flrst-year web programming module. The motivation behind the development of this framework was driven by the need to facilitate an online learning environment for a large class, which adapted existing pedagogic approaches such as problem and project-based learning with the view to enabling learners to develop their problem-solving skills. In addition to this, an online lab co-ordination system was formulated to measure engagement and provide support to the learners.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"28 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":"130586452","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/EDUCON52537.2022.9766488
A. Abdrabou
Teaching some courses offering basic theoretical knowledge to electrical engineering students, such as Fundamentals of Communication Systems, in a face-to-face setting is different from teaching them online (during the COVID19 pandemic). This is mainly due to the reduced student-instructor interaction during online sessions and the difficulty in demonstrating the operation of systems by simulation software packages while interacting with students. This paper quantifies how the delivery mode of an introductory theoretical course about the fundamentals of communication systems impacts the performance of electrical engineering students using outcome-based learning (OBL), where a variety of assessment tools are used to measure the performance of students. The results indicate a decline in the attainment of the majority of the course learning outcomes with a varying degree, which impacts the corresponding program learning outcomes. An exception to this is a course learning outcome related to the practical design of transmitters and receivers.
{"title":"Quantifying the Impact of Online Teaching of Fundamentals of Communication Systems on Students’ Achievements","authors":"A. Abdrabou","doi":"10.1109/EDUCON52537.2022.9766488","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766488","url":null,"abstract":"Teaching some courses offering basic theoretical knowledge to electrical engineering students, such as Fundamentals of Communication Systems, in a face-to-face setting is different from teaching them online (during the COVID19 pandemic). This is mainly due to the reduced student-instructor interaction during online sessions and the difficulty in demonstrating the operation of systems by simulation software packages while interacting with students. This paper quantifies how the delivery mode of an introductory theoretical course about the fundamentals of communication systems impacts the performance of electrical engineering students using outcome-based learning (OBL), where a variety of assessment tools are used to measure the performance of students. The results indicate a decline in the attainment of the majority of the course learning outcomes with a varying degree, which impacts the corresponding program learning outcomes. An exception to this is a course learning outcome related to the practical design of transmitters and receivers.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"8 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":"130618079","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/EDUCON52537.2022.9766490
Emilio Cabezas-Zevallos, Luis Acosta-Soto, Jorge Alfonso Rodriguez-Tort, S. Hosseini
The SARS-CoV-2 outbreak in 2019 brought an enormous uncertainty and unexpected consequences to the world and in Mexico, students, staff, and professors of higher education were no exception. The online lifestyle became vital for continuous education through various means of remote learning including alternative credentials offered via Massive open online course (MOOCS). Upon announcement of lockdown across the country, Tecnologico de Monterrey, a leading university in Mexico and Latin America, provided free access to the content of Coursera to its community to facilitate a sustained learning environment for all the members. The prolonged COVID-19 pandemic and related news have negatively immersed the community in an environment of fear and anxiety. To monitor the learning progress of the members, understand their response to unprecedented circumstances and provide the community with timely support, we have monitored the course pursuit, progression and the status of completion in Coursera registered by 36,591 users. The data provided insight to the gender of the users enrolling to 6 distinctly different categories of courses and the degree of commitment they demonstrated to the undertaken learning activities. The results showed Computer Science and Programming as one of the most requested course types, and, together with Engineering MOOCS greatly dominated by male users. A timeline of influential events that took place nationally and/or internationally over the course of the 11 months from January 2020 to February 2021 was comprised and compared to the registration, progression and completion of the courses in an attempt to understand the response of our community to the milestones of this concerning global health event. While the results highlight a general struggle to remain motivated and finalize the registered courses, the national and international positive and negative connotations created considerably different responses in participants across different time periods. The current article takes a close look into dynamic of the users of the online courses across this challenging milestone.
2019年的SARS-CoV-2疫情给世界带来了巨大的不确定性和意想不到的后果，在墨西哥，高等教育的学生、教职员工和教授也不例外。通过各种远程学习方式，包括大规模开放在线课程(MOOCS)提供的替代证书，在线生活方式对继续教育至关重要。墨西哥和拉丁美洲的顶尖大学蒙特雷理工大学(tecologico de Monterrey)在宣布全国封锁后，向其社区免费提供了Coursera的内容，为所有成员提供了持续的学习环境。新冠肺炎疫情的长期性和相关新闻，使社会陷入了恐惧和焦虑的负面环境。为了监测会员的学习进度，了解他们对前所未有的情况的反应，并为社区提供及时的支持，我们监测了36,591名注册用户在Coursera上的课程追求、进展和完成状态。这些数据提供了对参加6个明显不同类别课程的用户的性别以及他们对所进行的学习活动所表现出的承诺程度的见解。结果显示，计算机科学和编程是最受欢迎的课程类型之一，并且与工程类mooc一起，男性用户占主导地位。编制了2020年1月至2021年2月11个月期间在国内和/或国际上发生的有影响力事件的时间表，并与课程的注册、进展和完成情况进行了比较，试图了解我们社区对这一事关全球卫生事件的里程碑事件的反应。虽然调查结果强调了保持积极性和完成注册课程的普遍努力，但国家和国际的积极和消极内涵在不同时期的参与者中产生了相当不同的反应。本文将深入研究在线课程用户在这一具有挑战性的里程碑中的动态变化。
{"title":"Half-full or half-empty? The impact of influential events pre- and intra- COVID 19 pandemic on enrolment, progression and completion of online courses","authors":"Emilio Cabezas-Zevallos, Luis Acosta-Soto, Jorge Alfonso Rodriguez-Tort, S. Hosseini","doi":"10.1109/EDUCON52537.2022.9766490","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766490","url":null,"abstract":"The SARS-CoV-2 outbreak in 2019 brought an enormous uncertainty and unexpected consequences to the world and in Mexico, students, staff, and professors of higher education were no exception. The online lifestyle became vital for continuous education through various means of remote learning including alternative credentials offered via Massive open online course (MOOCS). Upon announcement of lockdown across the country, Tecnologico de Monterrey, a leading university in Mexico and Latin America, provided free access to the content of Coursera to its community to facilitate a sustained learning environment for all the members. The prolonged COVID-19 pandemic and related news have negatively immersed the community in an environment of fear and anxiety. To monitor the learning progress of the members, understand their response to unprecedented circumstances and provide the community with timely support, we have monitored the course pursuit, progression and the status of completion in Coursera registered by 36,591 users. The data provided insight to the gender of the users enrolling to 6 distinctly different categories of courses and the degree of commitment they demonstrated to the undertaken learning activities. The results showed Computer Science and Programming as one of the most requested course types, and, together with Engineering MOOCS greatly dominated by male users. A timeline of influential events that took place nationally and/or internationally over the course of the 11 months from January 2020 to February 2021 was comprised and compared to the registration, progression and completion of the courses in an attempt to understand the response of our community to the milestones of this concerning global health event. While the results highlight a general struggle to remain motivated and finalize the registered courses, the national and international positive and negative connotations created considerably different responses in participants across different time periods. The current article takes a close look into dynamic of the users of the online courses across this challenging milestone.","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":"130698177","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/EDUCON52537.2022.9766511
O. I. Higuera-Martínez, Liliana Fernández-Samacá, Andrea C. Alvarado-Fajardo, Luis A. Mesa-Mesa
This paper devotes to showing an Online Project-Based Learning (PBL) intervention based on the creative process for engineering undergraduate courses. The intervention considers the creative process elements, namely, person, process, product, press, and phases, and the aspects of the PBL alignment model proposed by Kolmos, de Graff, and Du. The goal is to harmonize the elements of the creative process and characteristics of PBL alignment involving creative tools to encourage creative thinking in undergraduate students. The impact evaluation of the PBL intervention considers a pre and post-test of creativity, some deliveries of learning activities, and a questionnaire that focuses on crucial aspects of PBL. The results show an increase of factors as fluency and flexibility into the ‘Person’ element of the creative process, highlighting the importance of fostering creativity in engineering courses.
{"title":"Fostering Creativity in Seniors and Freshman Students of Engineering","authors":"O. I. Higuera-Martínez, Liliana Fernández-Samacá, Andrea C. Alvarado-Fajardo, Luis A. Mesa-Mesa","doi":"10.1109/EDUCON52537.2022.9766511","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766511","url":null,"abstract":"This paper devotes to showing an Online Project-Based Learning (PBL) intervention based on the creative process for engineering undergraduate courses. The intervention considers the creative process elements, namely, person, process, product, press, and phases, and the aspects of the PBL alignment model proposed by Kolmos, de Graff, and Du. The goal is to harmonize the elements of the creative process and characteristics of PBL alignment involving creative tools to encourage creative thinking in undergraduate students. The impact evaluation of the PBL intervention considers a pre and post-test of creativity, some deliveries of learning activities, and a questionnaire that focuses on crucial aspects of PBL. The results show an increase of factors as fluency and flexibility into the ‘Person’ element of the creative process, highlighting the importance of fostering creativity in engineering courses.","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":"130048111","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/EDUCON52537.2022.9766456
Dirceu A. Maraschin, Karlise Nascimento, Cris Elena Padilha, Lucas Mendes Tortelli, T. Primo, T. Tavares
Human nature differs from all other beings by its cognitive capacity. Above all, we can say that humans have the “superpower” of knowledge with the possibility of transforming their environment through their skills and expertise. Education is, in its essence, the transmission of knowledge and sharing of experiences. Thus, education needs to be in constant transformation following the evolution of humanity. From this perspective, Maker Education has been gaining popularity and being inserted in formal learning environments in order to develop new ways of teaching and developing skills that the modern world requires. However, well-defined objectives and validations that produce credible evidence are essential for new practices to be substantiated. In education, it must do this through assessment process. Therefore, this paper presents a systematic mapping of the literature aimed at identifying which methodologies, instruments, and technological tools have been used for evaluation in Maker Education. Thus, this paper seeks to contribute to discussions, reflections, and guidance on evaluating learning in Maker Education. A total of 982 research papers were screened, leaving 26 for analysis after inclusion steps. The results of this mapping showed a diversity of methods being applied in the development of maker activities and the frequent use of questionnaires as an assessment tool. In addition, the US was the country with the highest incidence of maker activities, although seven other countries were mentioned. We conclude by reflecting on the existence of a demand for technological tools that support the evaluation process in Maker Education.
{"title":"How can we evaluate? A Systematic Mapping of Maker Activities and their Intersections with the Formal Education System","authors":"Dirceu A. Maraschin, Karlise Nascimento, Cris Elena Padilha, Lucas Mendes Tortelli, T. Primo, T. Tavares","doi":"10.1109/EDUCON52537.2022.9766456","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766456","url":null,"abstract":"Human nature differs from all other beings by its cognitive capacity. Above all, we can say that humans have the “superpower” of knowledge with the possibility of transforming their environment through their skills and expertise. Education is, in its essence, the transmission of knowledge and sharing of experiences. Thus, education needs to be in constant transformation following the evolution of humanity. From this perspective, Maker Education has been gaining popularity and being inserted in formal learning environments in order to develop new ways of teaching and developing skills that the modern world requires. However, well-defined objectives and validations that produce credible evidence are essential for new practices to be substantiated. In education, it must do this through assessment process. Therefore, this paper presents a systematic mapping of the literature aimed at identifying which methodologies, instruments, and technological tools have been used for evaluation in Maker Education. Thus, this paper seeks to contribute to discussions, reflections, and guidance on evaluating learning in Maker Education. A total of 982 research papers were screened, leaving 26 for analysis after inclusion steps. The results of this mapping showed a diversity of methods being applied in the development of maker activities and the frequent use of questionnaires as an assessment tool. In addition, the US was the country with the highest incidence of maker activities, although seven other countries were mentioned. We conclude by reflecting on the existence of a demand for technological tools that support the evaluation process in Maker Education.","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":"130470774","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/EDUCON52537.2022.9766668
H. Mohammadian
Since the 1970s, advances in technology have affected everything, including education, training and the business environment, and jobs have always been challenged between education, economic, social, and environmental disruptions in the best way possible to ensure educational business continuity. Meanwhile, educational technologies have been able to improve educational businesses. In fact, the creation of new concept of SMEs as the driving force of educational development, and 7PS pillars play a key role in the process of community development and educational sustainability. Due to the advancement of technologies, these companies have had one of the fastest growths in the I4.0 and in future of I4.0 (I 5.0) will have the most competition in technology and innovation with each other in the world. According to the 5th wave theory, to enter the edge of tomorrow, they need to be prepared to face tomorrow’s crises by identifying and preventing today’s challenges and future shocks. In this regard, the role of education in human resource competencies is very essential. Technical and occupational skills training, social and communication training, personal and personality competencies, conversational intelligence, and methodological and creative traits in human resources can promote sustainability in SME businesses. In fact, with constantly evolving engineering education, today a new form of SMEs (Hybrid SMEs) has emerged that considers competitive advantage not only based on the quality of knowledge-based products and services, but also their competitive advantage is the ability to change 7PS pillars changes. Hybrid SMEs/SME 5.0 seek to create acceptable organizations and markets to address specific socio-edu-cultural and environmental issues. Therefore, it is necessary to recognize and manage today’s challenges and, according to the 3D model of Socio Eco Environment SMEs, for 1-) forecasting, 2-) preventing, and 3-) facing tomorrow’s crises. The ideological principles of Tomorrow’s SMEs/SME 5.0 are based on creating value for healthy living, educational, environmental, and social justice, environmental sustainability, and superior quality products and services.
{"title":"Mapping the Future Sustainable, through the Theory of Comprehensive Everything or the 5th Wave/Tomorrow Age Theory, with a focus on Hybrid SMEs/SME 5.0 Educationally","authors":"H. Mohammadian","doi":"10.1109/EDUCON52537.2022.9766668","DOIUrl":"https://doi.org/10.1109/EDUCON52537.2022.9766668","url":null,"abstract":"Since the 1970s, advances in technology have affected everything, including education, training and the business environment, and jobs have always been challenged between education, economic, social, and environmental disruptions in the best way possible to ensure educational business continuity. Meanwhile, educational technologies have been able to improve educational businesses. In fact, the creation of new concept of SMEs as the driving force of educational development, and 7PS pillars play a key role in the process of community development and educational sustainability. Due to the advancement of technologies, these companies have had one of the fastest growths in the I4.0 and in future of I4.0 (I 5.0) will have the most competition in technology and innovation with each other in the world. According to the 5th wave theory, to enter the edge of tomorrow, they need to be prepared to face tomorrow’s crises by identifying and preventing today’s challenges and future shocks. In this regard, the role of education in human resource competencies is very essential. Technical and occupational skills training, social and communication training, personal and personality competencies, conversational intelligence, and methodological and creative traits in human resources can promote sustainability in SME businesses. In fact, with constantly evolving engineering education, today a new form of SMEs (Hybrid SMEs) has emerged that considers competitive advantage not only based on the quality of knowledge-based products and services, but also their competitive advantage is the ability to change 7PS pillars changes. Hybrid SMEs/SME 5.0 seek to create acceptable organizations and markets to address specific socio-edu-cultural and environmental issues. Therefore, it is necessary to recognize and manage today’s challenges and, according to the 3D model of Socio Eco Environment SMEs, for 1-) forecasting, 2-) preventing, and 3-) facing tomorrow’s crises. The ideological principles of Tomorrow’s SMEs/SME 5.0 are based on creating value for healthy living, educational, environmental, and social justice, environmental sustainability, and superior quality products and services.","PeriodicalId":416694,"journal":{"name":"2022 IEEE Global Engineering Education Conference (EDUCON)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130802429","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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