Pub Date : 2015-10-21DOI: 10.1109/FIE.2015.7344395
Gloria Patricia Perez Gomez, Claudia Maria Zea Restrepo, P. Duarte, L. F. Rivera
Online learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University.
{"title":"Technological tools to learn calculus","authors":"Gloria Patricia Perez Gomez, Claudia Maria Zea Restrepo, P. Duarte, L. F. Rivera","doi":"10.1109/FIE.2015.7344395","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344395","url":null,"abstract":"Online learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115382305","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344382
J. Roesler, P. Littleton, A. Schmidt, L. Schideman, Morgan Johnston, J. Mestre, Geoffrey L. Herman, Irene B. Mena, Emily F. Gates, Jason W. Morphew, Liang Liu
A hybrid project and service based learning course has been introduced in the Department of Civil and Environmental Engineering (CEE) at the University of Illinois. The primary objectives of the course are to develop engineering problem solving, professional, and business skills earlier in our CEE undergraduate curriculum by having student teams identify open-ended, ill-defined campus/community problems or opportunities, develop a feasible project scope, and propose sustainable solutions. The unique features of our course include (1) a blend of service and project learning with faculty instructors partnering with the campus engineering staff to assist with team project mentoring, campus data collection, local field trips, and case studies, (2) formal course assessments through pre and post-class survey and student focus group interviews, and (3) weekly instructor meetings that consist of faculty, teaching assistants, department administrators and engineering staff updating the course during the semester and planning major changes for the next course offering. In this paper, we describe the course organization and its curricular evolution along with evaluation data from student surveys and focus groups as well as the impact of routine instructor community of practice meetings.
{"title":"Campus integrated project-based learning course in civil and environmental engineering","authors":"J. Roesler, P. Littleton, A. Schmidt, L. Schideman, Morgan Johnston, J. Mestre, Geoffrey L. Herman, Irene B. Mena, Emily F. Gates, Jason W. Morphew, Liang Liu","doi":"10.1109/FIE.2015.7344382","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344382","url":null,"abstract":"A hybrid project and service based learning course has been introduced in the Department of Civil and Environmental Engineering (CEE) at the University of Illinois. The primary objectives of the course are to develop engineering problem solving, professional, and business skills earlier in our CEE undergraduate curriculum by having student teams identify open-ended, ill-defined campus/community problems or opportunities, develop a feasible project scope, and propose sustainable solutions. The unique features of our course include (1) a blend of service and project learning with faculty instructors partnering with the campus engineering staff to assist with team project mentoring, campus data collection, local field trips, and case studies, (2) formal course assessments through pre and post-class survey and student focus group interviews, and (3) weekly instructor meetings that consist of faculty, teaching assistants, department administrators and engineering staff updating the course during the semester and planning major changes for the next course offering. In this paper, we describe the course organization and its curricular evolution along with evaluation data from student surveys and focus groups as well as the impact of routine instructor community of practice meetings.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116764760","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344272
Félix Muñiz-Rodríguez, G. Beauchamp-Báez, Gerardo Cruz-Díaz, Juan Carlos Santos-Ferrer
This paper presents an optimal control design methodology used in a graduate electrical engineering course. The proposed methodology was applied and used on the double inverted pendulum system. The regulators presented are based on the state-variable feedback with Linear Quadratic Regulator (LQR) design. An asymptotic observer was designed to estimate the state-variables of the system. A Kalman Filter was designed as an alternate estimator to include sensor and process Gaussian noise. The Loop Transfer Recovery technique was used to recover some of the robustness properties that can be lost when implementing the Kalman filter. The Kalman Filter resulted in a better state estimator with less estimation noise on the velocities state variables, compared to the velocities state variables that were estimated with the asymptotic observer. Furthermore, Loop-Transfer Recovery allowed for a better tuning of the Kalman filter based controller and resulted in a better time response of the system. Theoretical aspects were experienced and confirmed in a laboratory setup as each design technique was applied and implemented sequentially in the real system. This is an innovative practice because the students learn by doing in a deductive way, as they build upon their design.
{"title":"Optimal control design and implementation for the double inverted pendulum system in a graduate control course","authors":"Félix Muñiz-Rodríguez, G. Beauchamp-Báez, Gerardo Cruz-Díaz, Juan Carlos Santos-Ferrer","doi":"10.1109/FIE.2015.7344272","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344272","url":null,"abstract":"This paper presents an optimal control design methodology used in a graduate electrical engineering course. The proposed methodology was applied and used on the double inverted pendulum system. The regulators presented are based on the state-variable feedback with Linear Quadratic Regulator (LQR) design. An asymptotic observer was designed to estimate the state-variables of the system. A Kalman Filter was designed as an alternate estimator to include sensor and process Gaussian noise. The Loop Transfer Recovery technique was used to recover some of the robustness properties that can be lost when implementing the Kalman filter. The Kalman Filter resulted in a better state estimator with less estimation noise on the velocities state variables, compared to the velocities state variables that were estimated with the asymptotic observer. Furthermore, Loop-Transfer Recovery allowed for a better tuning of the Kalman filter based controller and resulted in a better time response of the system. Theoretical aspects were experienced and confirmed in a laboratory setup as each design technique was applied and implemented sequentially in the real system. This is an innovative practice because the students learn by doing in a deductive way, as they build upon their design.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121103736","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344327
Daniel E. Krutz, Samuel A. Malachowsky, Scott D. Jones, Jayme A. Kaplan
Software engineering is largely a communication-driven, team-oriented discipline. There are numerous hurdles for ensuring proper communication and interaction between all project stakeholders, including physical, technological, and cultural barriers. These obstructions not only affect software engineering in industry, but in academia as well. One possible issue that is often overlooked in software engineering education is how to best educate Deaf and hard-of-hearing (Deaf/HoH) students, and how to fully engage them in the classroom. In this paper, we present our experiences in teaching software engineering to Deaf/HoH students. In the classroom, these students work very closely in activities and on project teams with their hearing peers. We also present recommendations for creating a more robust software engineering educational experience for not only Deaf/HoH students, but for hearing students as well. We encourage instructors not only in software engineering programs, but in other computing disciplines to consider our recommendations and observations in order to enhance the educational experience for all students in the classroom, whether Deaf/HoH or hearing.
{"title":"Enhancing the educational experience for deaf and hard of hearing students in software engineering","authors":"Daniel E. Krutz, Samuel A. Malachowsky, Scott D. Jones, Jayme A. Kaplan","doi":"10.1109/FIE.2015.7344327","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344327","url":null,"abstract":"Software engineering is largely a communication-driven, team-oriented discipline. There are numerous hurdles for ensuring proper communication and interaction between all project stakeholders, including physical, technological, and cultural barriers. These obstructions not only affect software engineering in industry, but in academia as well. One possible issue that is often overlooked in software engineering education is how to best educate Deaf and hard-of-hearing (Deaf/HoH) students, and how to fully engage them in the classroom. In this paper, we present our experiences in teaching software engineering to Deaf/HoH students. In the classroom, these students work very closely in activities and on project teams with their hearing peers. We also present recommendations for creating a more robust software engineering educational experience for not only Deaf/HoH students, but for hearing students as well. We encourage instructors not only in software engineering programs, but in other computing disciplines to consider our recommendations and observations in order to enhance the educational experience for all students in the classroom, whether Deaf/HoH or hearing.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121248560","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344262
Gang Sun, Joseph A. Morgan, J. Porter, Hester Yim
With the support of Texas Instruments and NASA, a novel Modular Integrated Stackable Layer - Analog System Environment (MISL - ASE) platform has been developed to provide a comprehensive educational hardware environment for three embedded system design courses and two capstone design courses in the Electronic Systems Engineering Technology (ESET) program at Texas A&M University. The MISL-ASE platform uses the TI-MSP430 intelligence layer of the MISL architecture as the main core and control system that can be directly interfaced to the ASE board. Moreover, the MISL-ASE platform encompasses various analog and digital peripherals, such as GPIO outputs/inputs, LEDs, 7-segment displays, audio system, switches, keypad, and TFT LCD with touch screen, typical signal conditioning circuits such as A/D and D/A conversion for analog voltage simulation, battery life and light density measurement, 3-axis accelerometer, high-resolution external ADC converter, multiple analog signal generators, and motor control, etc. Several communication interfaces and protocols are also available such as UART (USB, RS-232/485, Bluetooth, and Zigbee), SPI (Ethernet, Wi-Fi, Micro SD card, and flash memory), I2C (DAC and EEPROM), and 1-wire communication devices. Additionally, the robust design of the ASE board facilitates it being interfaced to a number of other embedded intelligence boards such as the Launchpad development system. This paper will discuss the overall design and capabilities of the MISL-ASE platform and the development of a series of laboratory assignments that can be accomplished using this novel MISL-ASE environment in the area of analog electronics, digital interfacing, and communications.
{"title":"Development of a novel Modular Integrated Stackable Layer — Analog System Environment (MISL — ASE) platform for embedded systems education","authors":"Gang Sun, Joseph A. Morgan, J. Porter, Hester Yim","doi":"10.1109/FIE.2015.7344262","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344262","url":null,"abstract":"With the support of Texas Instruments and NASA, a novel Modular Integrated Stackable Layer - Analog System Environment (MISL - ASE) platform has been developed to provide a comprehensive educational hardware environment for three embedded system design courses and two capstone design courses in the Electronic Systems Engineering Technology (ESET) program at Texas A&M University. The MISL-ASE platform uses the TI-MSP430 intelligence layer of the MISL architecture as the main core and control system that can be directly interfaced to the ASE board. Moreover, the MISL-ASE platform encompasses various analog and digital peripherals, such as GPIO outputs/inputs, LEDs, 7-segment displays, audio system, switches, keypad, and TFT LCD with touch screen, typical signal conditioning circuits such as A/D and D/A conversion for analog voltage simulation, battery life and light density measurement, 3-axis accelerometer, high-resolution external ADC converter, multiple analog signal generators, and motor control, etc. Several communication interfaces and protocols are also available such as UART (USB, RS-232/485, Bluetooth, and Zigbee), SPI (Ethernet, Wi-Fi, Micro SD card, and flash memory), I2C (DAC and EEPROM), and 1-wire communication devices. Additionally, the robust design of the ASE board facilitates it being interfaced to a number of other embedded intelligence boards such as the Launchpad development system. This paper will discuss the overall design and capabilities of the MISL-ASE platform and the development of a series of laboratory assignments that can be accomplished using this novel MISL-ASE environment in the area of analog electronics, digital interfacing, and communications.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127474393","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344309
Krystian Radlak, M. Frackiewicz, M. Szczepański, M. Kawulok, Michal Czardybon
In this paper, we present Adaptive Vision Studio (AVS) - a novel tool for creating image processing and analysis algorithms. AVS has been applied in post-graduate computer vision course for students of Automatic Control and Biotechnology at Silesian University of Technology. This software is a powerful environment with ready-for-use image analysis filters for computer vision experts as well as for engineers, who are beginners in this field. AVS has been published as a freeware version for noncommercial and educational purposes recommended for students and engineers, who want to learn how to develop complex image processing algorithms. Lite version of AVS is freely available at https://adaptive-vision.com.
{"title":"Adaptive Vision Studio — Educational tool for image processing learning","authors":"Krystian Radlak, M. Frackiewicz, M. Szczepański, M. Kawulok, Michal Czardybon","doi":"10.1109/FIE.2015.7344309","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344309","url":null,"abstract":"In this paper, we present Adaptive Vision Studio (AVS) - a novel tool for creating image processing and analysis algorithms. AVS has been applied in post-graduate computer vision course for students of Automatic Control and Biotechnology at Silesian University of Technology. This software is a powerful environment with ready-for-use image analysis filters for computer vision experts as well as for engineers, who are beginners in this field. AVS has been published as a freeware version for noncommercial and educational purposes recommended for students and engineers, who want to learn how to develop complex image processing algorithms. Lite version of AVS is freely available at https://adaptive-vision.com.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124805230","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344412
R. E. García, R. C. M. Correia, Celso Olivete Junior, A. Brandi, J. Prates
Project management is an essential activity across several areas, including Software Engineering. Through good management it is possible to achieve deadlines, budgets goals and mainly delivering a product that meets customer expectations. Project management activity encompasses: measurement and metrics; estimation; risk analysis; schedules; tracking and control. Considering the importance of managing projects, it is necessary that courses related to Information Technology and Computer Science present to students concepts, techniques and methodology necessary to cover all project management activities. Software project management courses aim at preparing students to apply management techniques required to plan, organize, monitor and control software projects. In a nutshell, software project management focuses on process, problem and people. In this paper we proposed an approach to teaching and learning of software project management using practical activities. The intention of this work is to provide the experience of applying theoretical concepts in practical activities. The teaching and learning approach, applied since 2006 in a Computer Science course, is based on teamwork. Each team is divided into groups assuming different roles of software process development. We have set four groups, each one assuming a different role (manager; software quality assurance; analyst and designer; programmer). The team must be conducted across the software process by its manager. We use four projects, each group is in charge of managing a different project. In this paper we present the proposed approach (based on hands on activities for project management); we summarize the lessons learned by applying the approach since 2006; we present a qualitative analysis from data collect along the application.
{"title":"Teaching and learning software project management: A hands-on approach","authors":"R. E. García, R. C. M. Correia, Celso Olivete Junior, A. Brandi, J. Prates","doi":"10.1109/FIE.2015.7344412","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344412","url":null,"abstract":"Project management is an essential activity across several areas, including Software Engineering. Through good management it is possible to achieve deadlines, budgets goals and mainly delivering a product that meets customer expectations. Project management activity encompasses: measurement and metrics; estimation; risk analysis; schedules; tracking and control. Considering the importance of managing projects, it is necessary that courses related to Information Technology and Computer Science present to students concepts, techniques and methodology necessary to cover all project management activities. Software project management courses aim at preparing students to apply management techniques required to plan, organize, monitor and control software projects. In a nutshell, software project management focuses on process, problem and people. In this paper we proposed an approach to teaching and learning of software project management using practical activities. The intention of this work is to provide the experience of applying theoretical concepts in practical activities. The teaching and learning approach, applied since 2006 in a Computer Science course, is based on teamwork. Each team is divided into groups assuming different roles of software process development. We have set four groups, each one assuming a different role (manager; software quality assurance; analyst and designer; programmer). The team must be conducted across the software process by its manager. We use four projects, each group is in charge of managing a different project. In this paper we present the proposed approach (based on hands on activities for project management); we summarize the lessons learned by applying the approach since 2006; we present a qualitative analysis from data collect along the application.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124916623","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344091
Stephanie Cutler, A. Strong, F. Olin, Mel Chua
The field of engineering education has initiated a focus on ensuring engineering education research is disseminated and implemented within the classroom. Numerous researchers have investigated the reasons for the adoption of evidence-based practices, or, more often, the lack thereof. The Professional and Organizational Development (POD) network community is an underutilized potential ally for ensuring the implementation of engineering education research due to their focus on organizational change and improving teaching practice. Using the Diffusion of Innovation framework and best practices for adoption, this session will guide faculty in envisioning a wide variety of channels for moving engineering education research into the classroom. Participants in this special session will brainstorm ways to encourage collaboration between these two communities culminating in a "message in a bottle" to the POD community to help them understand the activities and needs of engineering education researchers. This message will be delivered to faculty development professionals, centers for teaching and learning, organizational change specialists, and others in the POD community at their annual conference in November 2015.
{"title":"Exploring the black box of dissemination: The role of professional and organizational development","authors":"Stephanie Cutler, A. Strong, F. Olin, Mel Chua","doi":"10.1109/FIE.2015.7344091","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344091","url":null,"abstract":"The field of engineering education has initiated a focus on ensuring engineering education research is disseminated and implemented within the classroom. Numerous researchers have investigated the reasons for the adoption of evidence-based practices, or, more often, the lack thereof. The Professional and Organizational Development (POD) network community is an underutilized potential ally for ensuring the implementation of engineering education research due to their focus on organizational change and improving teaching practice. Using the Diffusion of Innovation framework and best practices for adoption, this session will guide faculty in envisioning a wide variety of channels for moving engineering education research into the classroom. Participants in this special session will brainstorm ways to encourage collaboration between these two communities culminating in a \"message in a bottle\" to the POD community to help them understand the activities and needs of engineering education researchers. This message will be delivered to faculty development professionals, centers for teaching and learning, organizational change specialists, and others in the POD community at their annual conference in November 2015.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125043360","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344147
T. Rabelo, M. Lama, R. Amorim, J. Vidal
In this paper, we present a big data software architecture that uses an ontology, based on the Experience API specification, to semantically represent the data streams generated by the learners when they undertake the learning activities of a course, e.g., in a course. These data are stored in a RDF database to provide a high performance access so learning analytics services can process the large amount of data generated in a virtual learning environment. These services provide valuable information to teachers and instructors such as predict the learner's performance, discover the real learning paths, extract the learner's behavior patterns and so on. The proposed architecture has been validated in the Educational Technology undergraduate course of the Degree in Pedagogy at the Faculty of Education of the University of Santiago de Compostela.
{"title":"SmartLAK: A big data architecture for supporting learning analytics services","authors":"T. Rabelo, M. Lama, R. Amorim, J. Vidal","doi":"10.1109/FIE.2015.7344147","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344147","url":null,"abstract":"In this paper, we present a big data software architecture that uses an ontology, based on the Experience API specification, to semantically represent the data streams generated by the learners when they undertake the learning activities of a course, e.g., in a course. These data are stored in a RDF database to provide a high performance access so learning analytics services can process the large amount of data generated in a virtual learning environment. These services provide valuable information to teachers and instructors such as predict the learner's performance, discover the real learning paths, extract the learner's behavior patterns and so on. The proposed architecture has been validated in the Educational Technology undergraduate course of the Degree in Pedagogy at the Faculty of Education of the University of Santiago de Compostela.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125286053","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 : 2015-10-21DOI: 10.1109/FIE.2015.7344082
Yang Song, D. Thuente
Although authorized cheat-sheets have been widely accepted as a common examination format, their effectiveness is still being questioned. Some researchers believe authorized cheat-sheets are more like a "crutch" and have no effect on students' performance. In this study, we created a cheat-sheet rating scheme to evaluate the quality of authorized cheatsheets collected with each exam (N=155) and investigated the effect of cheat-sheet quality on students' grades. This study reveals that 1) the average cheat-sheet's quality varies significantly between those students who scored in the top half of the class versus those whose score was in the lower half of the class; 2) students' grades are highly related to their cheatsheet quality and 3) if students manage to improve the quality of their cheat-sheets from one examination to the next, their grades tend to improve for that subsequent examination.
{"title":"A quantitative case study in engineering of the efficacy of quality cheat-sheets","authors":"Yang Song, D. Thuente","doi":"10.1109/FIE.2015.7344082","DOIUrl":"https://doi.org/10.1109/FIE.2015.7344082","url":null,"abstract":"Although authorized cheat-sheets have been widely accepted as a common examination format, their effectiveness is still being questioned. Some researchers believe authorized cheat-sheets are more like a \"crutch\" and have no effect on students' performance. In this study, we created a cheat-sheet rating scheme to evaluate the quality of authorized cheatsheets collected with each exam (N=155) and investigated the effect of cheat-sheet quality on students' grades. This study reveals that 1) the average cheat-sheet's quality varies significantly between those students who scored in the top half of the class versus those whose score was in the lower half of the class; 2) students' grades are highly related to their cheatsheet quality and 3) if students manage to improve the quality of their cheat-sheets from one examination to the next, their grades tend to improve for that subsequent examination.","PeriodicalId":433100,"journal":{"name":"2015 IEEE Frontiers in Education Conference (FIE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114899709","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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