Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028637
Christine F. Reilly, J. Swanson
This Full Paper in the Research to Practice category presents an analysis of a constructivist pedagogical approach for the semester-long programming project in an Introduction to Computer Organization course at a liberal arts college in the Northeast United States. At this college, the Computer Science (CS) major has a relatively small number of required courses. In order to ensure that CS majors experience an appropriate breadth and depth in the field and because this course is required for all CS majors, the programming project was designed to meet and reinforce many of the learning outcomes for the major. After the end of the semester, a survey was administered to the students in order to obtain feedback about the usefulness of the programming project in the context of the course, and in the context of the CS major. The methods discussed in this paper are directly useful to other departments that have a small number of required courses. Additionally, these methods could be utilized by larger departments that wish to provide a reinforcement of concepts across multiple courses.
{"title":"A Case Study in Constructivist Pedagogy in a Computer Organization Course","authors":"Christine F. Reilly, J. Swanson","doi":"10.1109/FIE43999.2019.9028637","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028637","url":null,"abstract":"This Full Paper in the Research to Practice category presents an analysis of a constructivist pedagogical approach for the semester-long programming project in an Introduction to Computer Organization course at a liberal arts college in the Northeast United States. At this college, the Computer Science (CS) major has a relatively small number of required courses. In order to ensure that CS majors experience an appropriate breadth and depth in the field and because this course is required for all CS majors, the programming project was designed to meet and reinforce many of the learning outcomes for the major. After the end of the semester, a survey was administered to the students in order to obtain feedback about the usefulness of the programming project in the context of the course, and in the context of the CS major. The methods discussed in this paper are directly useful to other departments that have a small number of required courses. Additionally, these methods could be utilized by larger departments that wish to provide a reinforcement of concepts across multiple courses.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"234 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76780767","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028487
Nikitha Sambamurthy, Alex D. Edgcomb, Y. Rajasekhar
Linear circuit analysis is a foundational course for electrical engineers. Instructors of linear circuit analysis courses have traditionally relied on print textbooks for student learning materials. With the rise of student use of computers and the internet, materials like lecture slides and online videos have also been used for learning materials. Increasingly, traditional textbooks (including online formats) are experiencing a decline, while interactive textbooks are growing in popularity. This paper describes auto-graded learning tools, called challenged activities, from various topics in an online linear circuit analysis textbook. Instructors often assign challenge activities as homework. Each challenge activity has 3-5 levels of increasingly difficult problems. Each level randomly generates a question from a large set of questions of similar difficulty. Students must correctly answer a question in a level to progress to the next level. This paper describes the student usage of 4 challenge activities in an online circuit analysis textbook. The average time spent per activity was under 10 minutes and the vast majority of students who started a level ended up completing that level, indicating little attrition. In fact, most levels had 0% of students give up and the highest was only 8%, which is remarkably low based compared to more traditional paper-and-pencil activities based on the teaching experience of the authors.
{"title":"Student Usage of Interactive Learning Tools in an Online Linear Circuit Analysis Textbook","authors":"Nikitha Sambamurthy, Alex D. Edgcomb, Y. Rajasekhar","doi":"10.1109/FIE43999.2019.9028487","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028487","url":null,"abstract":"Linear circuit analysis is a foundational course for electrical engineers. Instructors of linear circuit analysis courses have traditionally relied on print textbooks for student learning materials. With the rise of student use of computers and the internet, materials like lecture slides and online videos have also been used for learning materials. Increasingly, traditional textbooks (including online formats) are experiencing a decline, while interactive textbooks are growing in popularity. This paper describes auto-graded learning tools, called challenged activities, from various topics in an online linear circuit analysis textbook. Instructors often assign challenge activities as homework. Each challenge activity has 3-5 levels of increasingly difficult problems. Each level randomly generates a question from a large set of questions of similar difficulty. Students must correctly answer a question in a level to progress to the next level. This paper describes the student usage of 4 challenge activities in an online circuit analysis textbook. The average time spent per activity was under 10 minutes and the vast majority of students who started a level ended up completing that level, indicating little attrition. In fact, most levels had 0% of students give up and the highest was only 8%, which is remarkably low based compared to more traditional paper-and-pencil activities based on the teaching experience of the authors.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"107 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81329584","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028400
W. Cheng, Thurein Shwe
This Research to Practice Full Paper extracts knowledge from the education data through clustering student outcomes for application towards refining course design. Changes in the field of technology and other aspects of the work environment calls for continual advancement in the education sector. Analysis of the outcomes of students from the Senior Exit Survey gauges the competence of graduates in their field of study. This survey is routinely conducted on students close to finishing an undergraduate degree and contains information about the various experiences while learning at Cal Poly Pomona. Understanding of these outcomes allows the faculty and the administration to improve the courses in an effective manner. The basis of this study is to cluster student learning outcomes and distinguish those with superior similarity. These outcomes can be fused for a targeted approach towards designing optimized courses.The clusters were developed using one of the most frequently used unsupervised learning techniques, or, the hierarchical clustering algorithm through R statistical analysis software. This algorithm had been proven to be reliable yet easy to interpret in past literature. For the purposes of this study, the hierarchical clustering model is defined by the dissimilarity measure between each pair of observation using the Euclidean distance along with the use of both complete and average linkages. The results from the two linkages were displayed using dendrograms. For additional visualization and verification of the clusters, a heat map was also constructed to illustrate the results using the complete linkage. A comparison of the results from these two linkages demonstrates exceptional similarities amongst the clusters; all but one outcome did not fall within the same clusters. In conclusion, the results show there exist three major clusters and three pairs of closely related outcomes to form out of the Senior Exit Survey data.
{"title":"Clustering Analysis of Student Learning Outcomes Based on Education Data","authors":"W. Cheng, Thurein Shwe","doi":"10.1109/FIE43999.2019.9028400","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028400","url":null,"abstract":"This Research to Practice Full Paper extracts knowledge from the education data through clustering student outcomes for application towards refining course design. Changes in the field of technology and other aspects of the work environment calls for continual advancement in the education sector. Analysis of the outcomes of students from the Senior Exit Survey gauges the competence of graduates in their field of study. This survey is routinely conducted on students close to finishing an undergraduate degree and contains information about the various experiences while learning at Cal Poly Pomona. Understanding of these outcomes allows the faculty and the administration to improve the courses in an effective manner. The basis of this study is to cluster student learning outcomes and distinguish those with superior similarity. These outcomes can be fused for a targeted approach towards designing optimized courses.The clusters were developed using one of the most frequently used unsupervised learning techniques, or, the hierarchical clustering algorithm through R statistical analysis software. This algorithm had been proven to be reliable yet easy to interpret in past literature. For the purposes of this study, the hierarchical clustering model is defined by the dissimilarity measure between each pair of observation using the Euclidean distance along with the use of both complete and average linkages. The results from the two linkages were displayed using dendrograms. For additional visualization and verification of the clusters, a heat map was also constructed to illustrate the results using the complete linkage. A comparison of the results from these two linkages demonstrates exceptional similarities amongst the clusters; all but one outcome did not fall within the same clusters. In conclusion, the results show there exist three major clusters and three pairs of closely related outcomes to form out of the Senior Exit Survey data.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"64 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82359164","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028376
M. Nascimento, Francisco Oliveira, A. Brandão, L. Silva, Bruno Queiroz, Éder F. Furtado
This innovative practice full paper presents a Metaphorical Debugger Model (JAD) to support deaf and hearing impaired in the process of learning how to program in Java. In Brazil, 9.7 million people are deaf or hearing impaired (DHI). DHI people usually face several barriers to get proper education. During a series of Java classes conducted by our team, we verified that these difficulties were also related to the use of software that is not tailored for their impairment. We also saw that DHI students encountered many problems while developing and evolving their codes using the traditional tools, for instance, visual signs to perform tasks, can be difficult to understand, in addition, the high degree of abstraction required for the programming logic, can be an accessibility barrier for them. Thus, we decided to propose JAD aiming to provide accessible debugging for DHI. The JAD uses the concept of metaphorical interfaces, adopting appropriate symbols and signs borrowed from traffic to aid in the process of code debugging and evolution. In this paper, we present some user studies with JAD. The results suggest that Java programmers, DHI e non-DHI, had similar performance in task related to software evolution when JAD was used.
{"title":"A Metaphorical Debugger Model to support deaf and hearing impaired in Java programming learning","authors":"M. Nascimento, Francisco Oliveira, A. Brandão, L. Silva, Bruno Queiroz, Éder F. Furtado","doi":"10.1109/FIE43999.2019.9028376","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028376","url":null,"abstract":"This innovative practice full paper presents a Metaphorical Debugger Model (JAD) to support deaf and hearing impaired in the process of learning how to program in Java. In Brazil, 9.7 million people are deaf or hearing impaired (DHI). DHI people usually face several barriers to get proper education. During a series of Java classes conducted by our team, we verified that these difficulties were also related to the use of software that is not tailored for their impairment. We also saw that DHI students encountered many problems while developing and evolving their codes using the traditional tools, for instance, visual signs to perform tasks, can be difficult to understand, in addition, the high degree of abstraction required for the programming logic, can be an accessibility barrier for them. Thus, we decided to propose JAD aiming to provide accessible debugging for DHI. The JAD uses the concept of metaphorical interfaces, adopting appropriate symbols and signs borrowed from traffic to aid in the process of code debugging and evolution. In this paper, we present some user studies with JAD. The results suggest that Java programmers, DHI e non-DHI, had similar performance in task related to software evolution when JAD was used.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"23 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78976027","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028484
M. Nascimento, A. Brandão, L. O. Brandão, Francisco Oliveira
This Research Full Paper presents a literature review about overcoming accessibility barriers for People with Severe vision impairment in Web-based Learning Environments.People with vision impairment face several barriers while interacting with web-based environments.Among them, one can cite the lack of suitability of these environments for the use of screen readers, e.g. if the description of the environment elements are not readable by the screen reader.These barriers are also present in web-based learning environments. In this work we present, through a literature review, the most common accessibility barriers faced by people with vision impairment while interacting with web-based learning environments. In addition, we propose solutions that can mitigate this problem, allowing broad access to distance education environments and a better learning experience with them.
{"title":"Overcoming Accessibility Barriers for People with Severe Vision Impairment in Web-based Learning Environments: A Literature Review","authors":"M. Nascimento, A. Brandão, L. O. Brandão, Francisco Oliveira","doi":"10.1109/FIE43999.2019.9028484","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028484","url":null,"abstract":"This Research Full Paper presents a literature review about overcoming accessibility barriers for People with Severe vision impairment in Web-based Learning Environments.People with vision impairment face several barriers while interacting with web-based environments.Among them, one can cite the lack of suitability of these environments for the use of screen readers, e.g. if the description of the environment elements are not readable by the screen reader.These barriers are also present in web-based learning environments. In this work we present, through a literature review, the most common accessibility barriers faced by people with vision impairment while interacting with web-based learning environments. In addition, we propose solutions that can mitigate this problem, allowing broad access to distance education environments and a better learning experience with them.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"2012 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87714217","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028463
Leslie G. Cintron, Yunjeong Chang, J. Cohoon, Luther A. Tychonievich, Brittany Halsey, Devon Yi, Genevieve Schmitt
This Research Full Paper reports the results of a 30item survey of students in three large-enrollment introductory CS courses in the Fall semester of 2017. This survey was designed to provide insight into the perceptions and motivation differences between students from underrepresented minorities in the field of computing (CS-URMs) and CS non-URMs in large-enrollment introductory computer science (CS) courses. Its focus is on how diverse learners engage in the course and how students from diverse backgrounds (e.g., gender, race/ethnicity) perceive large-enrollment college introductory CS courses that incorporate collaborative learning activities. Survey items were adapted from four validated instruments. Survey responses from 517 students suggest significant differences between CS-URM and CS non-URM students in their perceptions of collaborative learning and instructor support. CS-URMs students’ motivation was significantly higher than CS non-URMs. The study findings have implications for how to engage diverse learners in introductory computing courses. The paper provides suggestions for designing CS introductory courses to be more inclusive learning environments for all.
{"title":"Exploring Underrepresented Student Motivation and Perceptions of Collaborative Learning-Enhanced CS Undergraduate Introductory Courses","authors":"Leslie G. Cintron, Yunjeong Chang, J. Cohoon, Luther A. Tychonievich, Brittany Halsey, Devon Yi, Genevieve Schmitt","doi":"10.1109/FIE43999.2019.9028463","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028463","url":null,"abstract":"This Research Full Paper reports the results of a 30item survey of students in three large-enrollment introductory CS courses in the Fall semester of 2017. This survey was designed to provide insight into the perceptions and motivation differences between students from underrepresented minorities in the field of computing (CS-URMs) and CS non-URMs in large-enrollment introductory computer science (CS) courses. Its focus is on how diverse learners engage in the course and how students from diverse backgrounds (e.g., gender, race/ethnicity) perceive large-enrollment college introductory CS courses that incorporate collaborative learning activities. Survey items were adapted from four validated instruments. Survey responses from 517 students suggest significant differences between CS-URM and CS non-URM students in their perceptions of collaborative learning and instructor support. CS-URMs students’ motivation was significantly higher than CS non-URMs. The study findings have implications for how to engage diverse learners in introductory computing courses. The paper provides suggestions for designing CS introductory courses to be more inclusive learning environments for all.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"116 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87910484","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028488
Paul Previde, Celia Graterol, M. B. Love, Hui-Zhen Yang
This Research Full Paper describes the analysis of curriculum-level factors that affected the persistence and graduation outcomes of over 4,000 undergraduate students at San Francisco State University. This work addressed four questions: (1) how did the timing of students’ Mathematics courses affect their performance and outcome; (2) whether students who progressed farther through the prescribed foundation course sequences of the university’s long-duration learning community program exhibited higher persistence and graduation rates; (3) what were the most frequently-taken sequences of courses, and whether students who progressed farther through those sequences exhibited higher graduation rates; and (4) whether greater progress was more important than other demographic and academic factors for predicting persistence and graduation. We found that students who took their first non-remedial Math course in the second year showed higher fifth-term and seventh-term persistence than students who took it in the first year. Also, students who progressed farther through their chosen or prescribed sequences consistently exhibited higher persistence and graduation rates. Furthermore, a student’s persistence was a more reliable predictor of graduation than other features. Overall, these findings can potentially inform an institution’s strategies for maximizing persistence and graduation by emphasizing a student’s progress through the curriculum.
{"title":"A Data Mining Approach to Understanding Curriculum-Level Factors That Help Students Persist and Graduate","authors":"Paul Previde, Celia Graterol, M. B. Love, Hui-Zhen Yang","doi":"10.1109/FIE43999.2019.9028488","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028488","url":null,"abstract":"This Research Full Paper describes the analysis of curriculum-level factors that affected the persistence and graduation outcomes of over 4,000 undergraduate students at San Francisco State University. This work addressed four questions: (1) how did the timing of students’ Mathematics courses affect their performance and outcome; (2) whether students who progressed farther through the prescribed foundation course sequences of the university’s long-duration learning community program exhibited higher persistence and graduation rates; (3) what were the most frequently-taken sequences of courses, and whether students who progressed farther through those sequences exhibited higher graduation rates; and (4) whether greater progress was more important than other demographic and academic factors for predicting persistence and graduation. We found that students who took their first non-remedial Math course in the second year showed higher fifth-term and seventh-term persistence than students who took it in the first year. Also, students who progressed farther through their chosen or prescribed sequences consistently exhibited higher persistence and graduation rates. Furthermore, a student’s persistence was a more reliable predictor of graduation than other features. Overall, these findings can potentially inform an institution’s strategies for maximizing persistence and graduation by emphasizing a student’s progress through the curriculum.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"31 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88240346","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028556
A. Lucietto, Meher Taleyarkhan, Emily Schott
The Research to Practice Full Paper presented here describes senioritis from the student’s perspective. Senioritis is a known ailment that affects the best of students, often rendering them unproductive, depressed, and despondent. Nearly all have experienced this affliction to one extent or another, sometimes as it relates to academia and other times as it relates to particular situations or experiences in which one is involved.The instructor and grader of a required course, most often taken by senior students towards the end of their studies, noticed serious issues in students possibly experiencing this ailment and wondered what the group of students were reacting to. When asked, the students were vague, and not particularly engaged in providing an answer. The instructor asked if the students would be willing to provide a quick write up explaining what they were experiencing, and how they were reacting to it. The answer was affirmative, with the students expressing an interest in learning what other students were experiencing as well. Most students indicated that they felt they were the only one having motivation issues, as students, in general, do not talk about it. Although they did indicate some of their close friends had similar issues. The student’s experiences were formulated via an in-class reflective assignment, where students were asked to keep the response to one page or less and asked the following question below:“Tell me how senioritis affected you this semester. How did you approach things difrerently and how did you feel about school in general?”The results from this were not surprising, but significant in the reasons they cited for their issues. Students expressed gratitude for the opportunity to think about what was going on and this compelled them to work through some of the issues they encountered. The instructor and grader found that after this activity some of the students were able to work more effectively and responded more positively as their time in the classroom was coming to a close. This paper will present the results of this informal, in-class study examined using content analysis techniques intended to probe the reflective assignment responses for themes and issues students encounter at this time in their academic career. This work intends to impart information to faculty and graduate staff that will provide a clear up-to-date understanding of what students are experiencing in the classroom
{"title":"Senioritis From the Student’s Perspective","authors":"A. Lucietto, Meher Taleyarkhan, Emily Schott","doi":"10.1109/FIE43999.2019.9028556","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028556","url":null,"abstract":"The Research to Practice Full Paper presented here describes senioritis from the student’s perspective. Senioritis is a known ailment that affects the best of students, often rendering them unproductive, depressed, and despondent. Nearly all have experienced this affliction to one extent or another, sometimes as it relates to academia and other times as it relates to particular situations or experiences in which one is involved.The instructor and grader of a required course, most often taken by senior students towards the end of their studies, noticed serious issues in students possibly experiencing this ailment and wondered what the group of students were reacting to. When asked, the students were vague, and not particularly engaged in providing an answer. The instructor asked if the students would be willing to provide a quick write up explaining what they were experiencing, and how they were reacting to it. The answer was affirmative, with the students expressing an interest in learning what other students were experiencing as well. Most students indicated that they felt they were the only one having motivation issues, as students, in general, do not talk about it. Although they did indicate some of their close friends had similar issues. The student’s experiences were formulated via an in-class reflective assignment, where students were asked to keep the response to one page or less and asked the following question below:“Tell me how senioritis affected you this semester. How did you approach things difrerently and how did you feel about school in general?”The results from this were not surprising, but significant in the reasons they cited for their issues. Students expressed gratitude for the opportunity to think about what was going on and this compelled them to work through some of the issues they encountered. The instructor and grader found that after this activity some of the students were able to work more effectively and responded more positively as their time in the classroom was coming to a close. This paper will present the results of this informal, in-class study examined using content analysis techniques intended to probe the reflective assignment responses for themes and issues students encounter at this time in their academic career. This work intends to impart information to faculty and graduate staff that will provide a clear up-to-date understanding of what students are experiencing in the classroom","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"11 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88425347","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028596
Á. R. Lopes, E. Barbosa, R. Braga
This Research-to-Practice Full Paper is concerned with the development of u-learning environments, which is a very complicated task due to, among other factors, the complexity in managing large amounts of context information and adapting content to different users and contexts. Possible solutions to overcome the challenges and provide support for the development of context-aware systems is the use of reference architectures (RA) and service-oriented architectures (SOA). RA is a software architecture that can be applied to build architectures of specific domain systems, supporting the development of system families. SOA is an architectural style that provides functionalities encapsulated in Web services, which make it easier the integration of dynamic adaptive behavior into the applications. Therefore, this paper presents oriented RA to assist the development of context-aware ubiquitous learning environments, characterized by their ability to obtain and use information from the users’ context. This enables the software to adapt the behavior, services or didactic resources, in accordance with the context where learning is taking place (e.g., location, time, student preference, etc.). The presented RA, named MOA, can be instantiated to develop specific context-aware learning environments. MOA was built based on ProSA-RA, which is a RA development process, and evaluated using the checklist technique. Also, a prototype was built to illustrate MOA instantiation. The evaluation served to demonstrate the validity of MOA, both at a practical level (applicability) and in meeting the quality requirements stipulated for RA.
{"title":"Service Oriented Reference Architecture for the Development of Context-awareLearning Environments","authors":"Á. R. Lopes, E. Barbosa, R. Braga","doi":"10.1109/FIE43999.2019.9028596","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028596","url":null,"abstract":"This Research-to-Practice Full Paper is concerned with the development of u-learning environments, which is a very complicated task due to, among other factors, the complexity in managing large amounts of context information and adapting content to different users and contexts. Possible solutions to overcome the challenges and provide support for the development of context-aware systems is the use of reference architectures (RA) and service-oriented architectures (SOA). RA is a software architecture that can be applied to build architectures of specific domain systems, supporting the development of system families. SOA is an architectural style that provides functionalities encapsulated in Web services, which make it easier the integration of dynamic adaptive behavior into the applications. Therefore, this paper presents oriented RA to assist the development of context-aware ubiquitous learning environments, characterized by their ability to obtain and use information from the users’ context. This enables the software to adapt the behavior, services or didactic resources, in accordance with the context where learning is taking place (e.g., location, time, student preference, etc.). The presented RA, named MOA, can be instantiated to develop specific context-aware learning environments. MOA was built based on ProSA-RA, which is a RA development process, and evaluated using the checklist technique. Also, a prototype was built to illustrate MOA instantiation. The evaluation served to demonstrate the validity of MOA, both at a practical level (applicability) and in meeting the quality requirements stipulated for RA.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"41 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88447189","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 : 2019-10-01DOI: 10.1109/FIE43999.2019.9028663
A. Satyanarayana, Reneta Lansiquot, C. Rosalia
This innovative practice work-in-progress paper presents our approach of using data analytics as an alternative solution to eliminate grading bias. Effective grading involves maintaining consistency among all students, irrespective of gender, race, ethnic background, and prior performance. Related work in this area has shown that prior work submitted by a student influences future scores given. Some of the popular methods used to eliminate grading bias involves grading rubrics, anonymous or blind grading, and/or computerized auto-graders. In spite of all these methods, some types of grading such as essays and projects still require subjective grading, which opens the door to conscious or unconscious bias.Given the student data available regarding performance, colleges and universities are turning to analytic solutions to extract meaning from huge volumes of student data to help improve retention, graduation, and student performance rates. While looking at all the analytic options can be a daunting task, these analytic options can be categorized at a high level into three distinct types: (a) Descriptive Analytics, which use data aggregation and data mining to provide insight into the past and answer “What has happened?”; (b) Predictive Analytics, which use statistical models and forecasts techniques to understand the future and answer “What could happen?”; and (c) Prescriptive Analytics, which use optimization and simulation algorithms to advise on possible outcomes and answer “What should we do?” In this paper, we use Prescriptive Analytics to provide students with advice on what action to take, based on a tool which predicts each student’s performance.
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