Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028699
Tony Lowe
Novice programmers must master two skills to show lasting success: writing code and, when that fails, the ability to debug it. Instructors spend much time teaching the details of writing code but debugging gets significantly less attention. But what if teaching debugging could implicitly teach other aspects of coding better than teaching a language teaching debugging? This paper explores a new theoretical framework, the Theory of Applied Mind for Programming (TAMP), which merges dual process theory with Jerome Bruner’s theory of representations to model the mind of a programmer. TAMP looks to provide greater explanatory power in why novices struggle and suggest pedagogy to bridge gaps in learning. This paper will provide an example of this by reinterpreting debugging literature using TAMP as a theoretical guide. Incorporating new view theoretical viewpoints from old studies suggests a “debugging-first” pedagogy can supplement existing methods of teaching programming and perhaps fill some of the mental gaps TAMP suggests hamper novice programmers.
新手程序员必须掌握两项技能才能获得持久的成功:编写代码，以及在代码失败时调试代码的能力。讲师花了很多时间教授编写代码的细节，但调试得到的关注却少得多。但是，如果教授调试可以比教授一门语言更好地隐性地教授编码的其他方面呢?本文探索了一个新的理论框架——编程应用思维理论(Theory of Applied Mind for Programming, TAMP)，该理论将双过程理论与Jerome Bruner的表征理论相结合，对程序员的思维进行了建模。TAMP希望为新手为什么挣扎提供更大的解释力，并建议在学习中弥合差距的教学法。本文将以TAMP作为理论指导，通过重新解释调试文献，提供一个这样的例子。结合旧研究的新观点和理论观点表明，“调试优先”的教学法可以补充现有的编程教学方法，并可能填补TAMP认为阻碍新手程序员的一些心理空白。
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Pub Date : 2019-10-01DOI: 10.1109/FIE43999.2019.9028483
M. Bahnson, M. Wyer, C. Cass, Adam Kirn
This WIP research paper describes the experiences of engineering graduate students (EGSs) who changed labs following experiences of bias in graduate engineering education. Experiences of bias may contribute to EGS leaving the field of engineering. As part of a larger multiphase research project to explore the influence of bias on EGS engineering identity (EI), qualitative interviews (n = 30) were conducted exploring EGSs’ experiences of bias. These interviews engaged participants in discussions about their social and personal identities (e.g., sex, race/ethnicity) and explored their perceptions of and experiences with bias. This study focuses on four participants who discussed changing research labs in response to experiences of bias. This paper describes data from these participants as it relates to their experiences of bias, lab change, and differences in their new labs, highlighting the nature of bias experiences and their pervasive effects. Participants described experiences of bias leading them to change their research lab. They reported experiences with advisors, peers, and other faculty that made them feel unwelcome in engineering as a field due to their race or gender. Feelings of not belonging in a lab led this sample of EGS to change labs in an attempt to remain in engineering while removing themselves from negative experiences. We argue that institutions should provide opportunities, understanding, and guidance for students to change labs, and briefly discuss how this might be accomplished. Overall, we offer a perspective that has not been explored in the engineering education literature – specifically, changing labs as an alternative to dropping out or leaving the field in response to experiences of bias.
{"title":"Graduate Engineering Students Changing Labs Due to Experiences of Bias","authors":"M. Bahnson, M. Wyer, C. Cass, Adam Kirn","doi":"10.1109/FIE43999.2019.9028483","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028483","url":null,"abstract":"This WIP research paper describes the experiences of engineering graduate students (EGSs) who changed labs following experiences of bias in graduate engineering education. Experiences of bias may contribute to EGS leaving the field of engineering. As part of a larger multiphase research project to explore the influence of bias on EGS engineering identity (EI), qualitative interviews (n = 30) were conducted exploring EGSs’ experiences of bias. These interviews engaged participants in discussions about their social and personal identities (e.g., sex, race/ethnicity) and explored their perceptions of and experiences with bias. This study focuses on four participants who discussed changing research labs in response to experiences of bias. This paper describes data from these participants as it relates to their experiences of bias, lab change, and differences in their new labs, highlighting the nature of bias experiences and their pervasive effects. Participants described experiences of bias leading them to change their research lab. They reported experiences with advisors, peers, and other faculty that made them feel unwelcome in engineering as a field due to their race or gender. Feelings of not belonging in a lab led this sample of EGS to change labs in an attempt to remain in engineering while removing themselves from negative experiences. We argue that institutions should provide opportunities, understanding, and guidance for students to change labs, and briefly discuss how this might be accomplished. Overall, we offer a perspective that has not been explored in the engineering education literature – specifically, changing labs as an alternative to dropping out or leaving the field in response to experiences of bias.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"89 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83866548","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/FIE43999.2019.9028611
Dina Verdín, Allison Godwin
This research category work-in-progress paper uses cross-sectional data, collected in the fall of 2017, to understand first-generation and continuing-generation college students’ intended choice of an engineering major. Data for this analysis came from a large-scale survey of 3,711 first-year engineering students from 32 U.S. institutions of which 790 students identified as first-generation college students and 2,072 identified as having one or more parent(s) with a bachelor’s degree or higher (continuing-generation college students). A Welch’s t-test was used to examine the differences in engineering major selection between and within groups. Results from the within-group comparison show that men and women, who are first-generation college students, have similar disciplinary interest as reported in the ASEE Engineering by the Numbers. Most notably women first-generation college students were more likely to choose biomedical, chemical engineering, and other STEM-related degree compared to men first-generation college students. When analyzing the data by gender and examining college generation group differences, we found that women first-generation college students were more likely to choose, civil, computer, construction management, electrical engineering, computer science and, information technology compared to women in the other group. While men first-generation college students were more likely to choose construction management, electrical engineering compared to men in the other group. Enrollment trends of first-generation college students in engineering are difficult to determine, this study provides a first step towards understanding the fields that attract these students.
这篇正在进行的研究论文使用了2017年秋季收集的横截面数据，以了解第一代和第二代大学生对工程专业的预期选择。这项分析的数据来自对来自美国32所院校的3711名一年级工程专业学生的大规模调查，其中790名学生被认为是第一代大学生，2072名学生被认为父母中有一个或多个拥有学士学位或更高学位(连续一代大学生)。使用韦尔奇t检验来检验组间和组内工程专业选择的差异。组内比较的结果显示，第一代大学生男性和女性的学科兴趣与ASEE Engineering by the Numbers报告的相似。最值得注意的是，与第一代男性大学生相比，女性第一代大学生更有可能选择生物医学、化学工程和其他stem相关的学位。在按性别分析数据并检查大学一代群体差异时，我们发现，与其他群体的女性相比，第一代女性大学生更有可能选择土木、计算机、建筑管理、电气工程、计算机科学和信息技术。而男性第一代大学生则更倾向于选择建筑管理、电气工程等专业。工程专业第一代大学生的入学趋势很难确定，这项研究为了解吸引这些学生的领域提供了第一步。
{"title":"Engineering Disciplinary Interests by Gender and Parental Level of Education","authors":"Dina Verdín, Allison Godwin","doi":"10.1109/FIE43999.2019.9028611","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028611","url":null,"abstract":"This research category work-in-progress paper uses cross-sectional data, collected in the fall of 2017, to understand first-generation and continuing-generation college students’ intended choice of an engineering major. Data for this analysis came from a large-scale survey of 3,711 first-year engineering students from 32 U.S. institutions of which 790 students identified as first-generation college students and 2,072 identified as having one or more parent(s) with a bachelor’s degree or higher (continuing-generation college students). A Welch’s t-test was used to examine the differences in engineering major selection between and within groups. Results from the within-group comparison show that men and women, who are first-generation college students, have similar disciplinary interest as reported in the ASEE Engineering by the Numbers. Most notably women first-generation college students were more likely to choose biomedical, chemical engineering, and other STEM-related degree compared to men first-generation college students. When analyzing the data by gender and examining college generation group differences, we found that women first-generation college students were more likely to choose, civil, computer, construction management, electrical engineering, computer science and, information technology compared to women in the other group. While men first-generation college students were more likely to choose construction management, electrical engineering compared to men in the other group. Enrollment trends of first-generation college students in engineering are difficult to determine, this study provides a first step towards understanding the fields that attract these students.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"39 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82782178","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/FIE43999.2019.9028472
Julie A. Rursch, A. Luse
This paper examines group-level social support and barrier effects on the individual intent to major in information technology (IT) using the social cognitive career theory (SCCT.) For the purposes of this program, IT majors are broadly inclusive, encompassing computer science, computer engineering, software engineering, and information systems. A multilevel approach allows examination of how self-efficacy within a group of students at a high school impacts the individual intention to major. The sample is more than 300 students from 40 different high schools across a Midwestern state who enrolled in a year-long inquiry-based educational program on IT-related topics including game design, cyber defense, and robotics. The results showed a higher self-efficacy in IT at the high school level had a strong positive impact on individual student choice to major in IT. This holds true even when the student’s individual self-efficacy in IT had no significant impact. Therefore, the axiom that the rising tide raises all boats holds true.
{"title":"The Group Level Contextual Support of IT Self-Efficacy on Individual's Choice to Major in IT: A Multilevel Examination of the Rising Tide Raises All Boats Axiom","authors":"Julie A. Rursch, A. Luse","doi":"10.1109/FIE43999.2019.9028472","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028472","url":null,"abstract":"This paper examines group-level social support and barrier effects on the individual intent to major in information technology (IT) using the social cognitive career theory (SCCT.) For the purposes of this program, IT majors are broadly inclusive, encompassing computer science, computer engineering, software engineering, and information systems. A multilevel approach allows examination of how self-efficacy within a group of students at a high school impacts the individual intention to major. The sample is more than 300 students from 40 different high schools across a Midwestern state who enrolled in a year-long inquiry-based educational program on IT-related topics including game design, cyber defense, and robotics. The results showed a higher self-efficacy in IT at the high school level had a strong positive impact on individual student choice to major in IT. This holds true even when the student’s individual self-efficacy in IT had no significant impact. Therefore, the axiom that the rising tide raises all boats holds true.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"16 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89073700","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/FIE43999.2019.9028432
R. Motschnig, Elisabeth Geiderer
This Full Paper in the Research-To-Practice Category illustrates what a qualitative content analysis of students’ online self-evaluations revealed about students’ perceived learning and take-away from a student-centered, technology enhanced course on communication and professional skills. The course was offered in a computer science program as part of the Masters’ program. As there is no doubt that graduates benefit from having developed advanced professional skills, it seems worthwhile to explore the ways to promote such skills effectively. In this paper we aim to share the insights we gained from performing a qualitative content analysis of students’ written self-evaluations. These insights are twofold: getting to know the students’ views about their learning and reflecting on the practice and information revealed by employing a qualitative content analysis. The findings indicate that a single student-centered course has the potential to motivate students to become better listeners, extend their perspective, and actively work on improving their interaction, even across cultural boundaries. With these findings in mind, we aim to share engaging and challenging educational practice and inspire, encourage, and call to action educators in the field of mediating professional skills in technically-focused curricula.
{"title":"What Students Learn and Take Away from a Student-Centered Course on Communication and Professional Skills: Analyzing the Content of Students’ Self-Evaluations","authors":"R. Motschnig, Elisabeth Geiderer","doi":"10.1109/FIE43999.2019.9028432","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028432","url":null,"abstract":"This Full Paper in the Research-To-Practice Category illustrates what a qualitative content analysis of students’ online self-evaluations revealed about students’ perceived learning and take-away from a student-centered, technology enhanced course on communication and professional skills. The course was offered in a computer science program as part of the Masters’ program. As there is no doubt that graduates benefit from having developed advanced professional skills, it seems worthwhile to explore the ways to promote such skills effectively. In this paper we aim to share the insights we gained from performing a qualitative content analysis of students’ written self-evaluations. These insights are twofold: getting to know the students’ views about their learning and reflecting on the practice and information revealed by employing a qualitative content analysis. The findings indicate that a single student-centered course has the potential to motivate students to become better listeners, extend their perspective, and actively work on improving their interaction, even across cultural boundaries. With these findings in mind, we aim to share engaging and challenging educational practice and inspire, encourage, and call to action educators in the field of mediating professional skills in technically-focused curricula.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"17 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":"88867665","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/FIE43999.2019.9028446
Zhen Zhao
The Engineering Research Centers (ERCs), funded by the National Science Foundation, run various summer programs to promote engineering education and engineering careers within the community. To help obtain a successful program experience, ERCs assign each participant a mentor or mentors from center affiliated faculty members, postdoctoral scholars and graduate students. Mentors have expressed concerns with lacking executable guidelines and followable instructions in mentoring the participants. Existing literature has not fully explored the mentoring protocols for engineering summer research programs. This study proposes a series of systematically integrated research to develop a common instructional mentoring protocol for future ERC summer programs by applying “As-is, Should-be and To-be” process.
{"title":"Developing a Common Mentoring Protocol for ERC Summer Programs Using “As-is, Should-be and To-be” Process","authors":"Zhen Zhao","doi":"10.1109/FIE43999.2019.9028446","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028446","url":null,"abstract":"The Engineering Research Centers (ERCs), funded by the National Science Foundation, run various summer programs to promote engineering education and engineering careers within the community. To help obtain a successful program experience, ERCs assign each participant a mentor or mentors from center affiliated faculty members, postdoctoral scholars and graduate students. Mentors have expressed concerns with lacking executable guidelines and followable instructions in mentoring the participants. Existing literature has not fully explored the mentoring protocols for engineering summer research programs. This study proposes a series of systematically integrated research to develop a common instructional mentoring protocol for future ERC summer programs by applying “As-is, Should-be and To-be” process.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"3 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83301840","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/FIE43999.2019.9028546
E. Pacheco-Velázquez, Sandra Marlene Viscarra-Campos
This research article describes the effectiveness of the GOAL Project platform in terms of the main critical success factors that have been detected in the literature. These critical success factors of educational platforms include elements such as Perceived Usefulness, Intention of behavior, Satisfaction, Enjoyment and Resource efficiency. Although there is a large amount of literature that has investigated these critical success factors, there is a limited number of articles that relate these factors to the development of other types of skills, such as the student’s reflection on their own learning, student engagement and self -directed learning. This paper also describes the relationship between critical success factors and the skills that are developed in students.
{"title":"Exploring critical factors related to reflection, engagement and self-directed learning","authors":"E. Pacheco-Velázquez, Sandra Marlene Viscarra-Campos","doi":"10.1109/FIE43999.2019.9028546","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028546","url":null,"abstract":"This research article describes the effectiveness of the GOAL Project platform in terms of the main critical success factors that have been detected in the literature. These critical success factors of educational platforms include elements such as Perceived Usefulness, Intention of behavior, Satisfaction, Enjoyment and Resource efficiency. Although there is a large amount of literature that has investigated these critical success factors, there is a limited number of articles that relate these factors to the development of other types of skills, such as the student’s reflection on their own learning, student engagement and self -directed learning. This paper also describes the relationship between critical success factors and the skills that are developed in students.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"75 276 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":"83317648","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/FIE43999.2019.9028585
D. López
This research-to-practice work in progress paper is focused on creating a categorization of lecturers in order to define quality in their education practice. The reason for this work is that we found that our faculty perceived the time devoted to teaching as something that had no real impact on the progress of their academic careers, whereas the real impact consists of papers published and grants obtained. Our lecturers require from the university an institutional policy that defines strategies and guidelines to favour a quality education, which in turn requires the definition of a teaching evaluation system. However, a single evaluation system cannot be implemented for all teachers. Different teaching profiles must be defined and the lecturers must be evaluated in accordance with the profiles to which they belong. In this paper, a categorization of four lecturer profiles is presented.
{"title":"A lecturer profile categorization for evaluating education practice quality","authors":"D. López","doi":"10.1109/FIE43999.2019.9028585","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028585","url":null,"abstract":"This research-to-practice work in progress paper is focused on creating a categorization of lecturers in order to define quality in their education practice. The reason for this work is that we found that our faculty perceived the time devoted to teaching as something that had no real impact on the progress of their academic careers, whereas the real impact consists of papers published and grants obtained. Our lecturers require from the university an institutional policy that defines strategies and guidelines to favour a quality education, which in turn requires the definition of a teaching evaluation system. However, a single evaluation system cannot be implemented for all teachers. Different teaching profiles must be defined and the lecturers must be evaluated in accordance with the profiles to which they belong. In this paper, a categorization of four lecturer profiles is presented.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88514557","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/FIE43999.2019.9028357
Rafael Pinto Granada, S. Botelho, Regina Barwaldt, Maicon Douglas Lussanrriaga, Naraína Zerwes Gentil, D. Espíndola
The deaf have conquered rights in the area of education and, in recent years, with the increase of the enrollment of deaf people in higher education institutions, there is a need to develop new signs in Brazilian Sign Language (LIBRAS) for specific technical terms of several areas of knowledge and related to computing this scenario is no different. Motivated by the entrance of a deaf student in Information Systems undergraduate program of a Public Institution located in the south of Brazil, this work aims to elaborate technical signals of the Information System courses in LIBRAS and to develop a glossary with an interface adapted for the deaf. The construction of this repository of signs in LIBRAS is based on Vygotsky, who worked on defectology and emphasized the use of signs and symbols for the individual’s cognitive development. The deaf student used the glossary in the classroom, which allowed a better understanding of the contents presented. Pedagogical evaluation was performed through descriptive analysis and data collection using the intensive direct observation method and questionnaires. The computational glossary in deaf education presents the potential to develop the capacities that are deprived by the existing communication difficulties, allowing interaction between deaf students, teachers and interpreters.
{"title":"Computational glossary in LIBRAS: an experience in undergraduate program of Information Systems","authors":"Rafael Pinto Granada, S. Botelho, Regina Barwaldt, Maicon Douglas Lussanrriaga, Naraína Zerwes Gentil, D. Espíndola","doi":"10.1109/FIE43999.2019.9028357","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028357","url":null,"abstract":"The deaf have conquered rights in the area of education and, in recent years, with the increase of the enrollment of deaf people in higher education institutions, there is a need to develop new signs in Brazilian Sign Language (LIBRAS) for specific technical terms of several areas of knowledge and related to computing this scenario is no different. Motivated by the entrance of a deaf student in Information Systems undergraduate program of a Public Institution located in the south of Brazil, this work aims to elaborate technical signals of the Information System courses in LIBRAS and to develop a glossary with an interface adapted for the deaf. The construction of this repository of signs in LIBRAS is based on Vygotsky, who worked on defectology and emphasized the use of signs and symbols for the individual’s cognitive development. The deaf student used the glossary in the classroom, which allowed a better understanding of the contents presented. Pedagogical evaluation was performed through descriptive analysis and data collection using the intensive direct observation method and questionnaires. The computational glossary in deaf education presents the potential to develop the capacities that are deprived by the existing communication difficulties, allowing interaction between deaf students, teachers and interpreters.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"18 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89954482","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/FIE43999.2019.9028528
Anneli Heimbürger, Ville Isomöttönen
Our Work in Progress Paper in Innovative Practice Category focuses on how learners’ experience use of infographics in advanced level e-course on requirements engineering (RE). Infographics are visual representations of information in such a way that information can be easily understood at a glance. Most of the previous infographics studies have been conducted in the context of inquiry learning. To complement this research, we studied how learners experience use of infographics as a method for reflective assignment and hence if the usage of infographics supported conceptualization about RE. We adopted a qualitative content analysis approach, applying thematic network analysis to the data received from five case learners. This approach proposes graphical networks as an aid for analyzing and synthesizing qualitative data into basic, organizing, and global themes. The thematic network analysis produced two global, seven organizational, and 53 basic themes. The global themes were named “Visual literacy” and “Conceptualization”. In addition, the e-course supervisor evaluated learners’ infographics according to assessment criteria. Based on these analyses, learners can, using infographics, concentrate on essential topics, distill information, and develop their skills for visual literacy and conceptualization. The results suggest that infographics can be successfully utilized in reflective courses assignments that are typically produced as linear texts.
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