2018 IEEE Global Engineering Education Conference (EDUCON)最新文献

Exploring digital careers, stereotypes and diversity with young people through game design and implementation 通过游戏设计和执行，与年轻人一起探索数字职业、刻板印象和多样性

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-07-01 DOI: 10.1109/EDUCON.2018.8363301

Opeyemi Dele-Ajayi, Joe Shimwell, Itoro Emembolu, R. Strachan, Matthew Peers

{"title":"Exploring digital careers, stereotypes and diversity with young people through game design and implementation","authors":"Opeyemi Dele-Ajayi, Joe Shimwell, Itoro Emembolu, R. Strachan, Matthew Peers","doi":"10.1109/EDUCON.2018.8363301","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363301","url":null,"abstract":"A key issue for the digital sector is how to attract more young people, particularly those from under-represented groups, to study computer science and digital technologies at higher education and beyond. The main aim of this study was to evaluate if a gaming environment can be used to generate interest and engagement among young people. Two further aims were to see if this approach could also be used to create a greater awareness of professional career roles in the sector and to explore diversity and stereotypes. Using an action research approach, a workshop was designed for use with young people where they were asked to design and develop a game. Embedded within this were activities to introduce career roles and challenge stereotypes, with a specific focus on gender and ethnicity. The results show that young people have a limited understanding of the roles involved in the game industry. Male children created male game characters while female children created both male and female characters for their games. Females aspired to jobs in the health sciences while males aspired to a wider range of Science, Technology, Engineering and Mathematics (STEM) careers. The workshop is currently being extended and developed to create a more in-depth intervention, building on the results from the research to date.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115857797","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}

引用次数: 5

Women in engineering: Addressing the gender gap, exploring trust and our unconscious bias 工程领域的女性:解决性别差距，探索信任和我们无意识的偏见

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-07-01 DOI: 10.1109/EDUCON.2018.8363497

R. Strachan, Aruquia B. M. Peixoto, Itoro Emembolu, M. T. Restivo

引用次数: 30

Case-based learning: Offering a premier targeted learning experience for technology management students 基于案例的学习:为技术管理专业的学生提供一流的有针对性的学习体验

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-05-23 DOI: 10.1109/EDUCON.2018.8363450

D. Ktoridou, Elli Doukanari, E. Epaminonda, Achilleas Karayiannis

引用次数: 13

Joint international master in smart systems integration: University collaboration for improved education 智能系统集成国际联合硕士:大学合作改善教育

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-05-23 DOI: 10.1109/EDUCON.2018.8363288

K. Aasmundtveit, Changhai Wang, M. Rencz, M. Desmulliez, F. Ender, K. Imenes

{"title":"Joint international master in smart systems integration: University collaboration for improved education","authors":"K. Aasmundtveit, Changhai Wang, M. Rencz, M. Desmulliez, F. Ender, K. Imenes","doi":"10.1109/EDUCON.2018.8363288","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363288","url":null,"abstract":"The Joint International Master in Smart Systems Integration (SSI) graduates candidates for the ever-growing industry of Smart Systems, ubiquitous in all sectors of society including healthcare, transport, environment protection, energy and security. SSI is given jointly by three universities in three European countries: Heriot-Watt University (HWU) (Edinburgh, Scotland), University College of Southeast Norway (HSN), and Budapest University of Technology and Economics (BME) (Hungary), utilizing the complementary expertise and laboratory facilities of the three partners to create a unique programme with a more holistic approach than a single university could give. The programme is run in close collaboration with industry, to assure its relevance. SSI has Erasmus Mundus status, and the graduates receive a Joint Degree. SSI students benefit from the extended competence the consortium can provide, as well as from the extended socio-cultural knowledge obtained by living in three different European countries that represent distinctively different aspects of the diverse Europe. The students in the programme show excellent performance, and the employability of graduates has proven to be very high. The partner universities benefit from the high performance of the students, and from the intimate interaction with the partners allowing exchange of best practice in education, teaching and evaluation.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"08 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114649447","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}

引用次数: 2

A methodology for gamifying of the educational process 将教育过程游戏化的一种方法

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-05-23 DOI: 10.1109/EDUCON.2018.8363242

P. I. Mozgaleva, O. Zamyatina, A. Mozgaleva, P. Cabral

引用次数: 1

Implementation of active learning method in transportation engineering seminar course: Case study at San Diego State University 主动学习方法在交通工程研讨会课程中的实施:以圣地亚哥州立大学为例

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-05-23 DOI: 10.1109/EDUCON.2018.8363332

S. G. Machiani, M. Mladenović

{"title":"Implementation of active learning method in transportation engineering seminar course: Case study at San Diego State University","authors":"S. G. Machiani, M. Mladenović","doi":"10.1109/EDUCON.2018.8363332","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363332","url":null,"abstract":"The challenges of retiring workforce, attracting new students, and high educational requirements for dealing with transportation systems complexities have been highlighted in the past decades. In response, transportation engineering (TE) education has been developing both curricula and teaching practices. However, the need for further development and implementation of active leaning techniques remains, especially with regard to specific learning context of the graduate level education. The meaningful implementation of known active learning techniques can make effective use of opportunities arising from information-communication technologies. In particular, this research focuses on development of writing-based in-class activity in a seminar graduate course at San Diego State University. The research builds upon the theoretical framework of learning in engineering education, emphasizing the learner-centered methods. Implementation of in-class activity explains the writing tool deployed and the details of the learning context. Evaluation methodology includes mid- and end-term student survey as well as assessment rubric. Overall, results indicate that this innovation is instrumental in evaluating students' learning in the class, and in helping them with development of motivation and metacognition practices. Concluding implications provide lessons for further implementation and development of active-learning techniques in TE and engineering graduate education in general.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128676909","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}

引用次数: 1

Regional assessment of general education quality in Tomsk region 托木斯克地区通识教育质量区域评价

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-05-23 DOI: 10.1109/EDUCON.2018.8363299

P. I. Mozgaleva, O. Zamyatina, A. Mozgaleva, P. Cabral

引用次数: 0

Quality measures incorporated in the re-engineering of an undergraduate computer science degree program 在计算机科学本科学位课程的重新设计中纳入的质量措施

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-05-23 DOI: 10.1109/EDUCON.2018.8363416

Florent Domenach, A. Savva, Vasso Stylianou, G. Portides

引用次数: 0

Teachers' perceptions of professional development in integrated STEM education in primary schools 教师对小学STEM综合教育专业发展的看法

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-23 DOI: 10.1109/EDUCON.2018.8363268

Z. Dan, G. Wong

{"title":"Teachers' perceptions of professional development in integrated STEM education in primary schools","authors":"Z. Dan, G. Wong","doi":"10.1109/EDUCON.2018.8363268","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363268","url":null,"abstract":"The promotion of STEM (Science, Technology, Engineering, Mathematics) education aims to provide students with chances of solving real-world problems based on their disciplinary knowledge and skills. One teaching approach in STEM is through integration, which may enable students to understand the interconnection among disciplines and formulate a solution with consideration of multiple disciples. To implement STEM education in primary schools, an attention has been paid to teachers' professional development (PD), and one particular interest is to develop an effective way to elevate the teachers' knowledge in engineering to become capable in teaching in the integrated approach. In order to guide policymakers to design an effective PD workshop/course, our work aims to first gain an understanding of teachers' expectations toward the PD and then develop a conceptual PD model for integrated STEM. This paper conducts a qualitative case study to deeper analyze primary school teachers' perception of PD and STEM education, as well as their potential challenges. The data came from the individual interview with eight in-service primary teachers (n = 8), the result shows that teachers' challenges in attending PD lie in the intrinsic challenge of a lack of knowledge in 1). how to apply knowledge learned into practical teaching, 2). differentiation of needs and skills, and 3). their values while extrinsic challenges are reflected in aspects of 4). a lack of support, 5). vague school decision and 6). a lack of guidance of direction. Regarding their expectation of STEM PD, suggestions could be made on a focus of content & pedagogical knowledge of STEM subjects, practical activities and contextualisation.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122864003","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}

引用次数: 10

Towards the construction of a questionnaire for the identification of learning obstacles 探讨学习障碍识别问卷的构建

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-21 DOI: 10.1109/EDUCON.2018.8363266

R. Reuter, Florian Hauser, Carolin Gold-Veerkamp, T. Stark, Juliane Kis, J. Mottok, J. Abke, Dany Meyer

{"title":"Towards the construction of a questionnaire for the identification of learning obstacles","authors":"R. Reuter, Florian Hauser, Carolin Gold-Veerkamp, T. Stark, Juliane Kis, J. Mottok, J. Abke, Dany Meyer","doi":"10.1109/EDUCON.2018.8363266","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363266","url":null,"abstract":"This paper deals with the identification of learning obstacles using the questionnaire method. Therefore, two iterations were proceeded: The first one was part of a survey that was carried out at four locations at universities of applied sciences. We asked students about obstructive facts in general providing items for five learning obstacle dimensions that were set up before; emotional/motivational, epistemological/cognitive, didactical, resource-related and meta-cognitive learning obstacle dimensions. After the general part, we asked them to answer the same question, but in relation to the — in their opinion — most difficult learning content. With this question, we aim to get indications regarding to epistemological obstacles. In a second step, we used the \"Motivated Strategies for Learning Questionnaire\", which was developed by Pintrich [1] as a basis to develop a questionnaire that extracts learning obstacles. In its original version, the \"Motivated Strategies for Learning Questionnaire\" was intended to measure students' learning strategies, but, as the obstacle dimensions were partly derived from learning strategy classification, we chose this already validated questionnaire [2]. Within this iteration, we could confirm a five-factor structure of the questionnaire that could be mapped to the five before set learning obstacle dimensions.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128951480","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}

引用次数: 0