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

{"title":"The human side of big data: Understanding the skills of the data scientist in education and industry","authors":"Patrick Mikalef, M. Giannakos, I. Pappas, J. Krogstie","doi":"10.1109/EDUCON.2018.8363273","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363273","url":null,"abstract":"It is widely recognized by public and private organizations, that the biggest challenge faced in light of the data revolution is finding people with the required set of skills to transform data into actionable insight. The growing interest on the role of the data scientist and the relating data analytics skills has seen an increasing amount of research on the importance of data analytics skills in the contemporary working environment. Yet, there is still limited understanding on the importance of data analytic skills, and even more, there is limited research on the discrepancies between the skills that are needed in the market and what graduates possess. To this end, this research uses a mixed-methods approach combining quantitative survey data from 113 IT executives, and qualitative interview data from 27 big data project managers to explore the significance, discrepancies, and aspects of data analytic skills. Our results show that data analytic skills significantly contribute firm performance, particularly for firms that are data-oriented. In addition, we find that the need for skills greatly exceeds those that graduates possess. Lastly, our analysis suggests that the data skills of the data scientist span multiple subject areas which are further discussed.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124021112","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}

{"title":"A remote mode high quality international master degree program in environomical pathways for sustainable energy systems (SELECT)-pilot program experiences during first year of studies","authors":"R. Abeyweera, N. Senanayake, J. Jayasuriya, T. Fransson","doi":"10.1109/EDUCON.2018.8363240","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363240","url":null,"abstract":"Remote mode study programs at master degree level are becoming more popular than undergraduate level programs. Students after graduation with Bachelors degree very often are employed and the most appropriate mode for them to pursue higher studies is the remote mode. Postgraduate programs with one or two year duration mostly focus on specific areas of research based industrial application. Traditional remote education is thought to be more centered on web based on-line programs with a little opportunity for teacher student interaction and interaction with peers. In such programs motivation for studies has been a problem and as a result many students drop off and also those remain in the program for prolonged periods do not show good performance. One of the reasons for failures of students in remote studies is the isolation leading to discouragement for the completion studies. A remote mode Master Degree Program in Environomical Pathways for Sustainable Energy Systems (MSc-SELECT), consisting of a number of innovative features aimed at improved student engagement, motivation, exposure to experiences in multi-national setting and team work, was developed and implemented by the Master School of the EIT-InnoEnergy, as a pilot project. The program was offered, collaboratively and simultaneously to students in three locations, Royal Institute of Technology in Sweden, Universitat Politecnica de Catalunya in Spain and the Open University of Sri Lanka. The students in Sweden and Spain each followed 50% of the courses on-campus and 50% in remote mode depending upon the university they registered with. The students in Sri Lanka followed the entire 1st year fully remotely. All the students (from KTH, OUSL and UPC) will spend the 2nd year on-campus at another university in the consortium. This paper discusses, from the perspective of the fully remote site, the remote program with its innovative aspects, student performance and experience together with future tasks for making the program viable and beneficial to all partner countries.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124128992","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}

{"title":"Traffic lights through multiple robotic educational tools","authors":"P. Merino, E. S. Cristóbal, Germán Carro, M. Castro, Manuel Blázquez, Aruquia B. M. Peixoto","doi":"10.1109/EDUCON.2018.8363483","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363483","url":null,"abstract":"Robotics and computational thinking are ideal tools for developing science, technology, engineering and mathematics (STEM) pedagogy. A multitude of educational robotics tools have emerged in recent years. Some with a high price and great features, and others with a lower price and lower performance. There are also cost-effective options that allow you to tailor your services to tighter budgets. The presence of robots in our daily lives is becoming more and more common. Therefore, it is interesting that we are oriented to integrate robots in the different levels of our society. This workshop is focused on driving the same content across three different low-cost robotic educational tools. The first one is Scratch, interactive stories, games and animations can be programed. The second tool is Crumble, it is an easy-to-use programmable controller. Its programming interface uses a block programming language which eases its use by children aged below 14. The last but not the least is Arduino, Arduino is an open-source electronics platform based on easy-to-use hardware and software. It is a platform that incorporates a simple microcontroller and an interface development environment to create the applications to be downloaded into the board. This workshop is aimed to present the mentioned platforms as robotic educational tools for people as the first step to get into robotics world. Throughout this workshop an initiation to robotics is developed in the context of educational robotics.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"119 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130131947","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}

{"title":"NO-RPG, a game interface to common core sequenced third-party educational games","authors":"Kay Berkling, M. Incekara, Tom Wolske","doi":"10.1109/EDUCON.2018.8363414","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363414","url":null,"abstract":"This work is part of a series of publications on enabling education for children without access to schools, teachers and who have little parental guidance. New estimates by UNESCO reveal that 263 million children and youth are out of school. At the moment there exist no open source free online schools that do not expect a teacher to accompany the student journey. Without a teacher to help, a game environment can provide motivation, sequencing and content. The platform that we have been working on implements the framework for sorting educational games along the US common core standards. The current publication continues this work by adding the game interface that connects the external content with the child. A prototypical Role Playing Game (RPG) allows children to discover third party educational games leveled by grade and subject. The resulting game can be classified as a MOOC because it is an online course aimed at unlimited participation and open access via the web. The result of this work is the open source code of a game and an installed instance that can be used to connect third party games. The next step is to fill the underlying framework with educational games that hook into the various standards and evaluate the game with children.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125342133","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}

{"title":"Balancing low-level vs. high-level programming knowledge in an undergraduate microprocessors course","authors":"Mohammed El-Abd","doi":"10.1109/EDUCON.2018.8363239","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363239","url":null,"abstract":"In this work, we address the issue of balancing low-level vs. high-level programming knowledge and experience in embedded systems courses. On one hand, low-level programming (i.e. Assembly) is important for the students to fully understand how the machine works and have full control over its different capabilities and hardware features. On the other hand, high-level programming experience (i.e. C/C++) is a must to cope with recent industrial and embedded market trends. We aim to investigate one teaching approach that could be used to adequately deliver both learning experiences in an undergraduate microprocessors course. Sample lab sheets and assignments that demonstrate the proposed approach are presented. The approach is tested over two consecutive semesters and both students' feedback and performance are used to evaluate the proposed methodology.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126741239","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}

{"title":"Training undergraduate engineering students to read research articles: A qualitative think-aloud study","authors":"Emmanouela Seiradakis, Ioannis Spantidakis","doi":"10.1109/EDUCON.2018.8363367","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363367","url":null,"abstract":"The ability to read research articles is considered an essential skill for undergraduate students. However, previous works on explicitly training engineering undergraduates in reading the specific genre is scarce. This paper presents the findings of a qualitative pre-test/post-test think-aloud study that aimed to explore the possible reading behavior changes of four Greek undergraduate engineering students who received genre analysis and metacognitive strategy training for one academic semester. Our findings suggest that the course enhanced students' familiarity with the research article genre and benefited their reading strategy use.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116209220","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}

{"title":"Climate change mitigation game","authors":"A. Wyrwa","doi":"10.1109/EDUCON.2018.8363203","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363203","url":null,"abstract":"This paper presents a game-based learning used to familiarize students with the climate change mitigation strategies. The main tool used in the game is a paper form, which constitutes a scaffold providing the supportive learning material. It helps the students to better structure and understand the possible human responses to climate change considering political, technological and economical dimensions. The way the game is organized incentives them to take an active role. They are both collaborating and competing, which enhances interaction and results in their strong engagement in the learning process. Different scaffolding strategies such as peer interaction, questioning, repetitions, structuring, etc. have been incorporated in the game to achieve effective lecturing.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116590533","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}

{"title":"Robotics tips and tricks for inclusion and integration of students","authors":"Aruquia B. M. Peixoto, M. Castro, Manuel Blázquez, S. Martín, E. S. Cristóbal, Germán Carro, Pedro Plaza Merino","doi":"10.1109/EDUCON.2018.8363487","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363487","url":null,"abstract":"Robotics and computational thinking are valuable tools for developing science, technology, engineering and mathematics (STEM) pedagogy, and to promote inclusion and integration of students. We currently have a multitude of robotic education tools at our disposal. These tools arise with the aim of promoting innovation and student motivation during the learning process. Robots are becoming more and more common in our society today. Therefore, it is important to integrate robots into all levels of our everyday life. This work is focused on presenting Raspberry Pi as enhancer of educational robotics. The first step is presenting robotics as a tool for promoting the inclusion and integration of students. For this work a background and overview is also provided. The third part proposed different setups to prepare a Raspberry Pi for remote activities and robotics using Arduino as hardware interface. The last but not the least is an open discussion with the aim of exchanging impressions and getting feedback from the attendees.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127996978","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}

{"title":"LOD-CS2013: Multileaming through a semantic representation of IEEE computer science curricula","authors":"Nelson Piedra, E. Caro","doi":"10.1109/EDUCON.2018.8363473","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363473","url":null,"abstract":"Ontologies are considered one of the pillars of the Semantic Web. The semantic Web relies heavily on formal ontologies that structure subjacent data and information in machine-readable way for the purpose of that knowledge can be automatically read and processed by machines. In this work, the authors present an ontological approach of the essentials necessary for IEEE and ACM Computer Science Curricula (CS2013). The goal of this work is the improvement of the usability of curriculum through the design and implementation of Computer Science Ontology. The ontological definitions of concepts, data properties, and data objects, can be useful to impose and preserve a logical structure for new types of curricula concepts, which may appear due to autonomous Higher Education Institutions (HEI). Users benefit from getting information in open portable data formats. In this way, the developed ontology is a powerful tool that can change the way that knowledge about curriculum are specified, managed, aligned, analyzed, and shared. The semantic representation of curricula can be used in multiple modes of learning, promote academic mobility, accelerate the recognition of academic credits obtained in different educational institutions, and to integrate and interoperate different curricula of departments of computer science, or enable the convergence and interoperability of other disciplines.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128011056","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}

{"title":"An exploratory analysis on MOOCs retention and certification in two courses of different knowledge areas","authors":"Ruth Cobos Pérez, F. Jurado","doi":"10.1109/EDUCON.2018.8363434","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363434","url":null,"abstract":"The massive quantity of learners generating information related to Massive Open Online Courses (MOOCs) make researchers analyze large datasets about the learners' profile, interaction, satisfaction, etc. and these datasets can come from multiple data sources related to the same or different courses. This paper details the conducted exploratory analysis performed with data from two different MOOCs of different knowledge areas to check the factors that influence the learners' retention and certification. The preliminary results we obtained allow us to provide some conclusions with the aim to keep researching in order to generalize our achievements.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124951652","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}