2018 IEEE Global Engineering Education Conference (EDUCON)最新文献_第9页

Learning electronics through head, heart and hands: An unconventional and holistic approach in engineering education 通过头脑、心灵和双手学习电子学:工程教育中一种非传统的整体方法

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363359

G. Gruhler, Tim Fischer

引用次数: 3

Quantifying the impact of a new SoTL programme in Engineering Education at a University in South Africa 量化南非一所大学工程教育新SoTL项目的影响

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363205

A. Swart

{"title":"Quantifying the impact of a new SoTL programme in Engineering Education at a University in South Africa","authors":"A. Swart","doi":"10.1109/EDUCON.2018.8363205","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363205","url":null,"abstract":"A drive towards the establishment of various Scholarship of Teaching and Learning programmes at institutions of higher learning have been observed over the past decade. The primary aim of such programmes is to improve the teaching and learning process, which may be achieved by using the SoTL unicycle metaphor. The objectives of this unicycle are twofold: first, it outlines the process that academics need to engage in on a regular basis within a SoTL programme; second, it may create awareness among non-participating academics of what such SoTL programmes really entails. However, a need exists to quantify the impact of such newly established SoTL programmes. The research question arises \"What baseline may be quantified to determine the impact of new SoTL programmes in Engineering Education at universities of higher education?\" The purpose of this paper is to quantify a baseline by which the impact of new SoTL programmes may be determined when considering research publications in Engineering Education. Quantifying the impact of SoTL programmes may involve considering many attributes or variables that may be subjective or objective. The discussions are grounded in the humanistic theoretical framework which asserts that learning about one's practice is a personal act in order to change one's own perceptions and actions. A case study is used with quantitative data. Results indicate that, on average, for every three academics that join the programme, one leaves after just one year of participation. However, academics who stick with the programme are able to increase their publication research outputs, contributing to the overall success of the programme as they completed a total of 49 publications over a three-year period. In total, the baseline comprises five criteria substantiated in the paper. It is recommended that at least one faculty member from each department be represented in the SoTL programme, that will lead to more awareness being created among other departmental members of the impact and meaning of such programmes.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"50 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":"114692170","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

Development of ‘Soft Skills’ through extra-curricular project work: The case of the Jozi Digital Ambassadors Project in Johannesburg, South Africa 通过课外项目工作发展“软技能”:以南非约翰内斯堡的Jozi数字大使项目为例

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363220

Z. Simpson, N. J. V. Rensburg, D. Benecke

{"title":"Development of ‘Soft Skills’ through extra-curricular project work: The case of the Jozi Digital Ambassadors Project in Johannesburg, South Africa","authors":"Z. Simpson, N. J. V. Rensburg, D. Benecke","doi":"10.1109/EDUCON.2018.8363220","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363220","url":null,"abstract":"The primary focus of engineering curricula is technical competence. However, literature suggests that a common shortcoming of engineering graduates pertains to so-called ‘softer’ skills such as leadership, team work, time management and communication. Although not core to engineering activity, these competencies are important in the workplace and included in the exit level outcomes of accredited degrees. Development of these competencies can occur by giving engineering students the opportunity of involvement in extra-curricular projects that develop such complementary competencies. This paper discusses the Jozi Digital Ambassadors Project as one such opportunity. The project was launched by the City of Johannesburg, and aimed to roll-out free Wi-Fi to 700 000 Johannesburg residents who previously had no access to free public internet. A further aim was to provide training to these residents regarding how to access the free Wi-Fi and the online services offered by the City. ‘Digital Ambassadors’, unemployed young people who reside in the areas concerned, were appointed to undertake this training on behalf of the City. The University of Johannesburg, tasked with providing mentorship to these ambassadors, identified engineering students who were appointed as mentors. Structured interviews with the mentors were conducted at different stages of the project. The focus of the interviews was on the students' motivation to participate in the project and their skills development. The development of complementary competencies was one of the factors that motivated the students to join the project and their involvement in the Digital Ambassadors project gave them opportunities to develop leadership and communication skills in a way that the formal university curriculum did not.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"1124 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":"116061769","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: 3

Pilot experience applying an active learning methodology in a software engineering classroom 在软件工程课堂上应用主动学习方法的试点经验

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363331

A. García-Holgado, F. García-Peñalvo, M. Rodríguez-Conde

{"title":"Pilot experience applying an active learning methodology in a software engineering classroom","authors":"A. García-Holgado, F. García-Peñalvo, M. Rodríguez-Conde","doi":"10.1109/EDUCON.2018.8363331","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363331","url":null,"abstract":"Software Engineering I is a mandatory subject for undergraduate students that is taught in the second semester of the 2nd year of the Degree in Computer Sciences at the University of Salamanca (Spain). This degree exists since 1989 but it has transformed over time according to the education law changes in Spain and Europe. Software Engineering I is the first subject related to the area of software engineering that is taught in the degree. The novelty of the concepts and the need to develop abstract thinking to acquire the different competences of the subject, implies a handicap to teach the subject. The final grades obtained by the students in the subject are fairly low compared with other subjects in the degree. Moreover, the attendance to the face-to-face classes is continuously reduced throughout the semester, which affects to the continuous assessment. Some initiatives have been applied during previous school years but a global change of the subject is necessary. In order to increase the success rate of the subject and to achieve that students are involved in the learning process, authors have implemented an active learning methodology based on team working. Furthermore, two instruments have defined to measure the impact of the changes and evaluate the pilot.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"47 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":"121725748","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: 17

Self-assessment in PBL: A tool to develop self-confidence and autonomy of students: The example of self-assessment experiment at ISMEP-Supmeca in France PBL中的自我评价:培养学生自信心和自主性的工具——以法国ISMEP-Supmeca的自我评价实验为例

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363238

Antoine Lanthony, El-Mehdi Azzouzi, A. Francois, N. Peyret

{"title":"Self-assessment in PBL: A tool to develop self-confidence and autonomy of students: The example of self-assessment experiment at ISMEP-Supmeca in France","authors":"Antoine Lanthony, El-Mehdi Azzouzi, A. Francois, N. Peyret","doi":"10.1109/EDUCON.2018.8363238","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363238","url":null,"abstract":"Problem- and project-based learning approaches place the students at the center of the learning processes and give the opportunity to make the students active and involved. It also prepares the students for their future professional life by placing them in real situations with different stakeholders. The assessments implemented during problem and project phases allow to evaluate the acquisition of disciplinary skills and competences. This kind of teaching and learning also provides the opportunity to develop specific project skills giving more autonomy and agility to the students in complex problem solving. Knowing their level of acquisition of these skills is a key point for the students, making them more confident in face of the problems they have to solve. All these aspects have been widely experienced and are well documented. ISMEP-Supmeca, a French public engineering school, has chosen since decades to engage in problem-and project-based learning. Progressively, this approach developed through various axis, including educational research projects (IDEFI PLACIS, Erasmus+ strategic partnerships EPICES and EBCC). There are now three offers of this kind at ISMEP-Supmeca: one problem-based learning module for first year students, and two project-based learning modules for second and last year students. Moreover, a self-assessment process has been implemented in order to enable the students to self-assess their project mode skills. Students realize one self-assessment at the beginning of the module and one at the end. In the first one, they evaluate their skills before working with others and receiving feedback, whereas in the second one, their assessment results from the experience gained during the module. This paper presents the first results and the perspectives of this self-assessment experiment, which will continue to be developed.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"24 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":"116897806","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: 7

On teaching calculus for prospective engineers and computer scientists: A case study monitoring of six semester calculus at Frankfurt UAS 面向未来工程师和计算机科学家的微积分教学:以法兰克福大学六学期微积分教学为例

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363218

D. Logofătu, Christina Andersson, Damian Groskreutz, Fitore Muharremi, Egbert Falkenberg

{"title":"On teaching calculus for prospective engineers and computer scientists: A case study monitoring of six semester calculus at Frankfurt UAS","authors":"D. Logofătu, Christina Andersson, Damian Groskreutz, Fitore Muharremi, Egbert Falkenberg","doi":"10.1109/EDUCON.2018.8363218","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363218","url":null,"abstract":"It is a common held perception that nowadays young engineers and computer scientists suffer from a lack of mathematical knowledge, especially capabilities to cope with practical tasks. This becomes quiet obvious when they are confronted with the assignment to interact with each other while presenting their achievements. Nowadays, the math teacher faces complex issues like regarding the heterogeneity of the students' groups, the society's views towards mathematics, the overall workload, expectance, constant attendance or work behavior. In our Computer Science Study Program, the Calculus module was inserted starting with the winter term 2012/2013, additional to Algebra module for the first semester. The main reason was the missing knowledge in math basics towards the concepts needed for teaching other modules like Algorithms Analysis, Statistics, Optimization Techniques. Calculus was provided six times in our Computer Science Program and the results were increasingly better, since the content, methods and framework became a standard. Especially the students' evaluation in the first runs provided useful insights how to improve the teaching attempt. We present in this paper methods and tools, as well as contents and statistics to the topic, by visualizing the methods, tools and activities implemented in this large class approach.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"13 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":"116921616","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

Evaluation of exer-learning technology for teaching refugees: Teaching German as foreign language to pupils with migrant background 难民教学中练习学习技术的评价:对移民背景的学生进行德语教学

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363244

Kati Breitbarth, Monika Menz, Sarah Grodd, Martina Lucht

{"title":"Evaluation of exer-learning technology for teaching refugees: Teaching German as foreign language to pupils with migrant background","authors":"Kati Breitbarth, Monika Menz, Sarah Grodd, Martina Lucht","doi":"10.1109/EDUCON.2018.8363244","DOIUrl":"https://doi.org/10.1109/EDUCON.2018.8363244","url":null,"abstract":"This paper describes the benefits of the connection between exercise, gaming and learning and examines the positive effects of so called exer-learning games — like HOPSCOTCH. It explores the research question wether HOPSCOTCH could be a significant tool in educational institutions to support young refugees in German language acquisition. Firstly, a closer look at the benefits of the connections between exercise and learning is taken. In a second step, these benefits will be examined by the exer-learning technology HOPSCOTCH. For the evaluation, an application was designed to learn German language. HOPSCOTCH was deployed in special language classes for young refugees at two schools, and in mixed groups at one kindergarten with a high rate of children with migrant background. After a period of five months, several positive learning, social, phycological and cognitive effects have been observed. HOPSCOTCH proved to be a tool which supports the learning outcome and the formation of new social groups consisting of different nationalities and religions.","PeriodicalId":102826,"journal":{"name":"2018 IEEE Global Engineering Education Conference (EDUCON)","volume":"4 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":"117278517","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

Introducing competitiveness and industry involvement as learning tools 引入竞争力和行业参与作为学习工具

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363243

F. Llopis, Fernando G. Guerrero

引用次数: 12

Enhancing the teaching effect of ESP for engineering students with interactive tools based on WeChat 利用基于微信的互动工具提高工科学生ESP教学效果

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363313

Haiyun Gu, L. Ren

引用次数: 2

Promoting engineering education by scientific research 以科研促工程教育

2018 IEEE Global Engineering Education Conference (EDUCON) Pub Date : 2018-04-17 DOI: 10.1109/EDUCON.2018.8363209

Hua Fan, Weijian Chen, Yulan Li, Jin Zhang, Xingning Ye, Q. Feng

引用次数: 6