2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)最新文献_第3页

Case study of evaluation of experimental skills 实验技能评估案例研究

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851828

Y. Takeichi, J. Sato, K. Yajima

{"title":"Case study of evaluation of experimental skills","authors":"Y. Takeichi, J. Sato, K. Yajima","doi":"10.1109/TALE.2016.7851828","DOIUrl":"https://doi.org/10.1109/TALE.2016.7851828","url":null,"abstract":"It is important that students practice experimental skills, and for this visualization of experimental skills and evaluation of achievement are necessary. The metrics of the experiment and curriculum of each college are specified to facilitate evaluation of the achievement of experimental skills, thus promoting effective technological education. It is possible to clarify the metrics and visualize student skills. Indicating the achievement and effect of student technical education will then make it possible to improve student skills. Here, we propose to use the experimental evaluation sheets and experimental skill sheet to clarify the metrics of the experiment and indicate the achievement level. The introduction of evaluation of experimental skills has educational effects. First, the features of the educational content have been presented. The metrics and objectives in the experiment of each technical college will be systematically collected. As a result, the content and operation of education will be clarified. We will then visualize the experimental skills of students. Toward this end, we formulated five-level evaluation criteria for the elements of experimental basis, theory, measurement, analysis and report. We evaluate the experimental skills using these criteria. As a result, the outcome is visualization, we can expect through which we expect the skills of the students to improve be able to guide more students. Finally, we investigated for improvement of the validity of this proposed approach and accuracy of skills assessment. We show the results of skills evaluation of actual experiments using Rubric for experimental skills.","PeriodicalId":117659,"journal":{"name":"2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"2601 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128837977","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

Requirements engineering education using role-play training 要求使用角色扮演训练的工程教育

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851799

Taichi Nkamaura, Yuki Tachikawa

{"title":"Requirements engineering education using role-play training","authors":"Taichi Nkamaura, Yuki Tachikawa","doi":"10.1109/TALE.2016.7851799","DOIUrl":"https://doi.org/10.1109/TALE.2016.7851799","url":null,"abstract":"This paper proposes a new method for use in requirements engineering education at universities. The method is based on two components: (1) group-work role-play training to elicit customer's real requirements; (2) a software agent to play the role of a domain expert supplying business knowledge to learners. Learners who have had no previous practical experience in defining requirements may follow a recommended procedure in order to elicit requirements. We have implemented two types of role-play training - with and without software agents' support. Twelve undergraduate students from the School of Computer Science at the Tokyo University of Technology participated in an experimental assessment of these two types of role-play training. The results of a subsequent questionnaire survey and portfolio evaluation of the goal model diagrams developed by the students showed that their requirements modeling skill levels had improved. However, because some students may have had no prior business experience, each role-play scenario needs to be carefully designed so that all necessary information regarding the strategy or vision in the problem domain is clearly laid out.","PeriodicalId":117659,"journal":{"name":"2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121957242","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: 6

A cheer-and-challenge approach in teaching mechanics to demotivated freshmen 对缺乏动力的新生进行机械教学的一种鼓励与挑战的方法

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851821

Evgenia Sikorski, Michael Canz

引用次数: 1

Leveraging videos and forums for small-class learning experience in a MOOC environment 在MOOC环境中利用视频和论坛提供小班学习体验

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851831

Chi-Un Lei, Y. A. Yeung, T. T. Kwok, Ray Lau, A. Ang

{"title":"Leveraging videos and forums for small-class learning experience in a MOOC environment","authors":"Chi-Un Lei, Y. A. Yeung, T. T. Kwok, Ray Lau, A. Ang","doi":"10.1109/TALE.2016.7851831","DOIUrl":"https://doi.org/10.1109/TALE.2016.7851831","url":null,"abstract":"The learning process on Massive Open Online Courses (MOOCs) is learner-driven, where face-to-face interactions are limited. Because of this, instructional videos and forum discussions in MOOCs become critical points of contact. However, in on-campus teaching, some courses (such as philosophy) are often taught in a small-class tutorial setting. How should these courses be designed for similar personalized, small-class learning experience, in a MOOC environment? In this study, we dissected course videos and course forums of a MOOC (HKU03x: Humanity and Nature in Chinese Thought). We discuss how a course team might approach video production and forum management for small-class learning experience in a MOOC environment. In particular, two tactics of the course development are described: i) using a structured series of short instructional videos in classroom settings with animations to present abstract philosophical concepts, and ii) providing learners with experiences of solving a relation problem based on philosophers' rhetoric through open-ended discussions with instructor's sustained engagement.","PeriodicalId":117659,"journal":{"name":"2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131956296","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

Power-electronics learning through experiment and simulation: DC-DC converters 通过实验和模拟学习电力电子:DC-DC转换器

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851830

Kanokwan Jitngamkam, R. Gavagsaz-Ghoachani, M. Phattanasak, P. Sethakul

引用次数: 15

Senior students as peer-teachers in laboratory classes: Impacts and insights 高年级学生作为实验课的同侪老师:影响和见解

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851815

Iain Skinner, J. Ravishankar, H. Dalton

引用次数: 1

Three essential elements of curriculum design for developing competent Food Engineering graduate students (for problem-solving in food industry) via work-integrated learning mechanism 通过工作整合学习机制培养合格的食品工程研究生(解决食品行业问题的)课程设计的三个基本要素

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851835

Ekarut Ruayruay, M. Nopharatana, K. Kirtikara, K. Chomsuwan

{"title":"Three essential elements of curriculum design for developing competent Food Engineering graduate students (for problem-solving in food industry) via work-integrated learning mechanism","authors":"Ekarut Ruayruay, M. Nopharatana, K. Kirtikara, K. Chomsuwan","doi":"10.1109/TALE.2016.7851835","DOIUrl":"https://doi.org/10.1109/TALE.2016.7851835","url":null,"abstract":"This article presents the curriculum design of Food Engineering Practice School (FEPS) program at King Mongkut's University of Technology Thonburi (KMUTT), Thailand. The FEPS program is a two-year English program leading to a master degree's in Food Engineering. This program aims at producing a new breed of research engineers who are well-wised in both technical and essential working skills and equipped with hands-on experience in problem-solving in food industry. The research methodology was based on lesson learned method, where CIPP (Context, Input, Process and Product) model was used to set the topics for AAR (After Action Review) activity. Data collection was performed by getting involve in the student activities, observing the students' behavior and interviewing the steak-holders of the program in order to come up with the essential elements of curriculum design of FEPS program. It was found that FEPS curriculum consists of 3 essential elements with 6 learning activities including general lecture, specific lecture, knowledge development activity, learning skill development activity, food factory visit and problem-solving in practice site. These activities led to development of student competency that meets the program objective. FEPS graduates were able to get jobs within the first year of graduation and about 30.16% of them got promoted to the management level within 5 years. Feedback form the employers indicated that FEPS graduates are competent and well equipped with essential working skills. The program had generated about 21.62 million Baht/year to the industrial practice site.","PeriodicalId":117659,"journal":{"name":"2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134151157","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

Short-term exchange programs for engineering research education 短期工程研究教育交流项目

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851768

K. Miyahara, Toshihiro Tanaka

引用次数: 0

The development of MISDOP instructional package for antenna engineering course 天线工程课程MISDOP教学包的开发

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851825

N. Tangthong, S. Akatimagool

引用次数: 0

Item bank to estimate the answers of class evaluation questionnaire 题库用于估计班级评价问卷的答案

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2016-12-01 DOI: 10.1109/TALE.2016.7851786

Shuya Nakamura, Takatoshi Ishii, T. Akakura

引用次数: 1