2009 39th IEEE Frontiers in Education Conference最新文献_第3页

Work in progress - gender and leadership: The creation of a graduate course 正在进行的工作-性别与领导力:研究生课程的创建

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350842

Beth M. Holloway, T. Reed-Rhoads, R. Dohrman, Nathalie Duval-Couetil

{"title":"Work in progress - gender and leadership: The creation of a graduate course","authors":"Beth M. Holloway, T. Reed-Rhoads, R. Dohrman, Nathalie Duval-Couetil","doi":"10.1109/FIE.2009.5350842","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350842","url":null,"abstract":"Using as the initial foundation a new undergraduate course offered through Purdue University's Entrepreneurship Program called “Women and Leadership”, a much needed graduate course on “Gender and Leadership” was developed. Benchmarking of similar courses was incorporated with a literature search related to gender, leadership, and the intersection of the two. These areas are of high importance to the future of engineering education in relation to diversity and skills. The resulting course examines gender and leadership as well as their intersections and their relevance to the lives of engineers and engineering educators. The course explores the social constructions of gender, gendered organizations, gendered leadership, obstacles to women's full participation in leadership positions, the intersections of gender with race, ethnicity, class and those effects on leadership, and a framework for gender equity. Students have the opportunity to explore facets of diversity (gender, race, and ethnicity) and its affect on the majority and non-majority populations with respect to leadership positions, particularly within an engineering professional context.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128002761","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

Empirical usage metadata in learning objects 学习对象中的经验使用元数据

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350779

Gwen Nugent, K. Kupzyk, S. Riley, L. D. Miller, Jesse Hostetler, Leen-Kiat Soh, A. Samal

{"title":"Empirical usage metadata in learning objects","authors":"Gwen Nugent, K. Kupzyk, S. Riley, L. D. Miller, Jesse Hostetler, Leen-Kiat Soh, A. Samal","doi":"10.1109/FIE.2009.5350779","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350779","url":null,"abstract":"The iLOG Project (Intelligent Learning Object Guide) is designed to augment multimedia learning objects with information about (1) how a learning object has been used, (2) how it has impacted instruction and learning, and (3) how it should be used. The goal of the project is to generate metadata tags from data collected while students interact with learning objects; these metadata tags can then be used to help teachers identify learning objects that match the educational and experiential backgrounds of their students. The project involves the development of an agent-based intelligent system for tracking student interaction with learning objects, in tandem with an extensive learning research agenda. This paper provides an overview of this NSF-funded project, focusing on the instructional approach and research on varying levels of active learning and feedback. Using a randomized design and a hierarchical linear modeling framework, research showed that the active learning conditions resulted in significantly higher student learning. The elaborative feedback results approached (p = .056), but did not reach, the established significance criteria of alpha = .05. Both active learning conditions and one of the elaborative feedback conditions resulted in significantly higher content assessment scores compared to a control group.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115819083","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

Work in progress - IEEEXtreme: From a student competition to the promotion of real-world programming education 正在进行的工作- IEEEXtreme:从学生竞赛到促进现实世界的编程教育

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350540

R. J. Machado, Pedro Guerreiro, Elizabeth Johnston, M. Delimar, Miguel A. Brito

引用次数: 6

Exploring what engineering doctoral students, aspiring to faculty careers learn about research from faculty mentors 探索什么工程博士生，有志于教师职业学习从教师导师的研究

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350497

T. Saddler

引用次数: 2

Using semantics in INES, an Intelligent Educational System 语义在智能教育系统INES中的应用

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350539

F. M. Mikic Fonte, J. Rial, M. Llamas-Nistal, D. F. Hermida

引用次数: 4

A holistic framework to support ICT-based early childhood education processes 支持基于信息通信技术的幼儿教育进程的整体框架

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350515

Rubén Míguez, Juan M. Santos, L. Anido

{"title":"A holistic framework to support ICT-based early childhood education processes","authors":"Rubén Míguez, Juan M. Santos, L. Anido","doi":"10.1109/FIE.2009.5350515","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350515","url":null,"abstract":"Modern societies have recently changed their point of view about childhood education. Nowadays, kindergarten teachers are not only responsible for children's upbringing but they complement the educational role of families at home. In this new educational scenario, families and teachers present novel demands as real-time information about centers and its services, tools to track children progress or recommend new activities, new ways of communication, etc. Integration of ICT tools can offer a solution to those demands. Some electronic devices and software applications are being applied to this educational domain. However, they are used in isolation, lacking integration mechanisms that would improve their efficiency. This paper proposes a holistic framework that provides a set of ICT-based services designed taking into consideration the distinctive features of early care settings. We present the main design guidelines of a standard-based Reference Architecture that fosters interoperability and convergence between diverse technologies and heterogeneous systems. The deployment of such a system, based upon Standards and Specifications for Learning Technologies, facilitates the development and integration of ICT tools. It supports early childhood education processes, encourages parents involvement and fosters the cooperation between families and practitioners.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130893177","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: 9

Work in progress - globalization and business innovation: How do we best prepare millennial-generation engineering students for complex challenges? 正在进行的工作-全球化和商业创新:我们如何最好地为千禧一代工程专业学生应对复杂挑战做好准备?

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350664

L. Kahle, K. Hansen

引用次数: 1

Work in progress - a research-based tool kit for communicating unique messages about engineering to first generation college students 正在进行的工作-一个基于研究的工具包，用于向第一代大学生传达关于工程的独特信息

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350856

J. Trenor, D. Grant

引用次数: 5

Cognitive effects of the LV Approach on kanji learners: A novel approach using learner's personal visual cognition LV教学法对汉字学习者的认知效果:一种利用学习者个人视觉认知的新方法

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350541

Luis Inostroza Cueva, M. Murota, Toshihiro Hayashi, Hiroyuki Mitsuhara, Naka Gotoda, Y. Yano

{"title":"Cognitive effects of the LV Approach on kanji learners: A novel approach using learner's personal visual cognition","authors":"Luis Inostroza Cueva, M. Murota, Toshihiro Hayashi, Hiroyuki Mitsuhara, Naka Gotoda, Y. Yano","doi":"10.1109/FIE.2009.5350541","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350541","url":null,"abstract":"This study focuses on the issue of how kanji learners mentally “deconstruct” a kanji as they view it and how they may update this visual deconstruction over time as they learn kanji. The research problem deals with the question of whether or not an innovative kanji learning approach, the “Learner's Visualization (LV) Approach”, assists learners in significantly updating their personal kanji deconstruction visualization (which refers to how the learner visually divides a given kanji into smaller, manageable parts). With the LV Approach, in contrast to other kanji learning approaches, kanji learners themselves decide which way to divide a kanji into smaller parts, allowing them to thus choose the complexity level and number of parts of that particular kanji according to their personal visual cognition. To support the analysis of the kanji visualization process, we developed a kanji learning support system based on the LV Approach. The analysis of our results proves the existence of the positive effect of using this novel approach in kanji learning; learners progressively move towards visually dividing kanji into fewer and fewer blocks.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132646469","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

Social Media Theory and Practice: Lessons learned for a pioneering course 社交媒体理论与实践:一门开创性课程的经验教训

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350773

Stephen Jacobs, Christopher A. Egert, S. Barnes

引用次数: 7