2013 Learning and Teaching in Computing and Engineering最新文献_第2页

Case-Based Instruction of Digital Integrated Circuit Design Courses for Non-major Undergraduates 非专业本科生数字集成电路设计课程的案例教学

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.21

Shih-Lun Chen, Yu-Kuen Lai, Wei Hu, Danny Wen-Yaw Chung

{"title":"Case-Based Instruction of Digital Integrated Circuit Design Courses for Non-major Undergraduates","authors":"Shih-Lun Chen, Yu-Kuen Lai, Wei Hu, Danny Wen-Yaw Chung","doi":"10.1109/LaTiCE.2013.21","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.21","url":null,"abstract":"With the rapid growth of semiconductor industry, there are more and more non-major students hope to learn digital integration circuit (IC) design methodology to improve the performance of their systems. However, the digital IC design methodology becomes more and more abstract to be studied because it tends to hardware description language (HDL) base. It is difficult for undergraduates to study. In this paper, an initial study of using case-based instruction in digital IC design course is described. The proposed case-base course consists of example cases, ten labs, and two projects. Each case includes illustrations of physical architecture, HDL codes, truth tables, waveform, and comments. Students can understand the meaning of HDL by referring to physical architecture, truth table, and waveform with HDL codes. It helps students to understand HDL more realistically rather than abstractively especially for non-major undergraduates. To investigate the effect of case-based instruction for non-major undergraduates, a specific class was constructed by 56 % major and 44 % non-major undergraduates. In the end of the course, both major and non-major undergraduates verified all practical labs and projects successfully. The average scores of agreement are 4.56 by major students and 4.44 by non-major students with a 5-level agreement questionnaire. The results of questionnaire show that most of students liked case-based instruction and looked forward to study other case-based engineering courses in the future.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131239019","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

Practice Sharing Paper: Motivating Computer Scientists to Engage with Professional Issues: A Technology-Led Approach 实践分享论文:激励计算机科学家参与专业问题:以技术为主导的方法

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.49

S. White, H. Davis

{"title":"Practice Sharing Paper: Motivating Computer Scientists to Engage with Professional Issues: A Technology-Led Approach","authors":"S. White, H. Davis","doi":"10.1109/LaTiCE.2013.49","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.49","url":null,"abstract":"Modules in professional issues sometimes sit a little awkwardly in the computer science curriculum. They can be seen as an island of discursive teaching coming from what Biglan might have termed the 'soft applied' field of study. In computer science the more usual context is of knowledge and skills based learning and activities of a 'hard pure/hard applied' fields of study. This gap may be particularly difficult in those countries where students arrive who have specialized early in subjects related to science, technology and mathematics. The authors of this practice sharing paper have had many years of experience teaching such modules to computer science cohorts, but have recently been faced with the challenge of consolidating two distinct courses previously taught in years one and two of the undergraduate curriculum. The resultant course was required to be one quarter smaller in terms of its notional hours, and there was a need to save on face-to-face contact time. There is a considerable challenge generated by the squeezing of content an contact while at the same time trying to motivate students with a strong technical motivation to spend time on a topic which is not, at first glance, directly relevant to their chosen specialisms. The paper will present a description of the motivations for designing the module and the approaches taken primarily from the perspective of the teachers and the small curriculum design support team. We will provide a detailed explanation of the rationale alongside a consideration of the impact and implications of this type of change. We will situate our rationale in the context of striving to motivate the learners' to gain a deeper insight into their own learning and technological preferences in such a way that they can take ownership of the new approaches to which they have been introduced in a way which they will sustain during their future individual professional development.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"804 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133171531","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

What is Feedback? Connecting Student Perceptions to Assessment Practices 什么是反馈?将学生认知与评估实践联系起来

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.36

A. Pears, James Harland, M. Hamilton, R. Hadgraft

{"title":"What is Feedback? Connecting Student Perceptions to Assessment Practices","authors":"A. Pears, James Harland, M. Hamilton, R. Hadgraft","doi":"10.1109/LaTiCE.2013.36","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.36","url":null,"abstract":"This paper reports outcomes from an international study examining student perceptions of feedback. Recent work by Grahame Gibbs identifies linkages between current and subsequent course activities as a critical factor in whether students value the feedback they receive. We have investigated the frequency and nature of feedback given to students in two large introductory course settings in engineering and computing in Australia and Sweden and contrasted this with student perceptions of the quality of feedback they received. Data analysed includes audits of levels of verbal and written feedback on assignment work returned to students, and an exploration of student attitudes to feedback in the context of the questions asked in course evaluation questionnaires. Drawing on the work of Gibbs on feedback, and Biggs on constructive alignment we propose four principles for achieving student relevant course feedback. The paper uses these principles as a framework with which to deconstruct and analyse the feedback processes and learning activities of the 2012 versions of the two target courses. The analysis demonstrates that several key principles have been violated. We also discuss how new learning activities could be designed and evaluated to address the concerns we have identified. The results highlight the contextual nature of how feedback is perceived and valued by learners. This provides useful practical guidelines to academics wishing to optimise the value of feedback to students, and minimise wasted effort associated with giving types of feedback that have little value for learners, and which consequently often remain unread.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134113548","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

Computer Science Education: The First Threshold Concept 计算机科学教育:第一个门槛概念

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.32

Nickolas J. G. Falkner, R. Vivian, K. Falkner

{"title":"Computer Science Education: The First Threshold Concept","authors":"Nickolas J. G. Falkner, R. Vivian, K. Falkner","doi":"10.1109/LaTiCE.2013.32","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.32","url":null,"abstract":"When presented with results and evidence that clearly show how teaching and learning can be improved, it is not uncommon for such ideas to be rejected because of personal experience, inter-disciplinary suspicion or because the information seems to completely counter all previously accepted wisdom. Such behaviour in students could be classified as a reaction to alien and counter-intuitive knowledge, as described in the works of Meyer and Land on threshold concepts. Since the threshold concept is, itself, a product of educational research, we would expect to have difficulty in explaining this concept to our colleagues. This is one possible explanation for the relatively slow penetration of computer science specific educational theory into modern computer science teaching practice. In this paper we examine the application of the threshold concept theory to the whole of our field of education, using the literature to find examples of how troublesome knowledge does, or does not, spread throughout the academic community. We track the adoption and display of knowledge of key concepts in Computer Science educational research, in order to identify common patterns in adoption and, by providing models to explain the flow of information across our discipline, provide an early indication of the role that threshold concepts (as a barrier to understanding) are playing in the community.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125876746","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

Empirical Study on the Effect of Achievement Badges in TRAKLA2 Online Learning Environment 成绩徽章在TRAKLA2在线学习环境中的作用实证研究

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.34

Lasse Hakulinen, Tapio Auvinen, A. Korhonen

{"title":"Empirical Study on the Effect of Achievement Badges in TRAKLA2 Online Learning Environment","authors":"Lasse Hakulinen, Tapio Auvinen, A. Korhonen","doi":"10.1109/LaTiCE.2013.34","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.34","url":null,"abstract":"Achievement badges are a form of gamification that can be used to motivate users and to encourage desired actions. In this study, we describe and evaluate the use of achievement badges in the TRAKLA2 online learning environment where students complete interactive, automatically assessed exercises about data structures and algorithms. The students' activity in TRAKLA2 was logged in order to find out whether the achievement badges had an effect on their behavior. We used a between-subject experimental design where the students (N=281) were randomly divided into a treatment and a control group, with and without achievement badges. Students in the treatment group were awarded achievement badges, for example, for solving exercises with only one attempt, returning exercises early, or completing an exercise round with full points. Course grading was similar for both groups, i.e. collecting badges did not affect the final grade. Our results show that achievement badges can be used to affect the behavior of students even when the badges have no impact on the grading. Statistically significant differences in students' behavior were observed with some badge types, while some badges did not seem to have such an effect. We also found that students in the two studied courses responded differently to the badges. Based on our findings, achievement badges seem like a promising method to motivate students and to encourage desired study practices.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125079408","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: 187

NIME Education at the School of Arts of the Portuguese Catholic University/CITAR 葡萄牙天主教大学艺术学院NIME教育

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.50

L. Martins, Á. Barbosa

引用次数: 0

Neo-piagetian Forms of Reasoning in Software Development Process Construction 软件开发过程构建中的新梯形推理形式

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.23

K. Falkner, R. Vivian, Nickolas J. G. Falkner

{"title":"Neo-piagetian Forms of Reasoning in Software Development Process Construction","authors":"K. Falkner, R. Vivian, Nickolas J. G. Falkner","doi":"10.1109/LaTiCE.2013.23","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.23","url":null,"abstract":"ICT students continue to struggle in their development of fundamental programming skills and software development processes. Crucial to successful mastery is the development of discipline specific cognitive and metacognitive skills, including self-regulation. We can assist our students in the process of reflection and self-regulation by identifying and articulating successful self-regulated learning strategies for specific discipline contexts. However, in order to do so, we must develop an understanding of those discipline specific strategies that can be successful and readily adopted by students, and ways of understanding and articulating successful mental models. In this paper, we explore a Neo-Piagetian analysis of students' reflections upon their software development processes, enabling us to identify mental models for software development. We adopt a case study approach, identifying key examples of pre-operational behaviours that rely upon self-regulated learning strategies in place of articulated mental models, through to formal operational behaviours exhibiting complex, multi-relationship models of software development and design activities. Our study provides support for pedagogy for sharing of mental models and strategies amongst students, and guiding students by explicitly modelling the software development process.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122320189","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: 8

Misconceptions in Visual Algorithm Simulation Revisited: On UI's Effect on Student Performance, Attitudes and Misconceptions 重新审视视觉算法模拟中的误解:UI对学生成绩、态度和误解的影响

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.35

V. Karavirta, A. Korhonen, O. Seppälä

引用次数: 13

Facebook as an Informal Learning Space Channel: The São José, Macao Cases Facebook作为非正式学习空间渠道:以澳门个案为例

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.17

Su Long Kio, J. Negreiros

{"title":"Facebook as an Informal Learning Space Channel: The São José, Macao Cases","authors":"Su Long Kio, J. Negreiros","doi":"10.1109/LaTiCE.2013.17","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.17","url":null,"abstract":"Broadly, on-line communication platforms are online resources that allow the exchange of information using the Internet. They include Email, Instant Messaging, Online Open Forums, Online Blogging and Social Networking Sites. All these platforms have their own specialties and properties. In education, there are great advantages for high-schools to utilize these online communication platforms, especially Online Open Forums and Social Networking Sites. Communication is the backbone of education. Everything from classroom teaching to school policy making depends on effective communication [1]. With these new communication platforms at hand, schools can develop more adaptable and friendly channels among students, teachers and management (only the first two interveners are covered under this study). Various components of the schools will essentially work together in a more collaborative and regenerative way [2]. This research paper analyses how online communication platforms are changing the internal nature of education. It takes sample populations from two schools in Macao (Pre-University of the University of Saint Joseph, USJ, and Colégio Diocesano de São José, CDSJ) with different backgrounds such as medium of language, level of degree, professor's background and style of teaching. Teachers of these schools are communicated first for their opinion on key elements to improve learning with online communication platforms. These factors are implemented in a platform such as Social Networking Sites. As expected, students are instructed to utilize this platform (Facebook) to enhance their learning practice and experience. The result of this utilization is assessed in terms of student opinions and feedback.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126709262","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

Java Assist Learning System for Assisted Learning on Facebook Java辅助学习系统在Facebook上的辅助学习

2013 Learning and Teaching in Computing and Engineering Pub Date : 2013-03-21 DOI: 10.1109/LaTiCE.2013.10

Chien-Hung Lai, Wei-Ching Lin, B. Jong, Yen-Teh Hsia

{"title":"Java Assist Learning System for Assisted Learning on Facebook","authors":"Chien-Hung Lai, Wei-Ching Lin, B. Jong, Yen-Teh Hsia","doi":"10.1109/LaTiCE.2013.10","DOIUrl":"https://doi.org/10.1109/LaTiCE.2013.10","url":null,"abstract":"When students encounter learning difficulties in learning process, they often ask peers to find answer instead of asking teacher. But sometimes peers' ability is poor or ask question at wrong time, so they cannot get the answer immediately. And then they generate frustration of learning, thus lose their learning enthusiasm. In order to effectively improve the situation, to enable students can get answers in the shortest time. This study takes characteristics of the social network platform. The social network platform have advantage of notification and reminders, it allow students to get the answer immediately. Especially Facebook occupies the highest utilization rate in many social networking platforms. Facebook is very popular in recent years, it occupies a very high utilization rate of the Taiwan college students. Facebook boomed the research which been studying by many scholars. However, past studies mostly focused on the users use motivation of Facebook use application program of Facebook. There are been rarely explored about Facebook, especially in the educational aspects of application. Therefore this study use the function of Facebook as the tool, design a system about Java-Assisted Learning System (JALs) to help students learn programming. Because the system is built on Facebook, it let students can seek assistance immediately in the process of programming. The experimental results show that students not only give positive recognition for JALs, but also recognize the help about learning. And it can be seen, student who use JALs assisted learning system has the better learning achievements, it represents the JALs can enhance the effect of learning for students.","PeriodicalId":143939,"journal":{"name":"2013 Learning and Teaching in Computing and Engineering","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127188772","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