2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)最新文献

{"title":"Is reflective writing an effective peer assessment tool for students in Higher Education?","authors":"B. Baruah, T. Ward, N. Jackson","doi":"10.1109/ITHET.2017.8067802","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067802","url":null,"abstract":"Today the ability to monitor and evaluate the performance of team members and identify their strengths and weaknesses is highly crucial in any organizational role. Higher Education Institutes (HEIs) are adopting different strategies in their teaching curricula and assessment methods to encourage the development of team management skills among graduates, one of which is peer assessment. It is an important component in the design of an effective learning environment in Higher Education (HE) and for promoting a strong participatory and collaborative culture among students. It provides students with a platform to not only engage with the HE learning process but also to learn from each other by receiving and giving critical feedback. Reflective writing in HE offers a flexible platform for students to discuss the contributions made by peers in teamwork however, not many researchers have looked at its potential as a peer assessment tool. This study addresses this gap by using the case study of the MSc Engineering Management (EM) programme at York (UK). Using the method of content analysis, this study looks at the quality of peer assessment and the skills gap analysis demonstrated in the reflective assignments students undertake in one of the modules. The findings show the viability and potential of this method for building peer assessment skills. It eliminates some of the limitations like bias among students usually encountered in other peer assessment tools. It also helps in skills gap analysis and for understanding group dynamics in teamwork. Students should therefore, be encouraged to seek the application of such tools for skills analysis, to build up confidence in peer assessment and boosting employability factors.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123791438","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":"Web accessibility polices of higher education institutions","authors":"Patricia Acosta-Vargas, S. Luján-Mora, Luis Salvador-Ullauri","doi":"10.1109/ITHET.2017.8067808","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067808","url":null,"abstract":"This article describes a study on the assessment process of web accessibility policies adopted by 51 university websites across the world, which are ranked by Webometrics. The web accessibility assessment was aimed at validating compliance with Web Content Accessibility Guidelines 2.0; these guidelines are defined and published by the World Wide Web Consortium. The primary goal of this study is to identify a group of universities with academic prestige and determine their level of commitment to providing accessible information about university facts and activities through their main websites, as well as making it available to everyone including people with disabilities. Awareness about the scope of web accessibility policies is a topic of interest for organizations that are operating a website. Some policies can be applied to address internet issues such as privacy of personal data and web accessibility for people with disabilities. Policies of web accessibility are dynamic in nature due to the evolution of technology; therefore, any gaps in web accessibility should be addressed immediately and applied at different levels within an organization. From a legal perspective, in some websites, policies are depicted in the legal terms posted in the website, and in the functionality and features that the website offers to its users. In the evaluation phase various parameters were tested such as the implementation of web accessibility policies, version, level, availability of contact information for complaints, conformance logo, educational information, and help and support tools.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129368700","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":"Peer assessment augmented with digital badges: A first experience report","authors":"D. Suníková, Z. Kubincová, Sabin Simionescu, E. Popescu","doi":"10.1109/ITHET.2017.8067799","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067799","url":null,"abstract":"In this paper we introduce an approach for using peer assessment augmented with digital badges in a project-based learning scenario. We present preliminary results from a students' questionnaire showing that the project was a real success in terms of learner satisfaction. Peer assessment and badges were perceived mostly positive by the students. We also propose several improvements, which could eliminate technical and procedural issues and boost students' satisfaction with the peer assessment system in the future.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"545 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133137619","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":"Computer science teacher training","authors":"E. Zur, T. Benaya","doi":"10.1109/ITHET.2017.8067797","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067797","url":null,"abstract":"The Open University of Israel offers a program of study for Computer Science graduates towards a high school Teaching Certificate in Computer Science. The program is unique in that it enables studying towards the certificate in a distance learning environment and therefore can be pursued by people who wish to combine further education with careers and personal responsibilities. In this paper we describe the Teaching Certificate Program which provides an opportunity for Computer Science graduates to pursue an educational career. Particularly we describe the course “Methodology of Computer Science Teaching” which utilizes multi-media technologies expressly developed for distance learning. In addition we present some statistics regarding the program, such as: the number of students enrolled in the program, age and gender distribution.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128212782","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":"Flipped gaming for enhanced learning outcome crisis preparedness courses","authors":"Geir Ove Venemyr, B. Bakken, L. Kiønig, Ole Jorgen S. Ranglund, Stig Holen, H. Haave, T. Vold, R. Braun","doi":"10.1109/ITHET.2017.8067830","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067830","url":null,"abstract":"Preparing for crisis and incidents have gained an increased focus, also within the educational system. At The Inland University of Applied Sciences, Campus Rena, in Norway, a Bachelor study is developed to cater for the increased need for educating staff not only in municipalities, but also in private organizations. Regulations and governmental instructions have also created a void between staff that can and know how to handle crisis and staff that need to know how to handle crisis. In addition, the preparedness issue, in order to avoid crisis, has received a lot of attention. The study has until recently been a mix of ordinary classroom education and exercises, both live and table top exercises, both which is costly and time consuming both in planning and execution. Two years ago, some faculty staff and a small group of students started to look into using games for educational purposes. Some of the games were free ware and downloadable from the internet, another game was developed by Bohemia Interactive Simulations (https://bisimulations.com/). Combining using MeTracker (http://www.concorde-project.eu/index.php/results/developments/the-training-tools/1-metracker) for organizing the work during a training process, and the developed game, this has proved to be a powerful tool for learning about how to be prepared for and handle crisis. Even if the initial costs for development and licenses have been somewhat substantial, the tools will provide the students with a unique possibility of simulating crisis in a higher volume than what is possible using live exercises. So far, the faculty staff has developed the scenarios for the students to play. The change from this is now to use a game based environment to play scenarios developed by the students themselves. The students that have tested this is in the third year of their study and the preliminary feedback from the students on this approach has been positive. The paper presents the results from interviews and observations, looking to establish how this approach has supported an enhanced learning outcome. Preliminary results provide support to the ideas of using the students own backgrounds and starting the reflection processes earlier (than in “ordinary” exercises). Also letting the students be actors in their own scenario can contribute towards the learning outcome. This combination of utilizing a game based and computer-based environment, with a physical play sphere, in combination with a prior session with scenario development, can prove to be the next step in utilizing game based learning. The paper also present a theoretical reasoning for utilizing games, and discuss how developing scenarios support reflection processes that will in turn enhance learning outcomes from a course. Kolb's experiential learning cycle in its original form provide valuable clues towards the processes that needs to be considered, and Donald Schön's works regarding the “reflective practitioner” contributes to enhance th","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122262635","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":"How universities and employers specify competence in generic skills findings from an analysis of job advertisements","authors":"A. Ward, B. Baruah, Adeyosola Gbadebo","doi":"10.1109/ITHET.2017.8067829","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067829","url":null,"abstract":"The world of Higher Education (HE) uses ‘learning outcomes’ as the usual way of specifying what any particular educational activity is designed to do. They are outcome-based statements of the learning that is occurring in the programme. The learning outcome is also the basis upon which the ‘competence’ of the student is assessed. In technical subjects this assessment is relatively ‘hard’ in that the statement of competence in a topic such as Mathematics is relatively clear to the academic doing the assessment, the student being assessed and employers seeking that competence. The picture is less good when considering generic skills. Here the term “generic skills” is taken to be the same as transferable skills and overlaps considerably with employability skills and lifelong learning skills. This paper reports on one of the findings of a study that is exploring the mismatch in the terminology of generic skills and specifically how employers articulate the level of competence they seek in prospective employees as articulated through job adverts. The paper reports on an analysis of 92 online Biomedical Engineering, Hydro Energy and Solar Power job adverts. A total of 30 unique adjectives were identified including “exposure to” and “familiarity with” to “excellent”, “brilliant”, “impeccable” and “fantastic”. The paper briefly describes the overall research question and sets the work reported in the context of the wider project, defines the methodology being followed and presents the results including how the frequency of adjective usage changes with level of job position in the hierarchy. The conclusion drawn is that there is a gap in the way the competence in generic skills is specified between the supply and demand sides of the employment transition. The paper discusses the justification for a gap as well as the problems this causes.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130469717","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":"Development of a educational three dimensional computer game by using virtual reality utilities","authors":"Georgi V. Hristov, Jordan Raychev, Diyana Kyuchukova, P. Zahariev","doi":"10.1109/ITHET.2017.8067816","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067816","url":null,"abstract":"Contemporary generation today can be called digital generation because of the advancement of Information and communication technologies and the necessity of using them. The modern ICT technologies occupy our lives and change the way people learn, educate, work and even entertain. The main objective of this paper is to focus on educational aspect and more precisely how the new technologies influence the student's perception of effective learning. There is no doubt that the present generation requires digital utilities like technological means, Internet and even social networks for education in order to adapt the current lifestyle. The paper is focused on creating interactive computer game by the means of virtual reality and investigating the integration of such games into traditional education in particular the influence over students.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131144456","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 framework for comparing concept maps","authors":"C. Limongelli, F. Sciarrone, Matteo Lombardi, A. Marani, M. Temperini","doi":"10.1109/ITHET.2017.8067818","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067818","url":null,"abstract":"Concept maps are at the base of teaching activity and they are widely used in the process of creating courses. In the perspective of reusing learning materials, we could do the same (reuse) also with concept maps. Unfortunately concepts maps are hard to compare in an educational setting, as most of the algorithms applied to this task work mainly on structural similarity, and may take into limited account pedagogical issues. In this work, we consider some measures that take into consideration both structural and didactic aspects of the concept maps, such as the prerequisite relation and the commonality of concepts, and present a framework that allows teacher to draw and/or compare her concept map with maps proposed by other teachers, in order to highlight common pedagogical aspects.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132711044","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 interactive instructional tool for presentation of structured knowledge","authors":"M. Marinov","doi":"10.1109/ITHET.2017.8067787","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067787","url":null,"abstract":"The process of how knowledge acquisition is not easy for a student to understand without practical experience to this process. It is desirable to use an interactive tool which allows the learner to effectively apply the theory in a practical scenario in order to illustrate the process of domain modelling. Knowledge representation has played an important role in the development of Artificial Intelligence techniques and remains one of the strongest subfields of Artificial Intelligence. The frames and their isomorphism are suitable representation for a complex knowledge. This paper describes the general features of the frames as well as the elements of a frame which are slots, facets and values. The functional capabilities of the frame editor are briefly formulated. The instructional tool assists in the ability to grasp and maintain correct knowledge structure while performing consistency checks on the updated base skills. The tool allows students (domain experts) to quickly obtain appropriate proficiency without knowledge in programming language. This article presents the architecture of the frame extraction service.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133846360","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":"Transdisciplinary learning in technology degrees","authors":"Wayne Brookes","doi":"10.1109/ITHET.2017.8067823","DOIUrl":"https://doi.org/10.1109/ITHET.2017.8067823","url":null,"abstract":"This paper outlines a new kind of degree that has technology at its core, but is transdisciplinary in nature. Rather than students learning knowledge in discrete disciplinary blocks, they are exposed to ideas and practices from a wide variety of disciplines, and use these to create new ways of working that are underpinned by capabilities in computational thinking, complex systems, data and reasoning.","PeriodicalId":213786,"journal":{"name":"2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117098387","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}