2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)最新文献

Full STEAM ahead a manifesto for integrating arts pedagogics into STEM education Full STEAM提出了将艺术教学法融入STEM教育的宣言

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-08 DOI: 10.1109/TALE.2014.7062556

A. Connor, S. Karmokar, C. Whittington, Charles Walker

引用次数: 9

A system for the sharing and reuse of learning objects 一个用于共享和重用学习对象的系统

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062612

K. H. Huang, Y. S. Huang, K. Ssu, S. Tsai, Y. C. Huang, S. P. Ho, C. Wen

{"title":"A system for the sharing and reuse of learning objects","authors":"K. H. Huang, Y. S. Huang, K. Ssu, S. Tsai, Y. C. Huang, S. P. Ho, C. Wen","doi":"10.1109/TALE.2014.7062612","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062612","url":null,"abstract":"Nowadays, Web-based learning become one of the most important components in educational technologies and has been widely employed in both educational and non-educational institutions. However, many of the Web-based learning systems are closed system and use private internal format. The learning materials may be dispersed and stored in database or on the server's file system, therefore the learning materials are not easy to be extracted and reused. The downloaded content often cannot be operated as they were on the server. Therefore, sharing and reusing learning materials is an important issue but not an easy task in real world applications. In addressing the above problem, we proposed the information object model used to construct an information system for the mothballing, sharing, and reusing of digital contents. In our developments, two subsystems were implemented. The two subsystems developed apply the information object model to build and share the learning objects which comes with the benefits of portability, extensibility and reusability. One of the subsystems is used to build and compose learning objects. The other subsystem implementing a information object storage service can be used for sharing learning objects on a large scale. In this paper we will describe the important concepts and principles in the design of the system. We will present concisely the system used to build and share reusable learning objects.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125344633","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

Feasibility study on evaluation of audience's concentration in the classroom with deep convolutional neural networks 用深度卷积神经网络评价课堂观众注意力的可行性研究

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062642

Ryosuke Yoshihashi, Daiki Shimada, H. Iyatomi

引用次数: 5

Exploring the online interactions in social software 探索社交软件中的在线互动

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062554

F. Lin, Der-Fen Lin

引用次数: 0

Undergraduates investigation on how to effectively use tablet terminals in science experiment classes and engineering education through such investigation 通过调查，对大学生在科学实验课和工程教学中如何有效地使用平板终端进行了调查

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062567

M. Hasegawa, Shun Teshima

引用次数: 2

Developing a self-regulated oriented online programming teaching and learning system 开发面向自我调节的在线编程教与学系统

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062599

Tien-Chi Huang, Sung-Lin Lee, Yu Shu, Yong-Ming Huang, Shu-Hsuan Chang, Chien-Hung Liu, Yan-Zhang Huang

{"title":"Developing a self-regulated oriented online programming teaching and learning system","authors":"Tien-Chi Huang, Sung-Lin Lee, Yu Shu, Yong-Ming Huang, Shu-Hsuan Chang, Chien-Hung Liu, Yan-Zhang Huang","doi":"10.1109/TALE.2014.7062599","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062599","url":null,"abstract":"Along with the trend of computer technology, programming skill becomes the core competency of the future world, which highlights the importance of programming education. However, most of the related literature indicated that programming is difficult to be tackled for both learners who learn it and teachers who teach it. Despite of the importance, there are only a few cases in which teachers adopt system, which is made by programming, to teach students to design how to program. In this study, an online programming learning system was proposed to improve students' learning achievement, self-regulated learning ability and teachers' teaching experiences through several theory-based functions such as real-time screen-sharing, synchronous demonstration, and students' portfolio monitoring. To explore the learning efficiency of the proposed system, a one-group pretest-posttest design was performed in which 45 freshmen IT students were participants. The results have shown that meta-cognitive strategy and the programming achievement have improved. In the future, researchers will continue to adjust LETJS (Learning with Entertainment and Training in JavaScript) system and teaching strategy, taking an innovative approach to reach the goal of improving self-regulated action control strategy.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121753386","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: 11

Utilizing semantic web technologies and data mining techniques to analyze students learning and predict final performance 利用语义网技术和数据挖掘技术分析学生的学习并预测最终表现

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062571

F. Grivokostopoulou, I. Perikos, I. Hatzilygeroudis

{"title":"Utilizing semantic web technologies and data mining techniques to analyze students learning and predict final performance","authors":"F. Grivokostopoulou, I. Perikos, I. Hatzilygeroudis","doi":"10.1109/TALE.2014.7062571","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062571","url":null,"abstract":"E-learning systems are becoming a fundamental mean of education delivery. Recently, data mining techniques have been utilized by tutors and researchers to analyze students learning with the aim to get deeper sight of it and improve the quality of the educational procedures. In this paper, we present a methodology to analyze students learning and extract semantic rules that can be used to predict student's final performance in the course. Specifically, the students' performance at interim tests during the semester is analyzed and the methodology utilizes decision trees and extracts rules to make predictions regarding the student's final performance in the course. The methodology has been integrated in an educational system used to assist students in learning the Artificial Intelligence (AI) course in our university. The educational system utilizes semantic web technologies such as ontologies and semantic rules to enhance the quality of the educational content and the delivered learning activities to each student. The methodology can assists the system and the tutor to get a deeper insight of the students' performance, trace students that are underachieving or in the edge to fail the final exams and also offer proper recommendations and advises to each one and drive broader pedagogical improvements.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121763029","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: 34

Work in progress: Simple software solution for accessing remote lab on mobile devices 正在进行的工作:用于在移动设备上访问远程实验室的简单软件解决方案

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062588

D. Samuelsen, Joakim Bjørk, O. Graven

引用次数: 5

Does gender matter for collaborative learning? 性别对协作学习有影响吗?

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062581

Ling Cen, D. Ruta, Leigh Powell, Jason W. P. Ng

{"title":"Does gender matter for collaborative learning?","authors":"Ling Cen, D. Ruta, Leigh Powell, Jason W. P. Ng","doi":"10.1109/TALE.2014.7062581","DOIUrl":"https://doi.org/10.1109/TALE.2014.7062581","url":null,"abstract":"In our recent work we have proven quantitatively that collaborative learning improves students' knowledge retention and boosts the quality of attained learning outcomes. In this research we investigate the role that the students' gender plays in their engagement during collaborative learning and their learning performance as assessed by the teacher. In the context of the EBTIC developed Collaborative Learning Environment deployed at Khalifa University along the sequence of three group courseworks over one semesters, we intend to explore the differences between the collaborative learning style and quality in female, male and mixed-gender groups. The series of detailed cross-gender learning engagement and performance comparisons indicate that female groups tend to work simultaneously and achieve better results while male group members engage less and work in sequence. As a result female groups exploit the added benefits of collaborative learning more than the male groups. What is striking, however, the members of the mixed-gender groups excel the most, significantly improving their engagement, focus and the quality of groupwork comparing to same-gender groups. We believe this outcome delivers yet another proof of the synergies and efficiencies of interactive learning in a diverse group of students and encourages mixing genders when composing groups for collaborative learning.","PeriodicalId":230734,"journal":{"name":"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"316 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134541907","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: 14

Embedded formative assessment in the undergraduate engineering classroom 工程本科课堂的嵌入式形成性评价

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2014-12-01 DOI: 10.1109/TALE.2014.7062618

F. Kowalski, S. Kowalski

引用次数: 11