2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)最新文献

{"title":"Creating Activities for After School Robotic Workshop with Ozobot Evo","authors":"Karolína Mayerová, Z. Kubincová, M. Veselovská","doi":"10.1109/ithet46829.2019.8937366","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937366","url":null,"abstract":"For several years we have been developing and adjusting the structure and content of the university course about educational robotics based on the number and characteristics of our students. In the paper, we present the results of our qualitative research in the field of educational robotics, which we conducted in this course designed for master students. As part of the research topic, we have chosen two areas that we are focusing on: (1) process, form, content, and results of a university course of educational robotics for future teachers; (2) advantages and disadvantages of working with Ozobot Evo robot. During the course, our students were creating activities for leisure time robotic workshops for pupils aged between 7 and 15. These activities were tested in parallel at workshops in a leisure time center, so students were given immediate feedback on the materials they had created. In our course, we used modern learning concepts such as project-based learning. We observed students having developed several competencies.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129659788","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":"Augmented Reality to support education in Industry 4.0","authors":"Antonio Cazzolla, R. Lanzilotti, T. Roselli, Veronica Rossano","doi":"10.1109/ithet46829.2019.8937365","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937365","url":null,"abstract":"Game-based learning is one of the most widespread approaches in educational and training processes. The success of the integration of the entertainment dimension in learning has been largely documented. It is important to make the learning process attractive not only for kids but also for adults who need to acquire new knowledge and skills to be in line with the new competences required by the job market. Thus, in line with the requirements of Industry 4.0, all companies, especially the smallest ones, should upgrade their work processes to permit to keep up with larger and technologically advanced companies. In this context, the Competences Lab for Industry 4.0 (C-LAB 4.0) project aims to define a participatory model for the promotion of educational and training processes supported by a game simulation solution. The article presents an application for geometric solids developed as proof-of-concept of the use of Augmented Reality (AR) in educational contexts. A comparative study proves the learning effectiveness of the defined AR application used as support in a traditional learning context.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114733895","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 Educators Design Group Learning Scenarios in Higher Education?","authors":"E. W. Oliveira, M. Borges","doi":"10.1109/ithet46829.2019.8937375","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937375","url":null,"abstract":"Collaborative learning (CL) processes are not always effective and the inadequate design of CL scenarios is one of the main causes of their unsuccess. An essential problem is that designing CL scenarios is a complex task, since it involves countless requirements and constraints that affect learning process and hence learning outcomes. Consequently, CL scenarios are usually inappropriately structured. This paper is particularly interested in analyzing the complexities inherent to the process of designing CL scenarios. Its goal is to investigate and obtain information regarding how educators perform designing of CL scenarios while teaching an undergraduate course. In order to accomplish this, a set of 12 design principles was defined. Moreover, an exploratory study (semi-structured interviews with 30 educators of a university) was conducted and the principles were used to analyze the interviews' data. The results show that educators, in general, perform an inappropriate design of CL scenarios - failing to specify essential parameters and processes, mainly regarding the guidance of the students' actions and evaluation of their learning - therefore, indicating the need to provide educators with proper and useful guidance.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134163946","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":"Implementing Online Peer-Assisted Learning for Teaching Case Study Coursework","authors":"M. Abushammala","doi":"10.1109/ithet46829.2019.8937369","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937369","url":null,"abstract":"Case study teaching is now frequently appear in many disciplines such as law, medical, education, science, and engineering. It is a very effective technique allows students to develop their creativity and innovative thinking for solving real-life problems that they might face in their career fields after graduation. Many students especially first and second year students at the Department of Civil Engineering, Middle East College (MEC), Sultanate of Oman, are often have unfamiliar experience with research and writing skills, and discussing and analyzing a case in their coursework assessments which negatively affect their performance. Therefore, this study aimed to evaluate the use of Online Peer Assisted Learning (OPAL) in teaching case study coursework in compared with the traditional teaching method as an educational strategy to enhance students' performance, and to develop learners' attributes at MEC. This evaluation is conducted from the students' and faculty perspective. The study is mainly targeted all audience of second year (semester four) Civil Engineering students who have studied Introduction to Environmental Engineering module during 2016/2017 academic year, with a total number of 70 students including those academically at risk and high risk. The results indicated that the use of OPAL improved students' performance by approximately 13.1 % than the traditional method. Another significant indicator of the effectiveness of the OPAL scheme in contrast with the traditional method, is that relatively higher minimum and maximum marks have been achieved by students in the OPAL group as compared with the minimum and maximum marks achieved using the traditional method. Students' and faculty feedback showed that the OPAL enhances learner attributes at MEC particularly communication skills, leadership and teamwork skills, intercultural competence, lifelong learning, digital competence, and professional competence through research and writing skills, the use of library resources, and understanding the subject matter of the coursework clearly.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128824935","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":"Introducing the Global Educational Learning Observatory (GELO) and the Global Readiness Explorer (GREx): A framework and dashboard to investigate tech competence and culture","authors":"R. Oostveen, Elizabeth Childs, Wendy Barber, M. DiGiuseppe, J. Percival, Chris Desjardins","doi":"10.1109/ithet46829.2019.8937340","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937340","url":null,"abstract":"The Organization for Economic Co-operation and Development calls for immediate paradigmatic shifts in how educational institutions and the broader society address employment skills. A wide variety of local and global sources, including trade magazines, government sites, and pan-governmental sites, echo this urgent call, recommending increased emphasis on skills development in complex problem solving, critical thinking, creativity, and collaboration. The overarching aim of the Global Educational Learning Observatory (GELO) project is to develop a framework for creating an international network of institutions utilizing data-driven and science-informed evidence of best practices in online and mobile learning, while endeavoring to reach out to a large variety of individuals in formal and informal educational institutions globally. To achieve this, the project aims to (i) assemble a nucleus of formal educational institutions; (ii) construct the necessary tools to extend research on formal learning models; and (iii) reach into workplaces and more public spaces to integrate with informal learning settings. The primary source of data derives from a customizable dashboard, the Global Readiness Explorer (GREx), and a variety of quantitative tools that may be implemented within it. In addition, local initiatives and the development of overarching policies will require the use of qualitative and mixed methodologies for the collection and analysis of textual, video. and other types of artifacts to supplement the quantitative data. In GELO, partner institutions can use the broad range of data types to make decisions about course and professional learning offerings in response to the needs identified through analysis of the data. The results of this project will allow the project team to use digital technology tools to more fully explore informal learning settings around the world as a means of transforming our common understandings of traditional, institutional, and more contemporary, lifelong learning trends.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128797847","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":"Factors Influencing Plagiarism and Collusion in Programming Assignments","authors":"M. A. Naaj, Mirna Nachouki, Khalid Ammar","doi":"10.1109/ithet46829.2019.8937362","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937362","url":null,"abstract":"This paper examines student perception toward ethical and unethical behaviors in computer programming. It further explores the impact of gender, major, CGPA, and student level on student perception. Findings indicate that female students and students with CGPA greater than or equal to three appear to have higher ethics than their counterparts. It also shows that there is no significant difference when it comes to major or student level.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125543916","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":"Raspberry Pi as a Tool to Combine Different Courses Part of University Education","authors":"N. Valov, I. Valova","doi":"10.1109/ithet46829.2019.8937334","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937334","url":null,"abstract":"This paper describes how low cost but innovative hardware device as Raspberry Pi can be used in education as a tool for an implementation of generalizing project. The use of this device helped students apply what they have learned during their bachelor's degree. At the end of the project all 45 students completed a survey. Between 80 and 90% of them evaluated the ability to use Raspberry Pi and implementing what they have learned so far to develop a relatively finished product as a motivation to continue working in the same field. Interestingly, almost 90% are pleasantly surprised by what has been achieved. They would also like to continue to develop this project on their own or start a similar project as a diploma project. More than 95% of the students are very satisfied from their own results and also from team working. We evaluate these results as promising.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126346974","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":"Technology- facilitated Socialised Learning in A Flipped Classroom: Towards A Conceptual Framework","authors":"HanYuNing Lin, M. Pryor","doi":"10.1109/ithet46829.2019.8937343","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937343","url":null,"abstract":"Socialisation has been considered a salient role in human cognitive development. Facilitated by new technology, collaboration can now occur in both online and face-to-face learning environments. However, peer interaction in pre-class online learning setting of flipped classrooms is still minimal. Also, a clear conceptual framework for socialised learning in modern educational contexts has yet to be established. This study offers a new contribution by generating a conceptual framework for a Technology-facilitated Socialised Learning (SL) pedagogy, formulated through a grounded theory approach. Qualitative data were collected from semistructured interviews with undergraduate participants in a large-scale Common Core course at HKU. Results indicated that: knowledge construction in SL is an individual-social-individual process; information exchange and integration, social inclusion (composing of co-regulated learning, socially share-regulated learning, peer support and peer pressure) and critical reflection were key categories of the SL framework; a typology of dynamic group socialisation could be developed; and students reported a high degree of engagement and enhanced learning outcomes. The SL conceptual framework addresses the knowledge gaps and may assist educators to develop effective and adaptive socialised course design to enrich students' learning experience by adjusting emphasis in their pedagogical activities.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126571794","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":"Active Learning in Mechanical Engineering Education using Innovative Software Tool Integrated in SolidWorks","authors":"H. Georgiev, A. Ivanov","doi":"10.1109/ithet46829.2019.8937371","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937371","url":null,"abstract":"This paper presents, an integrated software tool for automated generation of thread and screw 3D model in the SolidWorks CAD system accordingly to the standards, which aims to support student active learning in Cutting tool design and SolidWorks. The tool generates surfaces and solids bodies. Using the surface bodies generated by the software tool, the profiles of the thread turning tools used to machining the real threaded workpiece are automatically created. Generated solid models can be used for direct adding in assembles or for integrated simulations and research in the used CAD software. This software tool provides an excellent opportunity to study the design and machining process of the threads, which is a very difficult task for the university students and specialist from the industry.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114243041","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":"Using LearnEval Peer Assessment Platform in Project-Based Learning Settings: A First Experience Report","authors":"Gabriel Badea, E. Popescu","doi":"10.1109/ithet46829.2019.8937359","DOIUrl":"https://doi.org/10.1109/ithet46829.2019.8937359","url":null,"abstract":"Through project-based learning (PBL) students achieve higher levels of knowledge by developing challenging and complex projects over long periods of time. Adding a peer assessment component has the potential to increase students' engagement and critical thinking skills. In this paper we provide an experience report on the use of peer evaluation in a PBL scenario in a higher education context. A pilot study involving 41 undergraduate students enrolled in a Multimedia Technologies in E-Learning course is presented. A novel peer assessment platform called LearnEval is used by the students to evaluate the project deliverables of their peers. The unfolding and findings of the study are discussed and a detailed analysis of students' activity, as monitored and reported by LearnEval, is included in the paper. The results are encouraging, as students had a generally positive experience with the peer assessment process and the support platform. Nevertheless, increasing the quality of the reviews provided by the students is an important area for improvement.","PeriodicalId":268992,"journal":{"name":"2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115259142","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}