Proceedings Frontiers in Education 35th Annual Conference最新文献

Work in Progress - A Statics Skills Inventory 正在进行的工作-一个静态技能清单

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-12-01 DOI: 10.1109/FIE.2005.1611926

S. Danielson, J. Kadlowec, S. Mehta, C. Masters, M. Magill, S. Steadman

引用次数: 6

Using multimedia to support research, education and outreach in an NSF Engineering Research Center 在美国国家科学基金会工程研究中心使用多媒体来支持研究、教育和推广

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-12-01 DOI: 10.1109/FIE.2005.1612014

B. Wallace, W. R. Adrion, W. Burleson, W. Cooper, J. Cori, K. Watts

{"title":"Using multimedia to support research, education and outreach in an NSF Engineering Research Center","authors":"B. Wallace, W. R. Adrion, W. Burleson, W. Cooper, J. Cori, K. Watts","doi":"10.1109/FIE.2005.1612014","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612014","url":null,"abstract":"The National Science Foundation Engineering Research Center for Collaborative Adaptive Sensing of the Atmosphere (CASA) joined with the Research in Presentation Production for Learning Electronically (RIPPLES) Group at the University of Massachusetts Amherst to investigate how multimedia technologies could be adapted and applied to the research, education and outreach missions of the center. Initially, the intention was to adapt the MANIC courseware system to support cooperative learning for geographically dispersed groups of faculty, students and staff that must become \"fluent\" in each other's discipline. As the project developed, multimedia content modules were created to archive a number of center activities and to serve as outreach materials. A combination of MANIC and off-the-shelf software tools were used to develop comprehensive content delivery media that facilitated all aspects the center's mission. Data were collected and analyzed on production costs, usage and other factors. This collaborative effort demonstrates that flexible educational courseware production methods can be adapted to provide broader content distribution that is low-cost and highly flexible and that addresses the multicultural, multidisciplinary, multiconstituency challenges faced by the center","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127563734","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

Introducing a constructivist approach to applying programming skills in engineering analysis 介绍建构主义的方法，将程式设计技巧应用于工程分析

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-12-01 DOI: 10.1109/FIE.2005.1611958

A. McKenna, J. Nocedal, R. Freeman, S. Carr

引用次数: 1

Work in progress - spiral curriculum approach to reformulate engineering curriculum 工作在进行中——螺旋课程方法重新制定工程课程

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-12-01 DOI: 10.1109/FIE.2005.1612007

V. Lohani, K. Mallikarjunan, Wolfe Ml, T. Wildman, J. Connor, J. Muffo, J. Lo, T. Knott, G. Loganathan, R. Goff, M. Chang, J. Cundiff, G. Adel, F. Agblevor, M. Gregg, D. Vaughan, E. Fox, H. Griffin, S. Mostaghimi

引用次数: 21

Use of classroom presenter in engineering courses 在工程课程中使用课堂演示者

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-22 DOI: 10.1109/FIE.2005.1611913

Richard J. Anderson, Luke K. McDowell, Beth Simon

引用次数: 79

A melding of educational strategies to enhance the introductory programming course 融合教学策略以强化程式设计入门课程

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612151

L. Denton, D. McKinney, M. V. Doran

{"title":"A melding of educational strategies to enhance the introductory programming course","authors":"L. Denton, D. McKinney, M. V. Doran","doi":"10.1109/FIE.2005.1612151","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612151","url":null,"abstract":"The University of South Alabama has for an extended period of time been committed to improving the introductory programming course for Computer Science. These efforts and their results have been supported by the National Science Foundation, assessed by numerous instruments, and have been disseminated in papers, workshops, and conference sessions. Specific topics of this dissemination have included the integration of lecture and laboratory experiences, the use of motivational strategies and affective objectives, student achievement and retention, the early use of professional practices in the curriculum, the development of student affect during the introductory course, the enhancement of laboratory experiences, the application of various learning theories in the classroom, and curriculum design. In contrast to these prior works which each focused on just a few specific issues, the purpose of this paper is to holistically discuss the set of effective strategies used in our introductory programming course and show how these diverse efforts can be melded together and jointly enhance and enliven the course. This set of strategies includes the integration of cognitive and affective course objectives; the use of concept maps and other visual instructional techniques and tools; the use of motivational strategies such as classroom discussion and student self-reflection; the integration of conceptual development and hands-on exercises in the classroom; the designing of course progress to match the students' zone of proximal development; the designing of course delivery methodologies to match the diversity of students' interests and learning styles; the inclusion of diverse strategies to integrate the \"real world\" into every component of the course; the strategic use of student surveys; and the integration of professional practices and student commitments to quality. A marked, consistent, and significant increase in student course completion rates has accompanied our implementation of these strategies","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116929263","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

Internet security games as a pedagogic tool for teaching network security 网络安全游戏作为网络安全教学的教学工具

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612218

S. Ariyapperuma, A. Minhas

引用次数: 27

Work in progress- rubric for assessing student-led teams: students speak out 正在进行的工作——评估学生领导的团队的标准:学生发言

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1611984

C. Goodwin, M.L. Bobadies

引用次数: 2

A Collaborative Approach to a Course on the Semantic Web 语义网课程的协作方法

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612261

H. Ellis

引用次数: 0

Predicting Academic Performance in the School of Computing & Information Technology (SCIT) 计算机学院学生学习成绩预测研究资讯科技(工商及科技局)

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612248

Paul Golding, S. McNamarah

引用次数: 21