2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)最新文献_第3页

A Qualitative Analysis of Synchronous Distance Mode Teacher Training Workshop 同步远程模式教师培训工作坊的定性分析

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.22

Kalpana Kannan, K. Narayanan

{"title":"A Qualitative Analysis of Synchronous Distance Mode Teacher Training Workshop","authors":"Kalpana Kannan, K. Narayanan","doi":"10.1109/LaTiCE.2016.22","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.22","url":null,"abstract":"This study investigates the experience of distance mode participants in a large scale synchronous teacher training workshop. Qualitative feedback were collected from 523 participants of 'Computational Fluid Dynamics' workshop through open-ended questions in the questionnaire. Data were also collected from 14 workshop coordinators with the help of a questionnaire and focussed group discussions. Personal observations were made by the researcher at various remote centres to get the first hand experience of a synchronous distance classroom. After analysing the data through various sources, major strengths and weaknesses of the synchronous distance mode teacher training workshop were arrived at. There were a total of 2113 comments and suggestions from the participants. Out of these about 53% were positive comments, 22% were negative comments, 6% were neutral comments and 19% were suggestions for improvement. The analysis indicate that the distance mode workshop was well received by the participants and the workshop coordinators. Majority of the participants were happy to gain knowledge and to learn new teaching methodology from the subject experts. Participants, especially female, from remote places and colleges located in the rural areas said that it was a great opportunity for them to interact with IIT professors. However, there were some weaknesses, such as the quality of audio and video was poor in some places, laboratory facilities was not good, the duration of the workshop was long and not very convenient for some. This study throws some useful insights that can help administrators, policymakers and funding agencies to take some important decisions in the field of technology enabled teaching-learning.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131613930","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: 4

A Culturally Relevant Pedagogical Approach to Computer Science Education to Increase Participation of Underrepresented Populations 一个文化相关的教学方法，以计算机科学教育，以增加参与的代表性不足的人口

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.44

Timothy T. Yuen, María G. Arreguín-Anderson, G. Carmona, Matthew Gibson

引用次数: 6

DiCS-Index: Predicting Student Performance in Computer Science by Analyzing Learning Behaviors DiCS-Index:通过分析学习行为来预测学生在计算机科学中的表现

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.12

Dino Capovilla, Peter Hubwieser, P. Shah

{"title":"DiCS-Index: Predicting Student Performance in Computer Science by Analyzing Learning Behaviors","authors":"Dino Capovilla, Peter Hubwieser, P. Shah","doi":"10.1109/LaTiCE.2016.12","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.12","url":null,"abstract":"Many students with little pre-college exposure to computer science (CS) share widespread incorrect ideas and a negative attitude towards the subject, leading to wrong decisions when choosing their major. In order to support these students, we developed a questionnaire built on Kolb's and Pask's learning style theories. Our aim was to create an instrument that allows to predict student performance in CS based solely on non-subject specific information. Using 62 items from two questionnaires to operationalize the three personality traits as described by Kolb and Pask, we selected a subset of 15 items by comparing the results of students with high and low achievements in CS. Subsequently, we determined the so-called DiCS-Index by adding up the values of all these 15 items, where a high DiCS-Index suggests a good performance in CS. Finally, the instrument was tested at our local CS department. The analysis of the personality traits suggests that CS, as a course of studies, is open to a highly heterogeneous student body with varying preferences and strengths. The only significant difference found is a clearly better performance of students who prefer learning through abstract conceptualization as opposed to gathering concrete experience. Concerning the questionnaire, we found a clear distinction between students with high and low achievements indicated by a highly significant difference in their corresponding DiCS-Indices.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127238928","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: 9

Large Programming Task vs Questions-and-Answers Examination in Java Introductory Courses Java入门课程中的大型编程任务与问答考试

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.25

Åse Jevinger, Kristina von Hausswolff

{"title":"Large Programming Task vs Questions-and-Answers Examination in Java Introductory Courses","authors":"Åse Jevinger, Kristina von Hausswolff","doi":"10.1109/LaTiCE.2016.25","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.25","url":null,"abstract":"This study investigates two different forms of examination in introductory Java programming courses: computer-based examination where the students are given one relatively large programming task only, and paper-/computer-based examination where the students are given a number of smaller questions to answer. The study focuses on identifying how well the two different examination forms reveal the students' practical skills and theoretical knowledge in relation to the intended learning outcomes specified in the course syllabus. Course syllabuses from 8 Swedish universities are examined and from these, 4 specified learning outcomes, each shared by at least 5 of the selected universities, are identified. These learning outcomes are then used to analyze the exams from two of the universities, one practicing the large programming task examination form, and the other is using the questions and answer examination form. For both examination forms, two course phases are analyzed with respect to the specified learning outcomes: 1) exam (e.g. what do the questions capture and how are they formulated), and 2) execution (e.g. what do the students answer and how well are the intended purposes of the questions fulfilled). The results illustrate the strengths and weaknesses with the two examination forms. The results can be used as decision support when selecting examination form and, furthermore, to improve both forms to attain more comprehensive examinations, with respect to the specified learning outcomes.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130224917","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: 6

Experience with an Incremental Approach to Teaching Single Processor Operating Systems 渐进式单处理器操作系统教学经验

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.10

A. Vichare

引用次数: 0

Enhancing IT Education: Education Technology for Teacher Training 加强信息技术教育:教师培训的教育技术

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.4

S. Kode, K. Nori

{"title":"Enhancing IT Education: Education Technology for Teacher Training","authors":"S. Kode, K. Nori","doi":"10.1109/LaTiCE.2016.4","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.4","url":null,"abstract":"One of the pressing issues in the Indian IT education today is an acute shortage of skilled teachers. While common sense says that we should use IT to do teacher training and student training, it is not clear how that may be done and in how many different ways the teachers can be helped. The project, described in this article, studies contextualized solutions for the improvement of IT education in Higher Education Institutes (HEIs) in India. This project is being conducted at EnhanceEdu, Centre for Educational Technology and Learning Sciences at the International Institute of Information Technology, Hyderabad (IIIT-Hyderabad). This project takes an action research (AR) approach in order to design, implement, and study the impact of new support structures for teacher training. These support structures include learning materials, teaching materials, and educational technology tools such as Learning by Doing (LbD) online courses, Open Education Resources, automatic assessment and small private online courses. This project is yielding important understanding in organizing teacher training programs, and searching for the best ways to use educational technology as a part of teacher training. The wider future implications include improved teacher training, improved IT education in Indian HEIs, and better equipped graduates from Indian IT universities. This paper describes the current phase and future scope of this project exploration.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125906926","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

Learning Automation Made Easy through Virtual Labs 通过虚拟实验室轻松实现自动化学习

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.17

Geetha Narayanan, Anjali Deshpande

引用次数: 3

Study of a Pedagogy Adopted to Generate Interest in Students Taking a Programming Course 培养学生对编程课程兴趣的教学法研究

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.27

Gayatri Venugopal-Wairagade

{"title":"Study of a Pedagogy Adopted to Generate Interest in Students Taking a Programming Course","authors":"Gayatri Venugopal-Wairagade","doi":"10.1109/LaTiCE.2016.27","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.27","url":null,"abstract":"With mobile application development becoming one of the most sought-after choices by computer science students, developers and companies, an instructor teaching a course on the same to a batch of beginners should ensure that the best possible teaching-learning methodologies are adopted to generate interest among students in the classroom. The author used a blended approach consisting of traditional, e-learning and m-learning strategies. These in turn, consisted of various teaching and evaluation methods. Through this paper, the author discusses the impact of the methods adopted as part of the experiment, on the interest of the students and their respective performance. The sample consisted of 22 postgraduate computer science students. Their responses to the instruments administered, their scores and their LMS access logs were analyzed. The author was able to achieve statistically significant results with respect to the students' interest and their performance, for mainly two strategies - integration of LMS, and teaching the topics by developing an application in multiple phases throughout the duration of the course. It was found that with regards to project work, continuous interaction with the instructor was a desired and accepted approach by the students. The study also revealed the misconceptions that an instructor may have when teaching a programming language or when using mobile devices for teaching. The results of this study may be used by instructors teaching any programming language in higher education.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133305857","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: 6

Use of Java Exception Stack Trace to Improve Bug Fixing Skills of Intermediate Java Learners 使用Java异常堆栈跟踪来提高中级Java学习者的Bug修复技能

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.9

T. S. Indi, P. Yalagi, M. Nirgude

{"title":"Use of Java Exception Stack Trace to Improve Bug Fixing Skills of Intermediate Java Learners","authors":"T. S. Indi, P. Yalagi, M. Nirgude","doi":"10.1109/LaTiCE.2016.9","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.9","url":null,"abstract":"Today industry demands attention towards the software quality in the development process than only software delivery. The quality of software can be measured, monitored and tested during different phases of software development lifecycle. Major failures of software affect money as well as the reputation of a company. In this scenario, fixing bugs in less time is an important factor. Today's challenge for engineering students is to have program writing skills as well as bug fixing skills and complete the task in stipulated time period. Here, we present the experiment on how bug fixing skills are improved. We have conducted the experiment during Java programming course for Third Year students of Information Technology discipline. This experiment was to use Java exception stack trace to find bugs in Java program and fix them in stipulated time. To test the effect of this experiment, a pre-test post-test experimental study along with perception survey was carried out. We found that more than 65% students were successful in fixing bugs in stipulated time and about 20% students were able to fix bugs, but not in stipulated time. About 80-85% students were in state to analyze and fix the bugs in program.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122625141","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: 6

APIT: Evidences of Aligning Project Based Learning with Various Instructional Strategies for Enhancing Knowledge in Automobile Engineering APIT:基于项目的学习与各种教学策略相结合以提高汽车工程知识的证据

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.15

Roohshad D. Mistry, S. Halkude, Dipali D. Awasekar

{"title":"APIT: Evidences of Aligning Project Based Learning with Various Instructional Strategies for Enhancing Knowledge in Automobile Engineering","authors":"Roohshad D. Mistry, S. Halkude, Dipali D. Awasekar","doi":"10.1109/LaTiCE.2016.15","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.15","url":null,"abstract":"Acquisition of Higher Order Thinking Skills (HOTS) is essential for mechanical engineering students as Lower Order Thinking Skills (LOTS) may not adequately prepare them for their innovative and flexible role as future engineers. HOTS require the ability to apply knowledge and skills they have learned. Most of the students find it a difficult and complex cognitive task. UG programme in mechanical engg. is typically a theory based model with limited exposure to real world problems. Project Based Learning is a teaching method in which student's gains knowledge and skills by working for an extended period of time to solve complex and real time problems. In this paper, we describe the design, implementation and evaluate the usability of an Automobile Project Implementation Template (APIT) for PBL approach. APIT is an instructional design template. The objective of the designing APIT was to assist a faculty advisor in implementing PBL for design and manufacture of an automobile. Our study reports the usability of APIT for novice faculty in mechanical engg. Also the findings for migrations form LOTS to HOTS for automobile PBL using APIT for (N=25). It reveals that APIT allowed the faculty advisor to conduct the design and manufacture of an automobile in stage wise manner and also evaluate the students learning in a systematic manner for all levels of blooms taxonomy mapping the migrations from LOTS to HOTS. Analysis showed 24% students in LOTS phase from medium strata Starburst to high strata in HOTS phase while 76% remained Aligned to medium strata. 90 % of the novice faculty felt APIT will be useful for them in planning an automobile project using PBL. The automobile PBL activity implemented using APIT has revealed high levels of student's engagement.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120954168","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