34th Annual Frontiers in Education, 2004. FIE 2004.最新文献_第5页

New challenges in teaching introductory programming courses: a case study 编程入门课程教学中的新挑战:一个案例研究

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408514

I. Huet, O. Pacheco, J. Tavares, G. Weir

引用次数: 31

Work in progress - integration of new tools and technologies in electronics teaching 正在进行的工作-在电子教学中整合新工具和技术

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408451

M. Castro, G. Díaz, C. M. Mediano, E.L. Aldea

{"title":"Work in progress - integration of new tools and technologies in electronics teaching","authors":"M. Castro, G. Díaz, C. M. Mediano, E.L. Aldea","doi":"10.1109/FIE.2004.1408451","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408451","url":null,"abstract":"Nowadays the methods to learn electronics are changing, improving and adapting to new tools and possibilities that offer us new technologies like Internet. Simulation in electronics improves the activities in design of electronic circuits. Students can learn and design their own circuits. They can carry out, check, analyze and make their practices of the course in electronics applying several simulators with computer. Languages like VHDL present us a new form of designing and simulating digital electronics like a description language. New forms of adapting distance education like multimedia courses in Internet, new educational platforms like IPSS/spl I.bar/EE (Internet-based performance system support with educational elements) are configuring new methods of learning based in task instead of classic study's methods. The DIEEC (Electrical and Computer Engineering Department) and MIDE (methods of investigation and diagnosis in the education) of UNED (Spanish University for Distance Education) in Spain are working to adapt all new methods and possibilities of electronics in learning and to evaluate the quality of the new methods.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124732169","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

Applying lessons learned from software process assessments to ABET accreditation 将软件过程评估的经验教训应用于ABET认证

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408548

J. Collofello

{"title":"Applying lessons learned from software process assessments to ABET accreditation","authors":"J. Collofello","doi":"10.1109/FIE.2004.1408548","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408548","url":null,"abstract":"The Software Engineering Institute capability maturity model (CMM) has been widely utilized in the software development community as a means of assessing the maturity of a software development organization and providing a framework for improvement ABET 2000 is also now being utilizing as a means for assessing engineering education programs and providing a framework for improvement. In addition to sharing the same general objectives of assessment and process improvement there are other similarities in both approaches and their application within organizations and universities respectively. Due to these similarities academic organizations embarking on ABET accreditation activities can learn from the numerous lessons from organizations which have undergone CMM activities. This approach was followed at Arizona State University. Since several ASU faculty have been heavily involved in CMM activities over the last decade, it was easy for them to recognize the similarities between accreditation and CMM assessment They utilized their knowledge of lessons learned from CMM assessments and integrated them into the ASU accreditation effort. The results of this activity are described in this paper. The paper begins with a discussion of the similarities of CMM and ABET. Both technical and nontechnical similarities such as the impact of employee / faculty buy-in and management / administrative support was addressed. A review of lessons learned from organizations engaging in CMM activities was presented in the context of how they might help academic organizations in their ABET activities and how ASU applied each lesson.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125116127","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

RMI: observing the distributed pattern RMI:观察分布式模式

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408619

Dan-Adrian German

引用次数: 2

An active learning, student-centered approach to training graduate teaching assistants 主动学习，以学生为中心的方法来培养研究生助教

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408571

M. Pavelich, R. Streveler

引用次数: 9

Using peer evaluations and teams in online classes 在在线课程中使用同行评估和团队

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408450

J. L. Colwell, C. Jenks

引用次数: 11

Evolution of an e-learning environment based on desktop computer to ubiquitous computing: GUI design issues 基于桌面计算机的电子学习环境向泛在计算的演变:GUI设计问题

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408463

A. Díaz, M. Duque, M. O. Cantero

引用次数: 4

Creating corporate world experience in capstone courses 在顶点课程中创造企业世界经验

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408507

R. Bruhn, J. Camp

引用次数: 10

Learning motivation evaluation for a computer-based instructional tutorial using ARCS model of motivational design 基于ARCS动机设计模型的计算机教学教程学习动机评价

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408466

D. Huang, H. Diefes‐Dux, P. Imbrie, B. Daku, J. G. Kallimani

{"title":"Learning motivation evaluation for a computer-based instructional tutorial using ARCS model of motivational design","authors":"D. Huang, H. Diefes‐Dux, P. Imbrie, B. Daku, J. G. Kallimani","doi":"10.1109/FIE.2004.1408466","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408466","url":null,"abstract":"This pilot study demonstrates the feasibility of utilizing instructional theories, specifically on learning motivation, to evaluate a computer-based tutorial for the purpose of proposing effective instructional interventions. Keller's ARCS model of motivational design provides the conceptual framework to address motivational issues while developing instruction. The ARCS model has four dimensions: attention, relevance, confidence, and satisfaction. Keller's instructional material motivation survey measures student motivation along the ARCS dimensions and was modified for this study to evaluate students' motivation while using a computer-based tutorial. This study was conducted in an engineering problem-solving and computer tools course for first-year students. The studied computer-based instructional tutorial, M-Tutor/spl trade/, is designed for learning MATLAB/sup /spl reg// syntactical structures. A pre-post evaluation research design was employed. A coding system was developed to categorize qualitative responses into corresponding instructional components. Qualitative and quantitative data were triangulated for instructional intervention development.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116372711","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: 42

Learning portfolio analysis and mining in SCORM compliant environment 学习SCORM兼容环境下的投资组合分析和挖掘

34th Annual Frontiers in Education, 2004. FIE 2004. Pub Date : 2004-10-23 DOI: 10.1109/FIE.2004.1408490

Jun-Ming Su, S. Tseng, Wei Wang, Jui-Feng Weng, Jin-Tan Yang, Wen-Nung Tsai

{"title":"Learning portfolio analysis and mining in SCORM compliant environment","authors":"Jun-Ming Su, S. Tseng, Wei Wang, Jui-Feng Weng, Jin-Tan Yang, Wen-Nung Tsai","doi":"10.1109/FIE.2004.1408490","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408490","url":null,"abstract":"With vigorous development of the Internet, e-learning system has become more and more popular. Sharable content object reference model (SCORM) 1.3 provides the sequencing and navigation to define the course sequencing behavior, control the sequencing, select and deliver of course, and organize the content into a hierarchical structure, namely activity tree. Therefore, how to provide customized course according to individual learning characteristics and capability, and how to create, represent and maintain the activity tree with appropriate associated sequencing definition for different learners become two important issues. However, it is almost impossible to design personalized learning activities trees for each learner manually. The information of learning behavior, called learning portfolio, can help teacher understand the reason why a learner got high or low grade. Thus, in this paper, we propose a learning portfolio mining (LPM) Approach including four phase: 1) user model definition phase: define the learner profile based upon pedagogical theory. 2) Learning pattern extraction phase: apply sequential pattern mining technique to extract the maximal frequent learning patterns from the learning sequence, transform original learning sequence into a bit vector, and then use distance based clustering approach to group learners with good learning performance into several clusters. 3) Decision tree construction phase: use two third of the learner profiles with corresponding cluster labels as training data to create a decision tree, and the remaining are the testing data. 4) Activity tree generation phase: use each created cluster including several learning patterns as sequencing rules to generate personalized activity tree with associated sequencing rules of SN. Finally, for evaluating our proposed approach of learning portfolio analysis, several experiments have been done and the results show that generated personalized activity trees with sequencing rules are workable for learners.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115206268","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: 93