2008 38th Annual Frontiers in Education Conference最新文献

Work in progress - a study of the effect of instructional media in an undergraduate electrical circuits course 工作进行中——一项关于在本科电路课程中使用教学媒体效果的研究

2008 38th Annual Frontiers in Education Conference Pub Date : 2009-10-18 DOI: 10.1109/FIE.2009.5350611

Xiaoyan Mu, D. Walter, C. Berry

{"title":"Work in progress - a study of the effect of instructional media in an undergraduate electrical circuits course","authors":"Xiaoyan Mu, D. Walter, C. Berry","doi":"10.1109/FIE.2009.5350611","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350611","url":null,"abstract":"Studies have demonstrated that instructional media play an important role in instructorspsila teaching and studentspsila learning. The purpose of this study is to assess the studentspsila preferences for different instructional media and the impact of different instructional media on the studentspsila learning and course-related behavior in an undergraduate electrical circuitpsilas course. The instructional media under study are: computer-based PowerPoint presentation, whiteboard only, combination of PowerPoint and whiteboard and combination of printed handouts and whiteboard. In this study, nine sections of Introduction to Electrical Circuits sections were taught by 6 instructors using different instructional media. All the instructors used a common syllabus, labs, homework, and tests. Two midterm exams and one final exam were used to assess the learning effectiveness of different instructional media. At the end of the quarter, a questionnaire was collected from participating students to measure their preference for the instructional media. To understand the course related behavior, each of the instructors were asked to assess their studentspsila behavior in terms of attendance, amount of classroom interaction, percent of homework completion and Web logins.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132801316","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: 0

Work in progress-improving feedback using an automatic assessment tool 正在进行的工作——使用自动评估工具改进反馈

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720591

D. Jimenez-Gonzalez, C. Alvarez, D. López, Joan-Manuel Parcerisa, J. Alonso, C. Perez, R. Tous, P. Barlet, M. Fernández, J. Tubella

{"title":"Work in progress-improving feedback using an automatic assessment tool","authors":"D. Jimenez-Gonzalez, C. Alvarez, D. López, Joan-Manuel Parcerisa, J. Alonso, C. Perez, R. Tous, P. Barlet, M. Fernández, J. Tubella","doi":"10.1109/FIE.2008.4720591","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720591","url":null,"abstract":"Students of computer science freshman year usually develop assembler programs to learn processor architecture. Homework exercises are done on paper, while those in lab sessions are solved with the aid of programming tools. Students perceive theory and lab as different subjects, so they donpsilat use lab tools to test their theory solved problems. Moreover, during lab sessions, students often tend to ask for the teacherpsilas guide and advice instead of using the debugging tools because these are new and unfriendly for them, and do not offer a quick and clear feedback. In this paper we present an automatic and friendly assessment tool, SISA-EMU, with a novel feature: exercise driven feedback with teacherpsilas expertise. It provides correctness information and clues to help the students solve their most common mistakes for each individual problem (and not typical generic debug information) without the physical support of a teacher. SISA-EMU is currently in pre-deploy phase via a Moodle learning platform and we will have first evaluation results by the end of the current term.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115003238","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: 10

Internet-based teaching evolution in Computer Architecture 计算机体系结构网络教学的演变

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720281

E. López, E. Sancristóbal, S. Martin, G. Díaz, M. Castro, J. Peire, J. Gomez, P. López

引用次数: 9

Assessment by peers - an effective learning technique 同伴评估——一种有效的学习方法

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720270

M. Dziedzic, P. R. Janissek, A.P. Bender

引用次数: 9

Assessment methods for the upcoming ABET accreditation criteria for computer science programs 即将到来的计算机科学课程ABET认证标准的评估方法

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720324

C.R. Lang, H. Gurocak

{"title":"Assessment methods for the upcoming ABET accreditation criteria for computer science programs","authors":"C.R. Lang, H. Gurocak","doi":"10.1109/FIE.2008.4720324","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720324","url":null,"abstract":"The accreditation criteria and assessment expectations for computer science programs are undergoing rapid changes as ABET seeks to normalize the criteria between its EAC and CAC commissions. This paper presents the curricular structure and assessment methods of a new computer science program and describes how it has met ABET/CACpsilas current criteria. The program adopted a set of outcomes for computer science that are aligned closely with those associated with engineering programs. Faculty connected their courses to the program outcomes with specific course outcomes, which are assessed quantitatively by multiple measurement methods. The end result is a program assessment procedure that fulfills the intent of ABET/CACpsilas criteria, provides the program with useful and actionable feedback, and does so without imposing an undo burden on faculty. The outcomes originally chosen for this program are a close fit with the program outcomes listed in ABETpsilas recently published ldquo2008-2009 Criteria for Accrediting Computing Programs - New Criteriardquo, thus the structure presented in this paper may be applicable to programs undergoing a transition to these new criteria.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123082557","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

Workshop - effective practices for team formation and faculty involvement in capstone design courses 工作坊-在顶点设计课程中有效的团队组建和教师参与实践

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720481

W. Lasher, R. Ford

引用次数: 3

Partnering with industry via your advisory board 通过咨询委员会与行业合作

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720453

D. Davis

引用次数: 3

Instructor or project manager: What is the right balance as software engineering education goes global? 讲师或项目经理:随着软件工程教育走向全球，正确的平衡是什么?

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720330

O. Gotel, V. Kulkarni, C. Scharff

{"title":"Instructor or project manager: What is the right balance as software engineering education goes global?","authors":"O. Gotel, V. Kulkarni, C. Scharff","doi":"10.1109/FIE.2008.4720330","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720330","url":null,"abstract":"This paper reflects upon three years of experience of running Global Software Development projects for students distributed across three countries. The paper focuses almost exclusively on the instructorspsila perspective of such projects and articulates the various Project Management concerns that instructors from the participating institutions need to consider and agree upon to both collaborate on such an international initiative and to run the constituent student projects. Each decision made has implications for instructor workload, institutional relationships and the kind of pedagogical experience that students will receive. The paper uses the Project Management Body of Knowledge as a framework through which to delineate the concerns and types of decision that need to be taken, to explain some of the challenges we faced and strategies we developed to overcome them. The paper seeks to provide guidance to other instructors who are considering the Global Software Development path for their student Software Engineering projects, based upon our experiences of uniting over one hundred students and seven instructors, and suggests critical questions that need to be examined a priori to any such new effort.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127479970","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

Introducing data mining techniques and software engineering to high school science students 向高中理科生介绍数据挖掘技术和软件工程

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720456

B. Richardson, K. Davis, M.D. Beach

{"title":"Introducing data mining techniques and software engineering to high school science students","authors":"B. Richardson, K. Davis, M.D. Beach","doi":"10.1109/FIE.2008.4720456","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720456","url":null,"abstract":"This paper describes the activities of a Computer Science doctoral student and a Secondary Education masters student in the design, development, and implementation of a lesson for a high school science class. The graduate students, called Fellows, worked in secondary classrooms in the Cincinnati Public School District as a part of Project STEP at the University of Cincinnati, which is funded by the National Science Foundation GK-12 Program. The Fellows formed partnerships with secondary math and science teachers to generate new lessons, activities, and resources to enhance the STEM skills of high school students. Additionally, the Fellows used their engineering expertise to bring authentic, inquiry-based learning experiences into the classroom and introduced engineering concepts to underserved student populations. This paper highlights a lesson that integrates data mining and software engineering into a physical science lesson that focuses on the periodic table. Included in the paper are techniques used by the Fellows, reactions and feedback from the students, and observations and reflections by the Fellows regarding aspects of the activity that had the most impact on student learning.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126050531","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

Enhancing learning of low performing students in multi-section first year lecture/laboratory classes: Completion of a three year study 在多单元的第一年讲座/实验课中加强表现不佳学生的学习:完成三年的学习

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720406

M. Urban-Lurain, J. Sticklen

{"title":"Enhancing learning of low performing students in multi-section first year lecture/laboratory classes: Completion of a three year study","authors":"M. Urban-Lurain, J. Sticklen","doi":"10.1109/FIE.2008.4720406","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720406","url":null,"abstract":"A common instructional model for first year engineering is the lecture/laboratory model. The most common implementation is lecture introducing material of a given \"unit\" followed by laboratory sections used to provide hands-on experience. An alternative implementation reverses the order. Students read assigned material, then attend laboratory sections, then at the end of the \"cycle\" attend lecture. Lecture is used to generalize from the specifics students have applied in lab, and to demonstrate common student mistakes. The pedagogically larger picture is that \"lecture as wrap-up\" requires students to take more responsibility for their own learning, and to be more actively engaged in their learning. In fall, 2004, and fall, 2005, we conducted preliminary studies to compare \"lecture before\" versus \"lecture after\" models; results seemed to be promising. In fall, 2006, and spring, 2007, we replicated the study before drawing conclusions. In the current report we display our final round of research, the results from it, and our summary for the three year study we have undertaken. Our final round of testing produced results that are not consistent with our earlier reported results. A call for others to replicate the study is made.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125410401","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