2018 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"Improving STEM’s Calculus education using cross-countries best teaching practices","authors":"G. Grabarnik, L. Kim-Tyan, Serge Yaskolko","doi":"10.1109/FIE.2018.8658472","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658472","url":null,"abstract":"A recently completed study by the Mathematical Association of America outlined the main points for improving Calculus education for STEM students based on the experience of teaching math in the USA. In this paper, we expand this study with the best calculus teaching practices from multiple countries. Our methodology initially followed the Program for International Student Assessment (PISA) study and then was significantly modified due to the difference between school and University education. We started by comparing the practices of two countries with traditionally different education systems. We described and analyzed factual differences and similarities of content, pedagogy and socio economics, based on an adjusted to higher education international comparison system developed by Organization for Economic Cooperation and Development for high school education. We outlined our work on culturally independent comparison methods with a goal of improving or adjusting Calculus education.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125941380","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":"A Tool for the Automatic Selection of Mechatronics Remote Laboratories based on their Actual Effective Costs","authors":"Guido Soprano Machado, Yuri Silva, V. Lucena","doi":"10.1109/FIE.2018.8658732","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658732","url":null,"abstract":"This Research to Practice Work in Progress presents a solution for managing distance learning laboratories. Remote Access Laboratories are software and hardware tools that allow students to remotely operate real equipment located in physical facilities such as universities laboratories. This work presents the development of an Automatic Selection System for Remote Access of Mechatronic Laboratories. The system checks the current laboratory activities in real time, verifying if it is active, inactive, occupied or free, according to a student’s experiment. After analyzing those characteristics, the system examines the number of students and the state of the internet connection to determine the most appropriate laboratory. Finally, experiments using the selection functions and the proposed architecture are presented to investigate the system’s efficiency.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126126501","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":"The thinking line","authors":"Reiner Martens","doi":"10.1109/FIE.2018.8659199","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659199","url":null,"abstract":"A simple problem-solving strategy is suggested, which seems to be universally adaptable to a broad variation of applied mathematics problems. As a first step to use this documentation problem-solving strategy, instructors need to define good (memorization) knowledge, and the students do have to memorize the same. The documentation method is flexible regarding the solution development and allows the instructor to get an insight of students’ knowledge. This allows instructors to specifically help students in their individual challenges.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123250403","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":"An exploration of unlearning of practicing civil engineers","authors":"Oai Ha, Shane A. Brown","doi":"10.1109/FIE.2018.8659079","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659079","url":null,"abstract":"This Research to Practice Work in Progress Paper presents an exploration of unlearning of practicing civil engineers. Unlearning is a necessary process to keep engineers abreast of ever-changing socio-technical and professional demands by replacing odd knowledge with a new one, which is coherent with their knowledge structures and practice contexts. This paper explores the unlearning of fundamental engineering concepts within 95 practicing civil engineers by investigating their performances on and attitudes towards Statics Concept Inventory. The analysis of their performances on the inventory revealed that many of them did not retain, use, and need this fundamental engineering concept in their practices. It appears that when engineers begin their professional careers, they also start giving up parts of their learned knowledge including many fundamental engineering concepts to acquire new knowledge suitable to their expertise and practice contexts of teams and organizations.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123278923","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":"Collaborative survey construction for national data collection: Coordination, negotiation, and delivery","authors":"E. Berger, Allison Godwin, Matthew Scheidt, John C. Chen, Ryan Senkpeil, Julianna S. Ge, J. Widmann, B. Self, A. Gates","doi":"10.1109/FIE.2018.8658829","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658829","url":null,"abstract":"This research-to-practice full paper describes the deliberate and arduous process we recently went through to develop a national survey to study the non-cognitive traits of undergraduate engineering and computing students. The goal of this survey is to characterize student profiles in order to develop and examine particular interventions to guide students toward success in engineering and computing majors. This survey measures non-cognitive attributes including personality, sense of belonging, engineering or computing identity, study skills, well-being, and a variety of other constructs that are not routinely measured in engineering populations nor integrated into admission decisions, advising processes, or academic curricula. Prior research indicates that these non-cognitive attributes are important for students’ academic success and retention. However, no studies have examined a comprehensive set of non-cognitive traits holistically to understand how they influence student success. This collaborative project, funded by three linked NSF grants, merges the interests of researchers at three campuses in understanding and supporting students with varied non-cognitive profiles. As part of this research, we negotiated the content of a national survey, suitable for use on our own campuses as well as with other national partners, to probe more than a dozen constructs collectively describing student non-cognitive attributes. The construction of the survey itself was non-trivial, and involved significant negotiations among the researchers including initial collection of instruments with validity evidence to serve as a basis for discussion; an in-person kick-off meeting; multiple follow-up teleconferences; multiple rounds of inclusion/exclusion decisions based upon mutually-agreed upon guiding principles; pilot survey testing; pilot data evaluations such as exploratory factor analysis; and final decisions about instruments/items to include in the final version, all while considering survey length, distribution channels, and key IRB concerns. This paper details the 10-month effort to construct a survey that meets the research needs and intellectual curiosity of partners at three diverse campuses. In this process, we had to balance the different institutional contexts of the funded partner sites while also maintaining flexibility for national distribution. The deliberate processes we used may serve as a template for future survey creation, starting from constructs of interest, to selection of specific instruments (or sub-scales thereof), and factor analysis to consider further down-selection of individual items to include in the final survey. The outcomes of this paper may serve the engineering education community by highlighting previously undocumented processes in collaborative survey construction that introduce intellectual complexity or time delays into the development timeline.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125256333","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":"A Systematic Review on the use of LEGO® Robotics in Education","authors":"Isabelle M. L. Souza, W. Andrade, Lívia M. R. Sampaio, A. L. Araujo","doi":"10.1109/FIE.2018.8658751","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658751","url":null,"abstract":"Educational Robotics (ER) has revealed several benefits in the educational context, not only helping the teaching of disciplines, but also making possible the development of several abilities, such as teamwork, problem-solving, and creativity. Among various robotics kits, LEGO® Robotics has been shown one of the best results considering some evaluated criteria (modularity level, hardware, curriculum, price, etc.). Some studies analyze the teaching practices, some compare technologies, and others evaluate the kits in a pedagogical way. However, it is essential to investigate all these contexts together in order to improve the impact produced by the ER in education and to know the best teaching practices associated with the most powerful technologies. The objective of this Research Full Paper is to identify: a) environments and programming languages adopted in the LEGO® Robotics context, b) educational practices applied during classes based on LEGO® Robotics, and c) the educational levels in which robotics has been applied with positive results. To achieve these goals, we planned and carried out a systematic review of the literature. Our main findings are: a) the most widely used environment and programming language are LabVIEW along with the LEGO®’s block-based programming language, b) we identified LEGO® Robotics is used for teaching programming, interdisciplinary contents, participation in tournaments, robotics, and computational thinking, c) LEGO® Robotics is used with success by students of different levels, such as K12, undergraduate, and graduated. Finally, we discuss some problems and limitations related to ER and point out that there is no standardization of teaching practices or methodologies for evaluating results, indicating that more research is needed to find the best scenario regarding technologies, methods, and target audience.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125327871","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":"Meet-Up: An Orientation Program for Students with Autism Spectrum Disorder","authors":"D. López, Lídia Montero, Montserrat Vilalta","doi":"10.1109/FIE.2018.8659118","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659118","url":null,"abstract":"This innovate practice work-in-progress paper presents a pilot orientation program for students with Autism Spectrum Disorder (ASD), a range of conditions involving serious dysfunctions in aspects of social relationships and learning. Young adults with ASD are more likely than the general population to concentrate on science and engineering, so those who enroll at college tend to choose STEM degrees. However, students with ASD often undergo stress and experience difficulty in the transition to college. For this reason our university considers the necessity for an orientation program to help such students in this challenging situation. In this paper, the authors describe this initiative, known as Meet-Up, and the problems we faced during the pilot program.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125397054","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":"Instrument Development: Measuring Undergraduate Students’ Perceived Support in STEM","authors":"Walter C. Lee, Lisa Moyer, Allison Godwin, D. Knight","doi":"10.1109/FIE.2018.8658881","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658881","url":null,"abstract":"This work-in-progress paper presents emerging results from a research study aiming to develop and gather validity evidence for an instrument that can be used by college administrators and student-support practitioners to assess the magnitude of undergraduate students’ perceived institutional support received in science, technology, engineering, and mathematics (STEM). Our goal is to provide stakeholders with a validated tool to diagnose areas of strength and opportunities to better support students, particularly those from underserved populations. Over the past year, we have engaged in a systematic process of instrument development. We began by developing a prototype based on the newly developed Model of Co-Curricular Support (MCCS). We refined it by reviewing existing literature and instruments germane to student support, and soliciting stakeholder feedback. During the spring of 2018, we distributed the instrument to STEM undergraduate students at three U.S. institutions. In this paper, we report our process of instrument development and preliminary results.These results will inform the next revision of our instrument, ultimately providing the STEM education community with novel and theory-based ways to measure students’ perceptions of support in STEM.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115532281","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":"A Pilot Study Integrating an AI-driven Chatbot in an Introductory Programming Course","authors":"M. Verleger, James J. Pembridge","doi":"10.1109/FIE.2018.8659282","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659282","url":null,"abstract":"As AI software tools become more commonplace, their potential to transform the student experience has greatly increased. By integrating these tools into a course, students can begin to receive real-time, around the clock, instructor moderated support. The potential benefits for students are significant. In addition to increasing their ability to work constructively on their schedule, it has the potential to engage students who might otherwise avoid directly interacting with another person. Before these tools can be meaningfully actualized into a course, work must be done to build a knowledge base about the course. For this research, the team sought to develop an intelligent chatbot interface for an introductory computer programming course. The interface had an initially limited knowledge base with the intent that it would be populated based on students’ interactions with the chatbot. This model allowed the bot to evolve with the needs of the students. This paper seeks to present the methodology for how the chatbot was developed and integrated into the course, how the knowledge base was developed, the usage during the pilot, and the next steps for improving the chatbot’s interface. Additionally, the paper will discuss the mechanisms added to handle issues such as false-positive responses and how faculty may be able to integrate such tools into their own courses as supplementary assistance.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116186958","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":"Multi-Dimension Training Scheme to Improve the Innovation Capacity of Postgraduate and Undergraduate Students Collaboratively","authors":"Xiaolong Xu, Jianhua Shen","doi":"10.1109/FIE.2018.8658508","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658508","url":null,"abstract":"This Innovative Practice Work in Progress Paper presents a multi-dimension training scheme to improve the innovation capacity of postgraduate and undergraduate students collaboratively. The current training of postgraduate and undergraduate education schemes cannot form a mutually beneficial relation, not suitable for the training of innovation capacity on postgraduate and undergraduate students collaboratively. There are various problems that need to be addressed. The main strategy of the proposed scheme is utilizing real research programs to establish an integrated team mixed with both postgraduate and undergraduate students, focusing on stimulating their innovation capacity in scientific research. In the scheme, we designed a multi-level joint training mechanism based on the mixed pedagogy, the collaborative resource pool platform, the multi-role and team-based innovation talent incubation mechanism, and the preparatory postgraduate student selection and training goal achievement evaluation mechanism. We applied the scheme to the training process of postgraduate students from the majors of Software Engineering, Computer Software and Theory, Computer Application, Computer Technology and Electronic Information Engineering, and undergraduate students from the majors of Computer Science and Technology, Information Security and Communication Engineering in Nanjing University of Posts and Telecommunications. The training results approve the feasibility and effectiveness of the scheme.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"47 15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116206669","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}