2018 IEEE Frontiers in Education Conference (FIE)最新文献_第6页

Situation Awareness-Oriented Cybersecurity Education 面向态势感知的网络安全教育

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658929

Jun Dai

{"title":"Situation Awareness-Oriented Cybersecurity Education","authors":"Jun Dai","doi":"10.1109/FIE.2018.8658929","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658929","url":null,"abstract":"This Research to Practice Full Paper presents a new methodology in cybersecurity education. In the context of the cybersecurity profession, the ‘isolation problem’ refers to the observed isolation of different knowledge units, as well as the isolation of technical and business perspectives. Due to limitations in existing cybersecurity education, professionals entering the field are often trapped in microscopic perspectives, and struggle to extend their findings to grasp the big picture in a target network scenario. Guided by a previous developed and published framework named “cross-layer situation knowledge reference model” (SKRM), which delivers comprehensive level big picture situation awareness, our new methodology targets at developing suites of teaching modules to address the above issues. The modules, featuring interactive hands-on labs that emulate real-world multiple-step attacks, will help students form a knowledge network instead of isolated conceptual knowledge units. Students will not just be required to leverage various techniques/tools to analyze breakpoints and complete individual modules; they will be required to connect logically the outputs of these techniques/tools to infer the ground truth and gain big picture awareness of the cyber situation. The modules will be able to be used separately or as a whole in a typical network security course.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"26 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":"134013069","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

Embedded Affective Assessment 嵌入情感评估

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658460

Anastasia M. Rynearson, L. Rynearson

引用次数: 0

An instructional framework, model lessons, and professional learning program for science standards-aligned computing in 4th-12th grade classrooms 在4 -12年级的教室里，为科学标准相一致的计算提供了一个教学框架、示范课程和专业学习计划

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658580

K. V. Lehmkuhl-Dakhwe

引用次数: 1

Meet the Engineering Education Pioneers — Panel & Roundtable 与工程教育先驱见面-小组和圆桌会议

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658786

Samantha R. Brunhaver, K. Yasuhara, J. Case, W. Newstetter, J. Turns, Adam R. Carberry, C. Allendoerfer, C. Finelli, S. Sheppard, J. London, C. Atman, A. McKenna, K. Smith, K. Watson

{"title":"Meet the Engineering Education Pioneers — Panel & Roundtable","authors":"Samantha R. Brunhaver, K. Yasuhara, J. Case, W. Newstetter, J. Turns, Adam R. Carberry, C. Allendoerfer, C. Finelli, S. Sheppard, J. London, C. Atman, A. McKenna, K. Smith, K. Watson","doi":"10.1109/FIE.2018.8658786","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658786","url":null,"abstract":"This panel session combines principles from graduate student socialization and intergenerational mentorship to provide a unique opportunity for early career scholars and pioneers in engineering education to interact face-to-face. Pioneers will serve as panelists and give their personal tips and reflections on networking and mentorship. Session attendees will then meet with the pioneers in a roundtable format, to ask questions, seek advice, and get feedback. This work builds on the National Science Foundation-funded Engineering Education Pioneers Project, which documented the stories of more than 40 engineering education pioneers through online profiles. The intended audience for this panel includes graduate students, junior faculty, and other individuals interested in the engineering education community. Expected benefits include better understanding, increased belonging, and new or enhanced interest in engineering education. Future efforts associated with this session include understanding the impact of such exposure to the pioneers on attendees and exploring the possibility of offering this event at future engineering education conferences.","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":"131531906","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

Token-based Approach for Real-time Plagiarism Detection in Digital Designs 数字设计中基于token的实时抄袭检测方法

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658531

Han Wan, Kangxu Liu, Xiaopeng Gao

{"title":"Token-based Approach for Real-time Plagiarism Detection in Digital Designs","authors":"Han Wan, Kangxu Liu, Xiaopeng Gao","doi":"10.1109/FIE.2018.8658531","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658531","url":null,"abstract":"This Research to Practice Work in Progress Paper presents a token-based approach to detecting plagiarism in university courses with hardware programming assignments. Detecting plagiarism manually is a difficult and time-consuming work. In the last two decades, various of plagiarism detection tools have been developed. These techniques could be mainly divided into the following categories: Textual Match, Program Dependence Graph Comparison, Abstract Syntax Tree Analysis and Low-Level Form Code Comparison. Although there had been a lot of researches on detecting code clones in software programming languages (e.g. Basic, C/C++, Java, Python, etc.), research that focused on hardware description languages is still lacking. Based on the effective of the locality sensitive hash function (simhash), which was usually used in detecting near duplicates for web crawling, we proposed an improved real-time plagiarism detection approach for Verilog HDL (hardware description language) programming assignments. The core detecting steps are extracting weighted tokens from source code as high-dimensional feature, and mapping it to a f-bit fingerprints with simhash technique. On account of the syntax characteristics of Verilog HDL, a token extraction strategy was designed to maximize the valid information that a fixed length hash value could represent. Experiments over real course data sets were conducted to evaluate the performance of token-based approach comparing with an existing plagiarism detection tool (Moss). The result shows that our token-based approach does qualify the plagiarism detecting job for both online-query and batch-query in digital designs. Furthermore, token-based plagiarism detection approach could enable conduct incremental plagiarism detection for a single submission without excessive overhead. Finally, we also give a discussion of current way limitations and future research directions.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"4 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":"131649344","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

Evaluation of Instructional Module Development System 教学模块开发系统评价

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659063

V. Raj, Preston Goulet, S. Bansal

引用次数: 0

Correlation Between Procedural and Conceptual Test in a Statics Course 静力学课程中程序性测验与概念性测验的关系

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658533

C. Garcia, Jaime Leonardo Barbosa Perez, Jorge Luis Herrera Ochoa

{"title":"Correlation Between Procedural and Conceptual Test in a Statics Course","authors":"C. Garcia, Jaime Leonardo Barbosa Perez, Jorge Luis Herrera Ochoa","doi":"10.1109/FIE.2018.8658533","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658533","url":null,"abstract":"Due to poor performance in Statics at Eafit University, since 2012 the Mechanical Engineering department implemented a virtual tool for the training and assessment of Statics course. Although the implementation led to better performance in the Statics course, students were still showing lack of comprehension of the basic concepts underlying the subject. The department applied a Concept Inventory test to 195 students from the second semester of 2017 in order to check if there was a correlation between the grades obtained in the class examinations and the performance in a conceptual test of Statics. The Concept Inventory was applied one week before the final examination and it was held inside the University facilities. The students were monitored all the time. For the course examinations were taken only three out of the four partial exams, they were computed and then compared to the results of the concept inventory. The results show that almost all the students with the highest grades in the class performed above the mean in the Concept Inventory. The overall mean for the conceptual test was 9.27 and the standard deviation was 5.28. The course grades were discriminated by career and an Analysis of Variance was conducted to determine if there were significant differences among the groups. A correlation analysis suggests that there is not a strong correlation between the course grades and the concept inventory results. One possible explanation for this can be due to the fact that the regular teaching method for these kind of basic courses in engineering in the University is merely procedural and problem-solving oriented, conceptual approaches are often neglected in both teaching and assessment.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"9 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":"131085371","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

The WREASN Typology of Student Involvement Activities wresn学生参与活动的类型

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659260

Rama Mwenesi, Emma Brennan‐Wydra, C. Sanchez, M. Ellis, Darryl Koch, Cinda-Sue Davis, J. Millunchick

引用次数: 1

Enhancing Electrical Science Learning Within A Novel Practice Testing Learning Framework 在一种新的实践测试学习框架中加强电气科学学习

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8659207

J. Eustace, P. Pathak

{"title":"Enhancing Electrical Science Learning Within A Novel Practice Testing Learning Framework","authors":"J. Eustace, P. Pathak","doi":"10.1109/FIE.2018.8659207","DOIUrl":"https://doi.org/10.1109/FIE.2018.8659207","url":null,"abstract":"This paper presents a novel practice testing learning framework to enhance learning in electrical science. Several learning techniques are used by students to maximise their learning. Research has shown that most of those learning techniques are not effective. Retrieval practice also referred to as the 'testing effect', promotes practice testing as it is an effective technique. Accordingly, the testing effect phenomena and its potential application to electrical science education may be particularly crucial to student learning. However, research into practice testing has been limited to date in classroom contexts, and it is necessary to broaden the inquiry to enable instructors to implement practice testing as part of their teaching and learning strategy. This research seeks to address this gap by a study of n=161 apprentices on the National Electrical Apprenticeship programme in the Republic of Ireland, across multiple training centres, and how they benefited from e-assessment practice tests to enhance learning. For this purpose, a novel practice testing learning framework is applied supporting learning, item development, classification and mapping to learning outcomes. A One-Way ANOVA with the dependent variable the performance in the randomised unseen criterion test, with student test attempts as the factor found a significant improvement in performance between groups. A significant increase in performance was also evident for participants in the practice test topic not meeting the passing grade of the overall criterion test between groups with a mean performance of 72.35% following three or four practice tests compared to 52.94% with no practice tests in the practice test topic area. This finding suggests that participation in three or four practice tests enhances learning and improves self-regulation. The insights from this study will serve as guidelines for future educational research on practice testing towards enhancing learning in electrical science and other domains.","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":"132783223","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

“Not all those who wander are lost.” Examining outcomes for migrating engineering students using ecosystem metrics “不是所有的流浪者都迷路了。”使用生态系统指标检查迁移工程学生的结果

2018 IEEE Frontiers in Education Conference (FIE) Pub Date : 2018-10-01 DOI: 10.1109/FIE.2018.8658685

S. Lord, M. Ohland, R. Layton, M. Camacho

{"title":"“Not all those who wander are lost.” Examining outcomes for migrating engineering students using ecosystem metrics","authors":"S. Lord, M. Ohland, R. Layton, M. Camacho","doi":"10.1109/FIE.2018.8658685","DOIUrl":"https://doi.org/10.1109/FIE.2018.8658685","url":null,"abstract":"How successful are undergraduate students who begin in another major and migrate into engineering disciplines after matriculation? In this work in progress, we present quantitative data on outcomes for engineering migrators disaggregated by discipline, race/ethnicity, and sex. The study includes over 73,000 engineering students from nine U.S. universities, including first-time-in-college and transfer students who ever majored in the most common engineering disciplines: Chemical, Civil, Electrical, Industrial, and Mechanical Engineering. Adopting an ecosystem mindset, we have developed metrics including the graduation rate of migrators and “migration yield” to uncover dynamic information, not afforded by the conventional pipeline model, about the successes of students who migrate among the top five engineering disciplines. Our data show that the graduation rates of migrators are typically higher than those of starters for all engineering majors studied. Migration yield varies by race/ethnicity-sex as well as discipline. Migration yield for Chemical, Electrical, Industrial and Mechanical Engineering shows a sex-based effect, whereas Civil shows a race/ethnicity-based effect.","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":"133623322","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: 2