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Online Team-based Learning for Productivity Management Module 生产力管理模块的在线团队学习
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00077
M. Low, D. Chan, Keok Kee Lee, D. Soh, David Weidong Lin, Liang Boon Wee
{"title":"Online Team-based Learning for Productivity Management Module","authors":"M. Low, D. Chan, Keok Kee Lee, D. Soh, David Weidong Lin, Liang Boon Wee","doi":"10.1109/TALE54877.2022.00077","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00077","url":null,"abstract":"This paper describes our experience in delivering a productivity management module using Team-based Learning (TBL) to a group of final-year Information and Communication Technology students during the height of the COVID-19 infection outbreak in Singapore. As these students were also doing their internships in different companies, to mitigate transmission of COVID-19 among students and further on to staff in these companies, this module was delivered online over Zoom. Every week, students attempted the individual readiness assessment test (iRAT) and group readiness assessment test (gRAT) over Zoom and worked on their team projects solving an industry problem using Lean Methodology and A3 report in Zoom breakout rooms. We explain how we conducted TBL over Zoom and present our findings and feedback from students.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129312171","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
Enhancing the Quality of Professional Postgraduate Degrees in Engineering 提高工程专业研究生学位的质量
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/tale54877.2022.00042
Zhang Li, Guochun Wan, M. Tong
{"title":"Enhancing the Quality of Professional Postgraduate Degrees in Engineering","authors":"Zhang Li, Guochun Wan, M. Tong","doi":"10.1109/tale54877.2022.00042","DOIUrl":"https://doi.org/10.1109/tale54877.2022.00042","url":null,"abstract":"Postgraduate education shoulders the important mission of high-level personnel training and innovation, is an important cornerstone of national development and social progress, and is the basic layout to deal with the global talent competition. Aiming at the problem of insufficient practical innovation ability and enterprise service ability in the training of postgraduates majoring in electronic information, this paper analyzes the problems existing in the training of full-time postgraduates with professional degrees. Taking the improvement of the ability of postgraduates with professional degrees as the training goal, combined with the characteristics of postgraduates majoring in electronic information, this paper puts forward some suggestions on how to improve the innovative ability of postgraduates with professional degrees based on the design of curriculum practice. Through exploration and practice, the innovation ability and enterprise service ability of professional degree postgraduates have been effectively improved.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115244843","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
Outcome Based Engineering Education - The Current Scenario in India 基于结果的工程教育——印度的现状
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00143
M. Palanivelan, S. N. Murugesan, M. Subbiah
{"title":"Outcome Based Engineering Education - The Current Scenario in India","authors":"M. Palanivelan, S. N. Murugesan, M. Subbiah","doi":"10.1109/TALE54877.2022.00143","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00143","url":null,"abstract":"This paper describes the work-in progress in the Outcome Based Education (OBE) in the engineering stream, generally adopted in India, in this context of Industry 5.0. The objective is to show the importance of expected Programme Outcomes (POs) and then the Programmed Specific Outcomes (PSOs) and individual Course Outcomes (COs), taking the undergraduate programme on Mechanical Engineering, as an example. Benefits of research endevours, establishing centres of excellence and incubation centres in emerging areas and securing patents, are brought out. The challenges encountered in the implementation of OBE and the steps to be taken to overcome them are outlined.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115397586","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
Use of Online In-Class Quizzes to Motivate and Engage Students in Courses on Semiconductor Devices and Integrated Circuits 使用在线课堂测验来激励和吸引学生学习半导体器件和集成电路课程
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00047
S. Lam, Mansun Chan
{"title":"Use of Online In-Class Quizzes to Motivate and Engage Students in Courses on Semiconductor Devices and Integrated Circuits","authors":"S. Lam, Mansun Chan","doi":"10.1109/TALE54877.2022.00047","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00047","url":null,"abstract":"Assessed online in-class quizzes are adopted in courses on semiconductor devices and integrated circuits to motivate and engage students’ continual learning. Each quiz consists of no more than five questions and the questions simply require either typing few words or choosing from multiple choices to answer. Using common online learning management systems and with students’ smartphones to serve as a student response system, the quizzes are conducted quite easily in each class to assess students’ learning, checking whether students’ answers are correct or wrong in real time. Hence, it provides immediate feedback on students’ understanding of certain key concepts before moving on to next lecture topics. Five to 10 minutes in each lecture will be used up in conducting the quizzes. The time is worth spending as analytics data show better student engagement in attending classes. Assessment data also show that students’ performance in the online in-class quizzes generally agrees with that in the formal final exam. The approach is proven successful in four upper-division undergraduate courses in electrical and electronic engineering, including a semiconductor optoelectronics class delivered online earlier this year. It is useful for student engagement and assessment in engineering education, particularly in the pandemic-constrained teaching delivery.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116271934","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
An Analysis of Learners’ Perception to Synthetic Voices in Russian Language Learning 俄语学习中学习者对合成语音的感知分析
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00148
Sei Matsushita, Min Kang
{"title":"An Analysis of Learners’ Perception to Synthetic Voices in Russian Language Learning","authors":"Sei Matsushita, Min Kang","doi":"10.1109/TALE54877.2022.00148","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00148","url":null,"abstract":"In this work-in-progress paper, we investigated differences in learners’ perception to synthetic and human voices speaking Russian to evaluate the possibility to utilize synthetic voice for learning and teaching Russian language as a foreign language (RFL). In the investigation, we conducted a word listening test. The results reveal that there is no difference between synthetic and human voices in terms of percentage of correct answers. However, there is a tendency that synthetic voice is easier for learners to recognize correctly, when specific consonants are sounded, or learners have a lower listening ability.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"4174 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127569110","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
Academic Writing for Publication Transforming Postgraduate Engineering Pedagogies 论文写作转化研究生工程教学
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00039
Yan Li, N. Smyth
{"title":"Academic Writing for Publication Transforming Postgraduate Engineering Pedagogies","authors":"Yan Li, N. Smyth","doi":"10.1109/TALE54877.2022.00039","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00039","url":null,"abstract":"There is a lack of shared understanding about how postgraduate research students are supported in writing for publication. The Publication, Academic Writing, and Students (PAWS) project aimed to identify the different streams of activity, with a focus on science and engineering, but including a range of disciplines. Recommendations are made for change or continuity in engineering pedagogies. Interviews were conducted with postgraduate research supervisors. Focus groups were conducted with postgraduate research students from different disciplines, with a focus on science and engineering. The study was limited to postgraduate research students. The study makes a recommendation to enhance the quality of supervision relationships among post graduate research students and their supervisors. The study identifies outstanding supervision, utilising the knowledge, skills, and experience of the researcher, combined with committed collaboration in academic writing, as fundamental to any student success in academic writing for publication, particularly in science and engineering.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124854843","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
Attention-LGBM-BiLSTM: An Attention-Based Ensemble Method for Knowledge Tracing 关注- lgbm - bilstm:一种基于关注的知识跟踪集成方法
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00057
Si Shi, Wuman Luo, Rita Tse, Giovanni Pau
{"title":"Attention-LGBM-BiLSTM: An Attention-Based Ensemble Method for Knowledge Tracing","authors":"Si Shi, Wuman Luo, Rita Tse, Giovanni Pau","doi":"10.1109/TALE54877.2022.00057","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00057","url":null,"abstract":"Knowledge tracing plays a vital role in measuring students’ learning behaviors. In this paper, we propose a novel ensemble model: Attention-LGBM-BiLSTM for knowledge tracing. We utilize the attention mechanism combined with LGBM (Light Gradient Boosting Machine) to obtain a feature of the most importance. Combined with the first-round outputs of LGBM, it is imported into BiLSTM (Bidirectional Long Short-Term Memory), thus obtaining the final classification results. We implement and evaluate the model based on the largest open-source dataset, EdNet, in education area. The results show that the accuracy, AUC, and Fl-score of the model are higher than its baselines. An ablation test is also conducted to prove its effectiveness.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":" 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120832366","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
Cramming Versus Spaced Learning Induced by Strategic Design of Game-based Learning Platform 游戏学习平台策略设计诱导的填鸭式与间隔式学习
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00105
Pauli P. Y. Lai
{"title":"Cramming Versus Spaced Learning Induced by Strategic Design of Game-based Learning Platform","authors":"Pauli P. Y. Lai","doi":"10.1109/TALE54877.2022.00105","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00105","url":null,"abstract":"Cramming, which is massing study on the last day before a test/exam, is a common phenomenon in schools. Meanwhile, some students may like to rush through the subjects to finish learning earlier to engage in other leisure activities. Common knowledge is that cramming or massing study at whatever time is not conducive to acquiring knowledge. In contrast, spaced learning, that is, learning in small pieces instead of massing them together, is more effective than cramming or massing study at any time. However, we have not found any previous studies showing how the settings of a digital game-based learning (DGBL) platform would shape students’ learning behaviour to be cramming-like or spacing-like. Hence, a DGBL platform called SQL Challenge Game was devised with differences in the game attempt limit for two classes of students. The results indicated that students free from the game attempt limit engaged in the learning activities in a spasmodic manner, while those subject to the attempt limit learnt from the DGBL platform daily in small pieces. The academic performance from these two classes indicated that those students subject to the attempt limit learnt regularly and performed better in areas covered by the DGBL platform.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129926938","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
Parental Involvement in Computational Thinking Education: A Systematic Review 父母参与计算思维教育:系统回顾
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00100
Haiyan Cai, G. Wong
{"title":"Parental Involvement in Computational Thinking Education: A Systematic Review","authors":"Haiyan Cai, G. Wong","doi":"10.1109/TALE54877.2022.00100","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00100","url":null,"abstract":"We conducted a systematic review of studies aimed at exploring the state of parental involvement in computational thinking (CT) education to facilitate students’ efficiency in learning computational thinking. In this review, we started with reviewing theories of parental involvement. Then we investigated and categorized types of parental involvement, parent roles, and parents’ psychological factors in the parenting process. We also supplemented a new involvement form in Level 2 of Hoover-Dempsey and Sandler’s Model of Parental Involvement in CT Education, namely parents’ support with concerns about using technology and CT tools. We proposed the Model of Parental Involvement in Computational Thinking Education. We conducted comprehensive research of related studies on parental involvement in CT education and identified the research gap in involving parents in children’s CT learning.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129962886","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
Cubes: Novel Graphical Method for Boolean Functions Simplification 立方体:布尔函数简化的新图形方法
2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI: 10.1109/TALE54877.2022.00033
Ibrahim A. Elewah, Sara A. Jalaleddine
{"title":"Cubes: Novel Graphical Method for Boolean Functions Simplification","authors":"Ibrahim A. Elewah, Sara A. Jalaleddine","doi":"10.1109/TALE54877.2022.00033","DOIUrl":"https://doi.org/10.1109/TALE54877.2022.00033","url":null,"abstract":"This article introduces a new method called \"Cubes\" to graphically simplify Boolean algebra expressions and it is exploited from the well-known Karnaugh maps (K-maps) method. This method can be used to simplify Boolean algebra expressions with 3, 4, 5, and 6 variables using three-dimensional cubes. It can be used by educators in electrical and computer engineering programs or related curriculums. What gives this method its uniqueness is that it can improve students’ engagement by making them use more than one sense to simplify the Boolean algebra expressions. In this article, different Boolean logic function examples with many scenarios will be discussed to cover many grouping cases. For each function scenario the Cubes method will be applied to get the most simplified form of the assumed Boolean function and the answer will be verified by one of the current simplification methods (K-maps, basic theorems, and properties of Boolean algebra or the truth table). This work gives some ideas about how to conduct the Cubes method by using physical cubes in the classrooms by educators in different engineering and engineering technology programs courses.","PeriodicalId":369501,"journal":{"name":"2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130218849","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
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