2015 IEEE Global Engineering Education Conference (EDUCON)最新文献

{"title":"Knowledge transfers between research consortium, higher education institution and world of work","authors":"R. Pirinen","doi":"10.1109/EDUCON.2015.7095957","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7095957","url":null,"abstract":"One of the important functions of higher education institution is to contribute of knowledge transfers and research and development (R&D) related continuums between international research consortium, higher education institution, world of work, and government policy. In this study, knowledge transfers and R&D related continuums for high-value impacts in externally funded research, such as research consortiums related new knowledge creation and dissemination were addressed as interest and innovation promoter, and thus as activate force to regional-national-global developers. This study explores how knowledge was transferred to the realizations of study units in higher education institution and how participators of research consortium influence to the knowledge transfer and continuums in R&D processes. First the research was examined to understand towards that what kind of knowledge affect knowledge transfer in the externally funded R&D projects and through participators which mobilize a new knowledge and competence achievements in practice. This study revises author's earlier studies, innovation trigger and enabler analyses, research consortium process analyses, and R&D related learning process analysis in the perspective of knowledge transfers.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121882650","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":"Learning by research and development in perspective of peer-group mentoring","authors":"J. Paro, J. Rajamäki","doi":"10.1109/EDUCON.2015.7096000","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7096000","url":null,"abstract":"The research question of this case study is to observe the educational functionality of research and development related (R&D) learning in externally funded (R&D) projects in perspective of peer-group mentoring. In this study, educational functionality of integrative learning approach called learning by R&D for regional-global research collaboration in externally funded R&D project integrated with vocational teacher studies was investigated.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115086337","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":"Redefining best practices in company internships","authors":"A. Lopez-Martin, P. Sanchis, G. Perez-Artieda, E. Gubía, Daniel Morató, David Astrain, E. Tartas, J. L. Taberna, Ignacio R. Matías","doi":"10.1109/EDUCON.2015.7095989","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7095989","url":null,"abstract":"Initiatives aimed to promote best practices in company internships in the emerging EHEA are presented. They have been implemented in the new curricula of the School of Industrial and Telecommunications Engineering of the Public University of Navarre. They imply a redefinition of the way these actions were formerly designed. The most salient features of the new approach are the key role played by the acquisition of competences, focus on learning objectives and a more comprehensive grading system.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115498321","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":"First-year dropout in ICT studies","authors":"Külli Kori, M. Pedaste, Eno Tõnisson, Tauno Palts, H. Altin, R. Rantsus, R. Sell, Kristina Murtazin, T. Rüütmann","doi":"10.1109/EDUCON.2015.7096008","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7096008","url":null,"abstract":"There is high demand for qualified Information and Communication Technology (ICT) practitioners in the European labor market. In Estonia, the problem is not a low number of ICT students but a high dropout rate. The aim of this study is to find how it is possible to predict first-year dropout in higher education ICT studies and possibly to engage methods to decrease dropout rate. Data was collected from 301 first-year ICT students in Estonia who filled in a questionnaire at the beginning of the first semester and after the first semester. Additionally, some information was collected electronically during the admission process. The results showed that on average, 32.2% of the ICT students in Estonia dropped out during the first study-year. It was found that students who dropped out had lower scores in the state mathematics exam. This means that the score of the mathematics exam is one characteristic that can predict dropout during the first study-year. At the beginning of the studies there were not many differences in students' perception of their interest and how well the studies met their expectations. However, the answers received after the first semester showed some statistically significant differences between the students who dropped out during the first study-year and those who did not. Differences occurred, e.g., in the case of the following questions: how big their interest in ICT was, how well the studies met their expectations, how pleasant studying was for them, and how high they felt was the probability of them finishing their studies. It can be concluded that asking questions after the first semester gives information to universities as to who are about to drop out. Based on the information universities can support their students to retain them. The results support some factors that were found in literature to be important for avoiding dropout (e.g., motivation, earned credit points, prior studies, expectations), but in some cases the results of this study are different than the literature suggests (e.g., age, gender, working during studies, number of friends in the ICT field). It could be that these factors are not that important in influencing first-year dropout in ICT studies.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"570 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123146679","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":"FAST learning: A new didactic method in software engineering","authors":"J. Zalewski, F. González","doi":"10.1109/EDUCON.2015.7096084","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7096084","url":null,"abstract":"A new didactic method is proposed and described, called FAST, which is an acronym from Follow Accomplishments of Senior Teams, to attract to the discipline students in low level courses and reduce attrition rates. In essence, the method relies on bringing software engineering student teams from senior project courses, who have accomplished some significant results in their classes, to demonstrate and showcase their projects in introductory courses in software engineering and in other STEM disciplines. Students in lower level courses, with assistance of instructor, then analyze the projects specifications, designs, and implementations, and find out about the principles and specific details of software development on a real case study, which is available at hand. Then, depending on each project's scope, an instructor in a lower level course may choose one of the techniques, such as a demo, exercise, assignment, or even experiment, to enforce learning and motivate the students to increase their chances of staying in the degree program or even switching to the software engineering program from other majors. Typical software projects involved in the first edition of FAST learning were on robotics, wireless sensor networks, microcontrollers, data acquisition and control, and others. These activities definitely engaged students in lower level courses and caused significant excitement about prospects of learning in higher level courses and pursuing careers in software engineering.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122907786","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":"Effectiveness of Model-Driven Development in conceptual modeling education for university freshmen","authors":"M. Kayama, Shinpei Ogata, Takashi Nagai, Hiroaki Yokoka, K. Masumoto, Masami Hashimoto","doi":"10.1109/EDUCON.2015.7095983","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7095983","url":null,"abstract":"The purpose of this study is to explore educational methods for conceptual modeling for novices. In this research, the subjects are mainly freshmen in university. Model driven development (MDD) and a domain specific language (DSL) are key factors in this study. By using MDD, learners are expected to be able to evaluate their own model by observing the target device's behavior. By using a DSL, teachers can control the difficulty of the problems given to their learners. In this paper, we describe our research approach using MDD and a DSL, then, show our experiment design and results. We also discuss the effectiveness of MDD in university freshmen courses with proposed educational methodology.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128261675","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":"On the role of challenging math problems in the discrete mathematics courses","authors":"M. Mihova, M. Jovanov, E. Stankov","doi":"10.1109/EDUCON.2015.7096050","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7096050","url":null,"abstract":"Mathematical talent must be identified through a range of measures that go beyond usual activities and traditional standardized tests. One possibility that we use at our institution, is additional assessment through challenging math problems. In this paper we present the results of our experience in the organization of Discrete Mathematics faculty courses, with emphasis on the role of challenging math problems. The results were gathered in the period of 3 academic years, in courses with more than 500 enrolled students each. These results justify and enforce the use of such problems.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124348953","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":"What is the role for collegiate design competitions in a multi-discipline, diverse world?","authors":"G. Davis","doi":"10.1109/EDUCON.2015.7096042","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7096042","url":null,"abstract":"Collegiate competitions provide a way for University students to gain a multi-discipline and multi-cultural experience while working on a real-world engineering project. These competitions rely on the natural competitive drive of students to force them to move beyond their comfort bounds to work with individuals from different educational and cultural backgrounds.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133561075","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":"Dynamic publishing and availability management of virtual machines in Virtual Organization","authors":"Amadou Dahirou Gueye, Davy Edgard Moussavou, H. Saliah-Hassane, S. Ouya, Ibrahima Sanogo, C. Lishou","doi":"10.1109/EDUCON.2015.7096062","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7096062","url":null,"abstract":"Nowadays, universities and research institutes are more and more feeling the need to establish collaboration networks for sharing skills, as well as material, human, software and virtualized resources. This refers to the idea of Virtual Organizations (VOs) which allow any user of a member organization to access technological and pedagogical resources available in another partner organization. However, this collaboration, most of the time, raises some concern for member organizations. Indeed, they are afraid not to be able to use their own resources when they need to. Information on resources availability is generally static, provided at a given moment. The presence management of virtual machines with the XMPP (Extensible Messaging and Presence Protocol) protocol presents limitations in the context of a collaborative network. So, the constraints identified in terms of resource sharing, instant availability and restrictions are the main obstacles to setting up such a virtual organization. This paper aims to propose and implement an application that manages dynamic discovery and availability of shared virtual machines. The proposed system manages in real time the presence of a resource and its availability in terms of its occupation or use. The system will also allow a member organization to make its resources available and enjoy priority on its resources in case it needs to use them.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132822919","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":"“24 hours of innovation”: A trans-pyrenean challenge initiative","authors":"G. Perez-Artieda, David Astrain, J. Fernández, E. Gubía, P. Sanchis, A. Lopez-Martin, E. Tartas, J. L. Taberna, Daniel Morató, Ignacio R. Matías","doi":"10.1109/EDUCON.2015.7096048","DOIUrl":"https://doi.org/10.1109/EDUCON.2015.7096048","url":null,"abstract":"The goal of the 24 hours of innovation challenge is to encourage student teams from French and Spanish universities around the Pyrenees to find creative solutions to challenges put forward by participating companies. The initiative is presented and analyzed in this paper as an efficient way to promote creativity and innovation in the new engineering students.","PeriodicalId":403342,"journal":{"name":"2015 IEEE Global Engineering Education Conference (EDUCON)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131893611","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}