Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012最新文献

{"title":"Quadcopter design and implementation as a multidisciplinary engineering course","authors":"Igor Gaponov, Anastasia Razinkova","doi":"10.1109/TALE.2012.6360335","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360335","url":null,"abstract":"This paper describes a sample syllabus for the undergraduate course whose main objective is the design and implementation of quadrotor helicopter system. The class is intended to provide the students with both theoretical and practical knowledge in the areas of mechanical engineering and design, system integration, hardware programming, and control system design and implementation. The class has the objectives which are very clear for the students, and gaining practical skills in such a blend of several unrelated technical fields at the same time can give the students unique experience of system design and integration, which can prove to be very useful in their future career.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129843393","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":"Introductory Project in Electrical Engineering as a tool to improve motivation among second-year students","authors":"A. Gero","doi":"10.1109/TALE.2012.6360352","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360352","url":null,"abstract":"The course Introductory Project in Electrical Engineering was designed to expose students beginning their second year of studies to the discipline of electrical engineering in order to increase their motivation. The course took place for the first time at the Department of Electrical Engineering of the Technion - Israel Institute of Technology in 2011. The core of the course was a team-based design project of a window cleaning robot. The present study, which used quantitative instruments alongside qualitative ones, indicates significant improvement in intrinsic motivation of students who participated in the course.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"506 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122756943","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":"Teamwork assessment and averaged feedback to students in very small groups","authors":"B. Supmonchai, K. Maneeratana","doi":"10.1109/TALE.2012.6360389","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360389","url":null,"abstract":"Teamwork assessment by peers in small groups could be affected by personal relationships. This paper presented a system of teamwork assessments for a postgraduate course in a Thai university that integrated the collaborative learning and hand-on group projects as the means to deliver the desired outcome. Students found assessments quite suitable in assessing the teamwork and sufficiently detailed. They were very aware of the friendship but in general yield straightforward assessment with more benefit of doubts in students who felt a higher level of friendship. However, the assessment seemed to be less reliable for underperformed students.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131063892","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":"m-LTE: A mobile-based learning and teaching interactive environment","authors":"W. Yan, C. Li, J. Ma, S. Ma, H. Truong","doi":"10.1109/TALE.2012.6360351","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360351","url":null,"abstract":"With the Apple iPads and iPhones hungrily being sold, the new technologies such as 3G/4G mean the mobile devices could be used anytime and anywhere, the relevant research is becoming very significant. This paper presents the research outcomes of our m-LTE project (mobile learning and teaching interactive environment), we adopt novel multimedia and communication technologies to create an m-Learning environment with voice center, slides center, SMS center and video center. We conduct the research by using software engineering techniques such as user requirements analysis, system design, implementation and test.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124251729","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":"Design and practice of an acoustic education program to increase vocational awareness","authors":"M. Nakayama, M. Harazono, S. Mukai, S. Ishimitsu","doi":"10.1109/TALE.2012.6360391","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360391","url":null,"abstract":"The number of elementary and junior high school students interested in natural science has recently decreased in addition to a lower birthrate. There has been a sequent fall in the number of applicants to our college. To address this problem, an acoustic education program incorporating lectures and experiments is designed and conducted for junior high school students as a first step to increasing the student's vocational awareness. The effectiveness of the program, specifically an increase in the student's vocational awareness relating to acoustics, was confirmed by the results of evaluations and questionnaires after the program was accomplished.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124252188","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":"Assessing students' development of program outcomes in an associate degree engineering curriculum: A longitudinal observation","authors":"W. W. S. Lee, K. Lo, V. Chan","doi":"10.1109/TALE.2012.6360398","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360398","url":null,"abstract":"Students' progress and development in an engineering program is often left unexamined when much of the attention is placed on benchmarking students' performance against absolute standards. This study aims at tracking students' development on program learning outcomes across a two-year associate degree engineering curriculum. Nine Likert-scale items were designed to measure students' perception of development on two clusters of program learning outcomes, namely “Knowledge and Understanding of Engineering” and “Awareness of Professional Ethics.” A total of 94 students in the associate degree engineering program filled in the questionnaire at first joining and graduating from the program. It was hypothesized that students perceived themselves to have developed in the two clusters of learning outcomes across the two-year study. Reliability tests suggest that the designed items are reliable measure of the two clusters of learning outcomes. Repeated measure MANOVA suggests that students perceive themselves to have some longitudinal gain in various program learning outcomes. Results support the value-addedness of program on students' academic development. Implication of self-reported measurement on curriculum design and revision will be discussed.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"239 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121432849","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":"Role-play exercises for project management education that incorporate a software agent","authors":"T. Nakamura, H. Maruyama, A. Takashima, Y. Sambe","doi":"10.1109/TALE.2012.6360292","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360292","url":null,"abstract":"Role-play exercise is an effective method of teaching project management, in which each student concentrates on playing the role of a stakeholder defined in a virtual project to solve problems from the perspective of his/her role, sharing information in a timely fashion. This paper proposes the introduction of a software agent in on-line role-play exercises, to act as a mentor and provide appropriate hints to students. The analysis of the log data collected from role-play exercises based on the proposed method shows that the ratio of positive influence of the agent's comments, which are designed to encourage students to take appropriate actions, on the students was 0.7, indicating that the agent's comments are effective in guiding the students in the direction thought to be desirable by the instructor. A quantitative evaluation of the extent to which the students took desirable actions shows that the students who participated in a role-play exercise with the software agent present earned scores which were 74% better than those in a role-play exercise without the agent, confirming the effectiveness of the proposed role-play exercise method.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128718780","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":"Systems engineering design of engineering education: A case of an embedded systems course","authors":"W. Balid, I. Alrouh, A. Hussian, M. Abdulwahed","doi":"10.1109/TALE.2012.6360407","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360407","url":null,"abstract":"Systems and Cybernetics can be found elsewhere in natural and engineering sciences. Control systems methods (technical cybernetics) are the nerve of the industrial revolution; they have recently penetrated some social sciences, especially economics and finance. However, the methods are seldom used for quantitative and analytical analysis in pedagogy. Simplified quantitative dynamical models of learning are developed, namely open and closed loop learning. The models are analysed and their implications are highlighted. The models are then used as a basis of describing two modes of lecturing, open and closed loop. It is shown that closed loop learning is superior to open loop learning. Closed loop learning is stable, e.g., learning objectives can be met, and it is robust, e.g., it is bridging the gap between low profile students and their average peers. The open loop learning model is mapped to the classical passive teacher-learner approach, which is classically followed in engineering education. In an engineering approach, the mathematically analysed closed loop learning model was empirically implemented using two modern and pedagogically stressed practices: 1) problem/project-based learning (PBL); and 2) formative assessment (FA). PBL is particularly suitable for engineering education because engineering itself is inherently experiential. PBL plays as vehicle for knowledge construction. FA plays as a method of closing the loop around the PBL approach in accordance to the developed mathematical model. To evaluate the differences in learning outcomes (if any) in accordance to the hypothesized open- and closed-loop learning models, a case study on the teaching and learning of an embedded system laboratory course was conducted. The students were divided into equivalent groups: experimental and control. The control group students were taught the lab in the classical way (open-loop), e.g., attending the lab session only. The experimental group was taught with the PBL + FA approach (closed-loop), where they have been assigned problems to solve during and after each laboratory session. The solutions were discussed and corrected by the lecturer and feedback was sent to the students. As a part of the FA, the experimental group students were asked to prepare for evaluation quizzes each week to measure the impact of the assignments and preparation benefit. After four laboratory sessions, both groups were examined unexpectedly. The experimental group students outperformed significantly the control group students. Statistical analysis of the exam have shown statistically significant difference and the results verified empirically the closed-loop learning model hypothesis. Additional exam was conducted a year later after the course end to measure the long-term retention, again the experimental group students have significantly outperformed the control group students. The results showed that a Systems Engineering design via a pedagogically rooted didactic reform ","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127657099","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":"Authentic assessment for Fundamental Electronics","authors":"Suat-Eng Tan","doi":"10.1109/TALE.2012.6360397","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360397","url":null,"abstract":"This paper aims to address the gaps in the way current Fundamental Electronics (FE) laboratory sessions are conducted and assessed in polytechnic education by designing two performance tasks and adopting authentic assessment. The rationales include: 1) transformation of global economy and the goal of polytechnic education; 2) educational reform on teaching and learning; and 3) misalignment between the Ministry of Education (MOE) Science curriculum framework, the instructions and assessments in current FE laboratory lesson. The benefits and challenges in implementing the designed performance tasks and authentic assessment are also addressed.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128332979","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":"Integrating global education program into engineering curriculum: Developing global engineering education program at GECE","authors":"H. No, Hyungsub Choi, Sungook Hong, SeungCheol Kwak, Sungzoon Cho","doi":"10.1109/TALE.2012.6360378","DOIUrl":"https://doi.org/10.1109/TALE.2012.6360378","url":null,"abstract":"This paper aims to detail a range of collaborative global education programs developed by Global Education Center for Engineers (GECE) hosted by Seoul National University. These schemes have been developed to cultivate global mindset of engineering students and to exploit synergies among partner universities. The paper describes the organization and delivery of GECE education programs since 2010. This scheme is original in its focus on aim of embracing global mindset of engineering students with diverse backgrounds, and operational models. It is believed that the paper presents a useful model for those seeking to implement similar collaborative global education programs. Since GECE has been offering courses from 2010, there are yet limited numbers of the participating students who have completed a considerable number of GECE courses at this stage. Thus, it has not, as yet, been possible to complete a longitudinal nor comparative survey to consider the impact of these programs on global mindset. These analyses will be reported in subsequent papers.","PeriodicalId":407302,"journal":{"name":"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 2012","volume":"237 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121093219","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}