2021 IEEE Frontiers in Education Conference (FIE)最新文献

{"title":"Student Assessment in PBL-Based Teaching Computing: Proposals and Results","authors":"G. B. Lopes, S. Santos","doi":"10.1109/FIE49875.2021.9637056","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637056","url":null,"abstract":"This Research Full Paper presents an overview of student assessment proposals for Problem-Based Learning (PBL) in Computing Education. Computing teaching has many challenges, as it requires different skills from students, often subjective and difficult to assess. In fact, technical knowledge alone is not enough to fully understand what is being taught, but the interpretive and logical skills to deal with practical problems and non-technical skills such as group work, creativity, critical vision, ability to cooperate and communicate. Active learning methodologies as Problem-Based Learning (PBL) have been used to dealing with such challenges, broadly developing technical and non-techniques skills in students. However, despite the benefits of PBL, the student assessment process is one of the points that present its own adversities and, therefore, an aspect that deserves greater attention. To better understand the nuances of this process and how it can contributes to the teaching and learning process based on PBL, this study aimed to investigate primary studies in the last two decades, seeking answers to the following research questions: RQ1) What assessment models are being used?; RQ2) Which aspects are evaluated?; RQ3) What criteria and media have been defined?; RQ4) Who gets involved in the assessment process?; RQ5) What is the ideal frequency to conduct the evaluations?; RQ6) What can these models reveal? As a research method, this study used the Systematic Literature Review method proposed by Kitchenham. As main conclusions, it was possible to identify that: generally, computing education based on PBL occurs at the undergraduate level, having as main educational objective the teaching of technical content; in practice, the need for a diverse teaching team is not reflected, the traditional student-teacher remains; to evaluate students, it is necessary to consider several aspects, technical and non-technical, defining specific criteria for each one of them; the main benefits for students are related to changes in behavior, development of soft skills and better absorption of technical knowledge; as main challenges for students, the difficulty to understand the nuances of the proposed problem and to be the main responsible for devising a solution for it without the figure of a teacher to give a clear definition of how to do it stands out.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123921237","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-Agent System for Recommending Learning Objects in E-Learning Environments","authors":"Thais Oliveira Almeida, J. F. D. M. Netto, Arcanjo Miguel Mota Lopes","doi":"10.1109/FIE49875.2021.9637258","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637258","url":null,"abstract":"This full paper of innovate-to-practice category presents a Multiagent System for recommending learning objects in Virtual Learning Environments (VLE), aiming to improve the customization of instructional guidance on educational content according to the student's profile. The methodology was initially research aimed at identifying the motivators of the students' performance and their weaknesses, adopting a personalized student model based on the level of knowledge, and providing predictive models to monitor the student's progress in the curriculum. This framework provides a distributed architecture, and consists of three layers: 1) Administrative layer; 2) Storage layer; 3) Pedagogical layer. For the recommendation of learning objects, a collaborative filter was used, which constitutes a successful technique in several recommendation applications, seeking similarities in users' habits to predict their future decisions.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123969221","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":"Cultivating an Additive Innovation Culture through the Communal Observations of New EXperiences in Teaching (CONEXT) Protocol","authors":"Cecilia La Place, J. Halkiyo, Michael S. Sheppard, N. Kellam, Adam R. Carberry","doi":"10.1109/FIE49875.2021.9637195","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637195","url":null,"abstract":"This innovative practice work in progress (WIP) paper details the development of an observation protocol that was developed to promote pedagogical risk-taking and additive innovation. Our higher level goal is to create a self-sustaining community of pedagogical exploration through formative feedback driven by peer observation. This effort aims to break the mold of status quo professional development protocols with questions specifically designed to ensure educators are receiving targeted, desired feedback, while engaging observers to think about how they might apply something similar in their own classroom(s). Attempts to test this protocol unearthed deeper concerns about observations and faculty reluctance to be observed. This underlying anxiety and concern associated with observations needs to be addressed, particularly during the pandemic. In this paper we share our process of developing this protocol, our pilot testing of the protocol, barriers encountered in further testing of the protocol, and literature that explains faculty reluctance to peer observation protocols that will help guide future efforts.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125188756","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 use of interactive screencasts to promote active and engaged learning in the Further Education mathematics classroom: A descriptive case study from North East England","authors":"Raphael Eichie, R. Strachan","doi":"10.1109/FIE49875.2021.9637383","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637383","url":null,"abstract":"This Research-to-Practice Work in Progress paper explores the lifelong learning sector which is an important but often challenging area of education. It can be subject to low and inconsistent levels of funding and can attract students who find certain areas of the curriculum particularly challenging. This can lead to a lack of engagement and disruptive behaviour in the classroom. For over a decade, the UK government have been keen to ensure that all adults have a minimum level of ‘functional skills' including mathematics. In England's Further Education Colleges, this means many students have to study mathematics alongside their main subject programme, even though they may not be motivated to do so. The aim of this research study is to investigate if technology and specifically interactive screen casts can motivate and engage these students in their mathematics classrooms. This research adopts a case study action research approach working with a group of learners and their teachers/classroom assistants in a college in North East England. The preliminary results indicate that these learners struggle with motivation and engagement. The adoption of technology in the form of interactive screencasts could bring benefits to these types of learners by providing a more active and individualized learning experience addressing their motivation and engagement issues and accommodating a range of learning styles.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128517769","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":"Engaging undergraduate students in a biomedical research project: a virtual collaboration across institutes under the pandemic environment","authors":"Yuezhou Wang, D. Ewert","doi":"10.1109/FIE49875.2021.9637452","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637452","url":null,"abstract":"In this work-in-progress (innovative practices) paper, we introduced a biomedical engineering research project to students in our primarily undergraduate institute (PUI) where sources and research activities are limited. Here, we present the motivation, background, best practices, initial assessment, and future work. Through virtual collaboration with a research institute, the project helped engage students in research activity, broaden the current scope of our project-based pedagogy, and address the typical challenges in online learning. In this semester-long project, a group of seven students from two schools developed a highly coupled Simulink model that captured the behaviors of the human cardiovascular system. The model aimed to study the aging effect of the aorta on cardiac power and blood pressure. Regarding the project design, we introduced the concept from the software engineering, i.e., “Agile Principle” and “Minimal Viable Product”. Students started to develop a working model of one component (i.e., O2 and CO2 exchange model in the tissue) from the entire system. Through multiple iterations, the model was debugged, expanded, and polished. We recognized the critical role of communication in the virtual space. Besides routine team meetings on Zoom, we also mentored students with model debugging time through the Slack platform. Students developed their professional skills through weekly learning journals where ideas, reflection, confusion can be shared with faculty. The preliminary assessment indicates positive impacts, such as growth mindset, time management, and more career options.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131349441","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":"Your Phone as a Sensor: Making IoT Accessible for Novice Programmers","authors":"Devin C. Jean, B. Broll, Gordon Stein, Á. Lédeczi","doi":"10.1109/FIE49875.2021.9637272","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637272","url":null,"abstract":"Distributed computing, computer networking, and the Internet of Things are all around us, yet only computer science and engineering majors learn the technologies that enable our modern lives. This paper introduces PhoneIoT, a mobile app that makes it possible to teach some of the basic concepts of distributed computation and networked sensing to novices. PhoneIoT turns mobile phones and tablets into IoT devices and makes it possible to create highly engaging projects through NetsBlox, an open-source block-based programming environment focused on teaching distributed computing at the high school level. PhoneIoT lets NetsBlox programs-running in the browser on the student's computer—access available sensors. Since phones have touchscreens, PhoneIoT also allows building a GUI remotely from NetsBlox, which can be set to trigger custom code written by the student via NetsBlox's message system. The approach enables students to create quite advanced distributed projects, such as turning their phone into a game controller or tracking their exercise on top of an interactive Google Maps background with just a few blocks of code.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131366311","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":"Survey of Resources for Introducing Machine Learning in K-12 Context","authors":"I. T. Sanusi, S. Oyelere, J. Agbo, Jarkko Suhonen","doi":"10.1109/FIE49875.2021.9637393","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637393","url":null,"abstract":"The benefits of teaching machine learning to K-12 pupils include building foundational skills, useful mental models and inspire the next generation of AI researchers and software developers. However, introducing machine learning in schools has been a challenge even though several initiatives, curriculum design, platforms, projects, and tools exist to demystify the concept. The existing resources are scattered and sometimes overlap. Thereby selecting the appropriate tools to adopt in teaching becomes an arduous task for the teachers and other practitioners. More so, despite the increasing number of papers published in this field, there are still gaps in identifying specific tools and resources for teaching machine learning in K-12 settings. This study presents a literature review on machine learning in K-12 by selecting articles published from 2010 to 2021. Therefore, this paper presents a resource catalog and surveys of tools to help teachers find suitable teaching paths and make the decision to introduce activities that help students understand the basic concepts of machine learning. Based on the research objective, we utilized six databases to extract relevant information, while thirty-nine peer-reviewed articles were collected based on a systematic literature search and were analyzed. This study identified resources, tools, and instructional methods as the main categories of pedagogical items needed to ensure impactful teaching of machine learning in K-12 settings. Besides, the mode of operation, benefits and the challenges of the pedagogical tools for teaching machine learning in K-12 settings were unraveled. The findings also show the increased number of initiatives resulting in tools development to support machine learning teaching. Finally, this study provides recommendations for future research directions to help researchers, policymakers, and practitioners in the education sector identify and apply various resources to aid decision-making in practice and to democratize machine learning practices in schools.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"386 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131485544","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":"Exploration and Practice of an Innovative Idea and Method of Organized Engineering Education","authors":"Zhang Tao, Haiyan Huang, Feng Chen","doi":"10.1109/FIE49875.2021.9637378","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637378","url":null,"abstract":"This Innovate Practice Full Paper presents an innovative idea and method of organized engineering education. With the rapid globalization of China's economy, and especially the emergence of a large number of innovative large-scale enterprises supported by advanced technology, a great number of engineering-proficient talents is urgently needed. However, there is a disparity between the talent cultivation system in China and the societal demand for well-educated specialists. Every year, more than 9 million people enter various colleges and universities in China. Likewise, a large number of students graduate and enter the job market annually. Although China's higher education system has made great progress, the quality of engineering performed by graduates from various types of colleges and universities is low and remains far from meeting society's demands. Through extensive research and analysis, we have come to believe that the main reasons for this phenomenon can be summed up in two points: firstly, the system for teaching engineering needs further improvement. Engineering education is in a very fragmented state and lacks unified standards. Different colleges and universities have different understandings of engineering education, leading to the educational methods they use being inconsistently applied. Secondly, social engineering education resources are not used optimally. With this in mind, we propose an innovative and logical solution to the engineering education problems China faces. The method attaches importance to the teaching of organized courses, emphasizes the practice of organized engineering, and vigorously carries out the construction of a planned practice base. Through more than ten years of exploration and practice, we have made a series of achievements and gained a wealth of experience, opening up a road for China's engineering education. We hope that our research can contribute to the organized and uniform development of engineering education around the world.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130204713","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 Engineering Computational Thinking Diagnostic: A Psychometric Analysis","authors":"Noemi V. Mendoza Diaz, D. Trytten, R. Meier, So Yoon Yoon","doi":"10.1109/FIE49875.2021.9637142","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637142","url":null,"abstract":"This research-track work-in-progress paper contributes to engineering education by documenting progress in developing a new standard Engineering Computational Thinking Diagnostic to measure engineering student success in five factors of computational thinking. Over the past year, results from an initial validation attempt were used to refine diagnostic questions. A second statistical validation attempt was then completed in Spring 2021 with 191 student participants at three universities. Statistics show that all diagnostic questions had statistically significant factor loadings onto one general computational thinking factor that incorporates the five original factors of (a) Abstraction, (b) Algorithmic Thinking, (c) Decomposition, (d) Data Representation and Organization, and (e) Impact of Computing. This result was unexpected as our goal was a diagnostic that could discriminate among the five factors. A small population size caused by the virtual delivery of courses during the COVID-19 pandemic may be the explanation and a third round of validation in Fall 2021 is expected to result in a larger population given the return to face-to-face instruction. When statistical validation is completed, the diagnostic will help institutions identify students with strong entry level skills in computational thinking as well as students that require academic support. The diagnostic will inform curriculum design by demonstrating which factors are more accessible to engineering students and which factors need more time and focus in the classroom. The long-term impact of a successfully validated computational thinking diagnostic will be introductory engineering courses that better serve engineering students coming from many backgrounds. This can increase student self-efficacy, improve student retention, and improve student enculturation into the engineering profession. Currently, the diagnostic identifies general computational thinking skill","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121360335","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":"Algodynamics: Algorithms as systems","authors":"Venkatesh Choppella, V. Kasturi, Mrityunjay Kumar","doi":"10.1109/FIE49875.2021.9637441","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637441","url":null,"abstract":"This Full Paper in the Innovative Practice category begins by asking “can algorithms be thought of and taught as dynamical systems?” Our exploration of this idea — Algodynamics — is guided by a vision to achieve convergence between computing and engineering education. The engineering sciences share a common conceptual vocabulary originating in dynamical systems: state spaces, flows, actions, invariants, fixed points, convergence, etc. The goal of algodynamics is to build, ab initio, a framework for understanding and teaching algorithms using concepts from dynamics. This allows us to teach computing and algorithms as an engineering science. Engineers work with models. In algodynamics, models are expressed using transition systems rather than as pseudocode or programs. This allows a crisp representation of two important classes of computation: sequential algorithms as ‘discrete flows’ (iterative systems) and interactive applications as ‘action flows’ (transition systems). The focus of this paper is on the first of these classes, algorithms, but using ideas from the second, viz., transition systems. In this framework, algorithms emerge as convergent iterative systems. Due to their non-interactivity, iterative systems may be hard to understand. The student may trace through the algorithm, but to know how the parts of the algorithm work together requires ‘opening up’ the algorithm and situating it within the more general class of interactive systems. Doing so helps the student to understand the machinery of an algorithm in an incremental and modular way. The student interactively solves the algorithmic problem, experimenting with various strategies along the way. At each stage of the design, interactivity is traded for automation. We illustrate our approach by considering a classic example from sorting: Bubblesort. We first examine a solution based on fixed point iteration. Then we approach Bubblesort as a sequence of five interactive transition systems that culminate in the Bubblesort algorithm. This exercise reveals to the student design decisions and strategies that help understand why Bubblesort works. The successive refinement also pays off in terms of highly modular code whose primitives are elements of the transition system models.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126939243","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}