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

{"title":"A Template-Based Spaced Repetition Learning Solution Designed for Educators","authors":"Ayman Hajja, Austin J. Hunt","doi":"10.1109/FIE49875.2021.9637051","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637051","url":null,"abstract":"This Innovative Practice Work in Progress paper introduces a freely available API-based platform for spaced repetition education. Spaced repetition, or spaced repetition learning, is a technique used by learners to improve long-term knowledge retention through repeated exposure to information spread out through time, traditionally in the form of flashcard questions. The concept of repeated exposure to information at varying lengths of time, and its effectiveness to improve human memory, has been evolving since first being investigated in the 19th century. Recently, new mobile and web learning applications have been employing spaced repetition algorithms and techniques to improve students' retention; although increasingly popular amongst students, we believe there are certain drawbacks to these systems that we set out to address in this work. First, existing solutions primarily target only students as users without providing instructor-focused functionality for supplementing their teaching; we explore, through the inclusion of instructor-focused interfaces and reporting mechanisms, potential insights to be gained about the effect of spaced repetition learning on student retention. Secondly, to the best of our knowledge, current popular spaced repetition algorithms are purely question-based; that is, re-exposure delays are calculated only per question, and not per topic. To address this, we present a novel question-templating framework that 1) enables knowledge retention to be assessed and analyzed in terms of groups of questions representing topics instead of only specific questions, and 2) provides a tool for instructors to efficiently manage learning material by creating randomizable templates to feed on the fly generation of similar-but-unique question sets for each student. Third, existing solutions widely employ spaced repetition to aid memorization without leveraging it to aid generalization; we aim to highlight a potential for the spaced repetition model to promote retention of generalized skills (transferable among different challenges). Lastly, and most importantly, we seek to provide a free application programming interface (API) that can be integrated with any custom mobile or web user interface to provide the research community with a highly integrable toolkit for exploring new questions about spaced repetition learning.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"7 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":"131152236","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":"Scaffolding Student Success in the Wilds of Open Source Contribution","authors":"Emily Lovell, James Davis","doi":"10.1109/FIE49875.2021.9637154","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637154","url":null,"abstract":"This Innovative Practice Work in Progress paper reports on our experience scaffolding student success in the uncertain landscape of open source. Following participation in a faculty workshop on the subject, the first author spent two consecutive terms developing, teaching, and revising an upper-division open source software course. The difference between the two course offerings was astounding; students enrolled in the second iteration made more successful project contributions, spent more of their own time working outside of class, and felt a greater connection to both the project and the developer community of which they were a part. We detail our experiences here, with particular focus on the importance of project selection - as well as the revisions we believe to be most responsible for improvement: additional mentorship, supplemental in-class tutorials, more dedicated class time for teamwork, intentional team groupings, and access to large screens for collaboration.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"81 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":"132097717","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":"Context, Competency and Authenticity in STEM Education","authors":"R. Mcdermott, M. Daniels","doi":"10.1109/FIE49875.2021.9637197","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637197","url":null,"abstract":"This Research Full Paper presents work which links a consideration of the concept of context with that of learning competency and that of educational authenticity in STEM subjects. The word “context” is very familiar in both everyday language and in educational settings. However, because of its ubiquity, it is often taken for granted that both educators and students know what it means, and how it is being used. This paper reviews the concept of context, using the typology developed by Dohn et al. We draw attention to the way in which this can be applied to the notion of competence, specifically, the competence framework developed by Frezza et al, and consider how the concept underlies the idea of authentic learning. We argue that a clear understanding of authenticity depends critically on both students and academics being able to discriminate between the different types of contexts that occur in authentic assessment processes, such as projects based on real-world scenarios. We also consider contextual categories when describing the different ways in which learning can be transferred.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"43 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":"132755811","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":"Educational Convergence: The Anthropology, Performance, and Technology (APT) Program","authors":"Hortense Gerardo","doi":"10.1109/FIE49875.2021.9637415","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637415","url":null,"abstract":"This Work in Progress paper notes that the 21st century is a time of existential challenges and great social change. It is an anthropogenic era in which human society is firmly at the center of change at all scales. The future of our civilization depends on the ability of humankind to respond to these challenges. Whereas technology was once seen as the solution to these challenges, it has become evident that only by coupling technology in an appropriate cultural context can it be successful. The Anthropology, Performance, and Technology (APT) program is an intersectional bridge between these three disciplines designed to nurture the creation of innovative solutions to socially relevant problems in the 21st century. This paper describes the vision and objectives of the APT program, and the current status.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"87 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":"134471993","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":"Developing an Interdisciplinary Pathway for Engineering Education Master's Curriculum","authors":"Kathy L. Jackson, I. Esparragoza, Jacquelyn Huff, Paul Lynch, Steven Y. Nozaki, Andrea M. Ragonese, J. Ranalli, Nancy E. Study","doi":"10.1109/FIE49875.2021.9637390","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637390","url":null,"abstract":"In this Work-in-Progress (WIP) paper, we share how we address the urgent need to prepare Science, Technology, Engineering, and Mathematics (STEM) teachers and faculty with 21 st-century teaching and learning knowledge and skills. Engineering education is now provided across all levels of learning and yet a major constraint is the number of teachers and informal educators prepared to teach engineering content. While engineering higher education faculty are likely in possession of strong discipline-specific knowledge, they often enter the workforce without formal pedagogical training. Faculty may be lacking guidance on how to develop best-practice approaches for pedagogical content knowledge or how to effectively teach students literacy within a discipline. Across our nation's educational landscape, engineering education graduate programs housed in engineering and education schools are striving to meet this ongoing demand for more and qualified engineering educators. At our university, we are looking to enter this market and develop a master's level program in engineering education focusing on providing discipline-specific, evidence-based pedagogy to students with engineering backgrounds and students with education backgrounds. This work, based on current gathered data and perspectives, raises fundamental questions about audience, purpose, and transformative approaches.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"1 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":"134627496","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 Makerspaces into the Curriculum - Faculty Development Efforts","authors":"Maria-Isabel Carnasciali, S. Gillespie, Ahmed Muntasir Hossain","doi":"10.1109/FIE49875.2021.9637230","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637230","url":null,"abstract":"This full paper describes three approaches taken by the University of New Haven to support and train faculty to integrate the makerspace into their course content. As one way to promote hands-on learning with engineering students, many faculty and staff support the integration of makerspaces into higher education classrooms. Encouraging students to use a makerspace can result in an increase in informal learning opportunities, additional support for prototyping efforts for project-based learning, increased self-efficacy, and an enhanced sense of community and belonging. As makerspaces are relatively new in academic settings, many faculty are unfamiliar with the capabilities of the equipment in these spaces and may be unlikely to adopt usage of the tools into their courses. With many of the maker technologies not used by faculty during their own studies or career development, additional training opportunities are needed to provide faculty an opportunity to develop their own mastery of both the new technology and specific classroom pedagogy related to “making.” Faculty training for makerspaces is more than just professional development on new technical content. For a successful integration into the classroom, faculty members should consider relevant pedagogy, time considerations, budget constraints, equipment limitations, and the added-value of the maker element to the traditional classroom content. This study profiles three different types of faculty development makerspace training efforts: self-guided exploration by enrolling faculty as members of a community makerspace, pedagogy-focused workshops, and hands-on equipment training sessions. The first effort provided 20 faculty members access to MakeHaven, located in downtown New Haven, CT. With this membership came access to training, mentors, workshops, and a supportive community. To engage with the equipment and resources, faculty were encouraged to work on projects of their own interests and for their own purposes. As their projects were individually different, they needed to seek out the assistance of the expert user; in doing so, they learn by doing, by trying it out and revising. A second effort brought in an external speaker to host a mini-workshop for approximately 18 faculty. The speaker introduced the pedagogy for incorporating makerspaces into curriculum efforts and provided practical examples of incorporation across majors. Participants completed a brainstorming and planning exercise to identify a course and maker-project for implementation. The third effort provided 10 faculty and staff the opportunity to participate in workshops specifically targeted to introduce faculty to the University of New Haven makerspace equipment. Faculty and staff learned about the equipment and its manufacturing capabilities, discussed tips for classroom integration, and then designed and created a product of their own using the equipment. Post-event surveys were completed after each effort to highlight str","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"215 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":"115412243","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":"Estimating the Multiple Skills of Students in Massive Programming Environments","authors":"Fabiana Zaffalon Ferreira, André Prisco, R. D. Souza, Davi Teixeira, Michel Neves, J. L. Bez, N. Tonin, Rafael Penna, S. Botelho","doi":"10.1109/FIE49875.2021.9637456","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637456","url":null,"abstract":"This Research to Practice Full Paper presents a proposed model to estimate the multiple skills of students in massive online environments that provide programming exercises, whose assessment methods occur automatically without human intervention. The proposed model is based on the M-ERS model and incorporates, from the TrueSkill model, the uncertainty regarding the student's skills. To validate the model, a database from the URI Online Judge platform was used and the M-ERS and TriMElo models were applied to compare the performance and behavior of the two models. The empirical results show that the proposed model updates student's skills more smoothly, according to the correctness or error of the exercise, according to the uncertainty of the skills.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"18 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":"115520101","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":"Investigating Learners' Behaviors and Implementing Intervention in a SPOC","authors":"Han Wan, Zihao Zhong, Lina Tang, Xiaopeng Gao","doi":"10.1109/FIE49875.2021.9637459","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637459","url":null,"abstract":"This Work-In-Progress paper is in the Innovative Practice category. In the MOOC-related research field, many researchers analyzed students' learning behavior based on the logging data to predict students' performance and improve the course design. Nowadays, Small Private Online Courses (SPOC) are favored in college education, especially in computing education. This hybrid teaching model allows courses to be conducted through Internet, which enables teachers and students to access the course anytime, anywhere. Besides, multimedia resources, including images, videos, and audio could be contained in course materials to strengthen the expressiveness of SPOC. On the other hand, the online learning management system (LMS) collects all the students' interactions with it. But how could we extract meaningful information from them? And how could we improve the learning outcomes of a SPOC? In this study, we analyzed LMS data from a sophomore Computer Structure course. We applied several data mining techniques and conducted an intervention using several visualization techniques. Features were selected according to Spearman's rank correlation coefficient with grades. The correlation coefficient of these selected features ranged from 0.42 to 0.84. Course data were further processed to predict students' performance. The predicted grade was processed in the form of heatmaps to illustrate students' learning behavior. Besides, we further designed an overall view for teachers' perspective, which contains data of all the students in each heatmap. The predicting models were evaluated by ROC-AVC values. Several hyperparameters were tuned in order to pursue better predict performance. The best ROC-AVC value could reach 97.44%.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"10 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":"115882574","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":"Investigating Challenges of Student Centered Learning in Thai Higher Education during the COVID-19 Pandemic","authors":"P. Wattanakasiwich, N. Suree, S. Chamrat, Washirasorn Saengsuwan, W. Suttharangsee, Tanate Panrat, J. Ruamcharoen, Wannapon Trianpo, S. Amornsamankul, W. Laesanklang, A. Berglund, P. Chantawannakul","doi":"10.1109/FIE49875.2021.9637298","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637298","url":null,"abstract":"The Covid-19 pandemic has posed major challenges for the education sector worldwide. Face-to-face university courses have to be taught online. University instructors have faced significant difficulties in creating a student-centered learning (SCL) environment online. The aim of this study was to investigate the major challenges of creating student centered learning in Thailand and focused on a population of college instructors attending Thai EASTEM webinar on “Student-Centered Learning in Internet-Based (online) Teaching”, offered in year 2020 during the Covid-19 pandemic. The aims of this webinar series aimed to provide information on student-centered online learning, how to effectively conduct SCL-based online classes and strategies for better assessments in online learning. There were more than 1000 participants attending all three webinars. The online questionnaire was designed to gather information required by the study. Both quantitative and qualitative were analyzed according to emerging aspects of the online learning activity including learning goals, tools & resources, roles and assessment. As results, most instructors had concerned about fairness and honesty in online assessment, how to create SCL online teaching and students' skills in using computer for online learning and students' readiness in terms of equipment. The study findings are of great use in areas of education development in higher institutes of learning. The findings are also of considerable value in creating SCL online learning environment for college teaching in a digital era and adaptation of instructors towards new way of teaching and learning.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"7 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":"114329452","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 Experiential Approach to Support Learning of Cyber Physical Systems Concepts involving Mixed Reality Platforms","authors":"J. Cecil, Avinash Gupta","doi":"10.1109/FIE49875.2021.9637125","DOIUrl":"https://doi.org/10.1109/FIE49875.2021.9637125","url":null,"abstract":"The potential of adopting cyber learning approaches to improve student learning and engagement is an important area of educational research. The advent of Virtual Reality (VR) based learning environments or Virtual Learning Environments (VLEs) has ushered in the cyber-based educational era which involves smart technologies supporting experiential learning and other approaches to enrich the learning experiences in Science, Technology, Engineering, and Mathematics + Computing (STEM+C) topics. In this paper, the discussion of such experiential activities to teach advanced concepts in cyber-physical systems using process contexts from NASA's Moon Mission is discussed. There are two thrusts: (1) studying the potential of experiential activities where engineering and computer science students are taught to design and build such cyber-physical environments using Mixed Reality (MR) involving astronaut training scenarios (2) assessing the impact of immersive VLEs using low-cost platforms such as the Vive in learning science and engineering concepts. The results of such learning experiences in terms of engagement and learning on students are discussed. The overall conclusion is that such experiential activities involving VR/MR technologies have the potential to impact student learning in a positive manner.","PeriodicalId":408497,"journal":{"name":"2021 IEEE Frontiers in Education Conference (FIE)","volume":"20 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":"117285105","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}