ECE Official Conference Proceedings最新文献

{"title":"The 4th Industrial Revolution: A Redefinition of the Role of Higher Education?","authors":"J. Bengoechea, A. Bell","doi":"10.22492/issn.2188-1162.2022.23","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.23","url":null,"abstract":"The 4th industrial revolution has begun to change -and will dramatically continue to change-the economy, the society, and the labour market at large. As Frey and Osborne (2013) have pointed out, automatization and digitalization will \"destroy\" or at least reconfigure, as many as 70% of jobs. While Arntz et al. (2017) do not agree with Frey and Osborne (2013) on the scope of the creative destruction that AI will bring about, they are of the opinion that many routine, repetitive tasks required for the jobs of the future will be taken over by AI, therefore changing the nature of the skills needed by the labour markets of the 21st century. The OECD (2019) points out that demand for higher education continues to rise in most countries (albeit not in the United States after the COVID pandemic). While the percentage of adults who have received tertiary education has risen on average from 35% in 2008 to 44% in 2018, the OECD states clearly that the expansion of higher education will only be sustainable if HEIs give graduates the skills they require for the future, on the one hand, and on the other, if higher education can match the supply of graduates with labour market and social needs (OECD, 2019). While, according to the OECD (2019) the employment rate for college graduates is 9% than for adults who only possess upper secondary education, and the former earn on average 57% more than latter, there is much more demand for some professions than for others. According to the same report, less than 15% of students who start college study engineering, manufacturing, and construction majors, and only 5% study computer science despite the enormous demand for these professionals. Furthermore, women are particularly underrepresented in the aforementioned programs: across the OECD, only 25% of students of these majors are women.This paper reports on the increased attention on the redefinition of the Role of Higher Education in the 21st century and its key implications for the labour market. The paper builds upon a constructivist approach, combining a literature review and research on key publications and academic reports.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131178179","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":"Practical Teaching in Times of a Pandemic","authors":"Maria Inês Lourenço","doi":"10.22492/issn.2188-1162.2022.9","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.9","url":null,"abstract":"","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132905763","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":"Mathematical Algorithm for Understanding Numbers and Their Operations Integrated Into the Cornerstone of Learning in a Pelmanism Game: Mathesso","authors":"Karel Janecek, Leonard Bernau, T. Benka, F. Paulů","doi":"10.22492/issn.2188-1162.2022.61","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.61","url":null,"abstract":"Mathesso, a novel board game focusing on explaining elementary mathematics to kids of all ages, is presented. Using the principle „learning by playing,“ Mathesso allows children to acquire a rich intuition about the structure of the number system. The game has a strong potential for reaching comprehensive and rapid growth as a learning tool worldwide, including in developing countries, since there is no need for a good quality teacher to reach full game potential. The game's goal is to activate cognitive processes responsible for the origin and development of mathematical intuition. Mathesso is based on the palmesian principle connected to mathematical operations. The teaching principle is based on the unique mechanism of reverse synaesthesia responsible for perceiving dependencies between numbers. Using this method, children can gain a deeper understanding of inherent connections in math while avoiding mechanical memorization, which is the leading cause of difficulties in learning mathematics. By playing this game, kids can quickly and naturally understand the principle of multiplication, division, powers, prime numbers, Fibonacci numbers, factorials, and more, explaining their principles. Moreover, the game is also strategically very appealing and thus has the potential to become a challenging strategic game on an international competition level.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128519511","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":"Implementing the AoL Standard for the WI and BIT Curricula in AACSB – Lessons Learned at the FHNW","authors":"Rainer Telesko, Guy Ochsenbein, Ruth Röhm, Andreas Reber, Michael Pülz, Christina Loosli","doi":"10.22492/issn.2188-1162.2022.5","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.5","url":null,"abstract":"Before 2014, the quality management process in all our programs has been rather informally and individually organized. In 2014, the management of the School of Business at the FHNW decided to set up a strategic project to achieve the AACSB accreditation to sustainably secure the role among the best business schools. Among other standards, AACSB deals with Assurance of Learning (AoL, standard 5 in the 2020 standards) with the clear goal formulated as \"The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met.\" The AoL process has been established step by step since 2015 and provided us with a guideline to check the mission-reference of our program goals and learning objectives and to continuously develop the program quality on a common database. This paper describes the implementation of AoL using the four steps \"Determining Degree Program Learning Goals\", \"Measure\", \"Results\" and \"Closing the Loop\" for the bachelor programs WI (in German \"Wirtschaftsinformatik\") and BIT (Business Information Technology). As examples, measurements and improvements for various modules (spanning from supply chain to the computer science domain) are discussed, underpinning the clear and significant progress in the management of curricula and in the monitoring of our study programs’ effectiveness regarding student learning. Finally, we outline selected AoL initiatives at other universities and show how we can benefit from them to successfully enhance our project.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129354513","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":"Challenges and Potentialities of Using ICT in Initial Teacher Education: A Comparative Study With Students From Portugal and Spain","authors":"Vânia Graça, Paula Quadros-Flores, Altina Ramos, Manola Raposo-Rivas","doi":"10.22492/issn.2188-1162.2022.20","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.20","url":null,"abstract":"The use of digital technologies in a conscious, critical and creative way is one of the challenges proposed in initial teacher training, since we are witnessing a time of change that requires the preparation of future teachers for the 21 st century. This article is part of the IFITIC Project which aims to rethink educational practice with ICT in the initial training of future teachers in order to promote methodological renewal in preschool education and in the 1st and 2nd cycles of basic education. The study involves 111 students, from two Higher Education institutions in the North of Portugal, attending Degree in Basic Education and Professional Masters in teaching. It also involves 40 students from a Spanish College of Education. The aim is to know the thoughts of future teachers, regarding their technical and pedagogical knowledge in the curricular integration of Information and Communication Technologies (ICT). This is a quantitative study whose questionnaire survey included open and closed questions. For the open questions we used the content analysis proposed by Bardin (1977). The results show a) the reasons that promote the integration of technologies in the practices; b) the type of activities performed with students; c) the factors that inhibit the use of technological resources in educational practices. The study concludes that the reality experienced by Portuguese and Spanish future teachers is similar. With this study we hope to contribute to a reflection on initial teacher training.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128300820","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":"Enabling Factors That Lead Educational Middle Leaders to an Effective Professional Performance","authors":"Elaine Aaltonen","doi":"10.22492/issn.2188-1162.2022.32","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.32","url":null,"abstract":"Effective school leadership is made of senior and middle leaders who work effectively and collaboratively. More than ever, in the 21 st century, there has been recognition that schools need knowledgeable, skilled, proactive and committed leaders, along with great teachers, to ensure outstanding education at all levels of schooling. The scope of this paper lies within the sphere of the work of middle leaders, who can make a great impact on student learning outcomes for having a direct influence on teachers and classroom teaching. It aims at sharing findings obtained through an academic qualitative case study carried out in 2021, by the same researcher, on the professional performance of educational middle leaders, applied to the context of the lower elementary school division of a private Brazilian school. The master´s dissertation research questions included one focused on discovering the enabling factors that lead middle leaders towards a professional performance of excellence. Through an electronic questionnaire and individual face-to-face interviews, whilst being supported by a solid body of research underlying the study, it was possible to find out evidence that four enabling factors are essentially important for middle leaders to play their roles with efficacy, which are: an 'inner drive', a 'specific knowledge and skills base', 'in-service professional development (PD) programme', and effective 'support by their senior leaders'. This paper aims at outlining the main aspects concerning the empiric research undertaken, and mainly at placing an emphasis on these enabling factors, approached in depth in the dissertation report.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128453985","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":"Fuzzy Based Model for Students Debar Policy in Indian Engineering Institutes","authors":"Parmeet Kaur, Shikha Jain, Arti Jain, Jorge Lara","doi":"10.22492/issn.2188-1162.2022.33","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.33","url":null,"abstract":"All around the world, a critical aspect of the higher education system is the evaluation of students through periodic examinations. To exemplify, many higher education centers in India allow students to undertake rigorous semester-based examinations i.e., End-Semester (or End-Term) examination, provided they meet the criteria of class attendance up to a certain percentage. However, below the mandatory percentage, the students are considered debarred from the examination. There are several instances been observed, especially since the Covid-19 cases arrived in India, where students have missed their classes due to genuinely unfavorable causes. In such cases, debarring students due to insufficient classroom attendance is unfair and this can affect students’ careers in adverse ways. To work in this direction, this paper analyses a computational model that takes into account multiple parameters reflecting students’ performance to determine whether they should be allowed to undertake the End-Term examination or not. The proposed model implements the machine learning-based K-means clustering and Fuzzy Modelling techniques, as an inclusive approach for strategic examination of debarred policy in engineering institutes. It is observed that in comparison to other existing models, quite fewer students are declared as debarred using the proposed model. To the best of the authors' knowledge, no such system exists to date.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127804217","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":"Research on the Learning Effect of Experiential Learning Theory Applied to Design Education","authors":"ShuMey Yu","doi":"10.22492/issn.2188-1162.2022.38","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.38","url":null,"abstract":"","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126105974","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":"Using a 3CAPs Conceptual Framework to Explore Hong Kong Kindergarten Teachers’ Perceptions About Visual Arts Education","authors":"Suzannie K. Y. Leung, Joseph Wu, Sarah C. Y. Chung, Hui Li","doi":"10.22492/issn.2188-1162.2022.25","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.25","url":null,"abstract":"In the past decades, the visual arts in early childhood education were dominated by conventional approaches to shaping children’s artistic output. Craft making formed the major content of visual arts activities in kindergartens, and teachers relied on product-oriented instructions to deliver visual arts teaching to young children. However, there was a revision of the Hong Kong kindergarten education curriculum in 2017, when the government recognized the importance of children’s creativity in the arts by placing more emphasis on the elements of free expression and creativity. The early childhood curriculum reforms were found to be a de facto revolution of teaching ideas, leading to a remarkable gap between teachers’ reported beliefs and their practices. Using a 3CAPs (i.e., culturally appropriate, contextually appropriate, and child-appropriate practice) conceptual framework, in-service kindergarten teachers’ views on and their competence in visual arts education in Hong Kong are examined. A belief–practice gap in implementing visual arts education in Hong Kong kindergartens is evident from the voice of teachers. Kindergarten teachers generally show support towards creativity in early childhood arts but face considerable difficulties to put it into practice. Policymakers and reform leaders should act boldly to develop curricula and pedagogies that are culturally appropriate, contextually appropriate, and child-appropriate.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126116929","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":"Gen Z College Students, COVID-19 Courses & Beyond","authors":"Arlene J. Nicholas","doi":"10.22492/issn.2188-1162.2022.21","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.21","url":null,"abstract":"","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124155381","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}