A framework for lab work management in mass courses. Application to Low Level Input/Output without hardware

This paper describes a complete lab work management framework designed and developed in the authors’ department to help teachers to manage the small projects that students are expected to complete as lab assignments during their graduate-level computer engineering studies. The paper focuses on an application example of the framework to a specific lab work related to Low Level Input/Output. Special emphasis is laid on the most complex aspects of such environments. The management framework provides specific tools for dealing with these issues: the management of student work delivery and evaluation results accessibility, automatic or semi-automatic assessment of student work, and detection of lab assignments that are highly suspect of having been copied. Additionally, the lab work framework represents a method through which a closer peer-to-peer or one-to-many communication with students can be attained. The lab work described in the paper is a small project based on a specification document. It is designed to get students to gain an in-depth knowledge of the computer Input/Output subsystem. While the framework has been in use for over 10 years, the specific Input/Output lab work has been managed by the framework tool-chain for the last 6 years, and used by over 2000 students. The lab work management framework is a step towards the feasibility of a closer-to-the-student higher education system, where the main interaction between students and teachers can be based on individual or on small group tutorials. Using the tool-chain, the academic load of teachers in mass course environments can be kept at acceptable levels, making for higher quality education.     

虚拟项目中的团队和项目管理

围绕CDIO工程教育理念,为实现"做中学",提出为学生量身定做的虚拟项目的设立。并对虚拟项目中的团队和项目管理进行研究,从团队建立、项目管理、任务实现以及考核方式等方面进行探索。经初步推广评价,该研究提高了教学质量,使教师和学生双方都受益。     

Teaching the Fuzzy Front End of Innovation: Experimenting with Team Learning and Cross‐Organizational Integration

How can the extremely uncertain front end of innovation – managing the fuzzy front end – be taught to graduate students? This paper describes and analyses experiments with experiential, problem‐based learning focused on the front end of innovation. The focus is on the learning and cross‐organizational integration of student teams; factors that have been identified as central to the success of teams involved in the front end of innovation. An experiential course, ‘From an idea to a business plan in product development’, was developed in conjunction with an actual company, and piloted with four student groups in 2007 and 2008. Data on this novel course were collected through participant observation, team self‐assessment and questionnaires. This paper reports favourable results for the effectiveness of the course design; it discusses the impact of team size and cross‐organizational team composition on team performance; and identifies the implications for teaching the front end of innovation.     

以项目教学践行专业教学与企业需求的有效对接 ——《网络综合布线》课程改革探究

随着社会科学信息化的快速发展,智能楼宇工程的兴起,综合布线技术受到人们的重视,《网络综合布线》也成 为中职学校计算机专业的核心课程。传统的教学方法已经不能很好地适应现代职业教育的教学模式。因此,改革教学方法十 分有必要,能发挥学生主体性和创新精神的项目教学法由此被提出。项目教学法作为中等职业教育的一种教学模式,教学情 境主要以学生为主题,理实一体化,使得学生高效地掌握学习理论与职业技能。本文将“项目教学”学习模式引入到中职《网络 综合布线》课程教学中。     

Collaborative learning and engineering workspaces

Research studies aimed to improve remote collaboration and education are presented and related to practical results for control and automation engineering education. Individual, social and cultural aspects are considered as important requirements in the development of collaborative learning environments. A collaborative learning environment for control and automation education, which includes mixed-reality lab experiments, is presented. The proposed environment hosts remote lab experiments that enable the development of collaborative projects among students working at different sites. Experiences using the proposed learning environment in both university and vocational courses are presented.     

A serious game for teaching the fundamentals of ISO/IEC/IEEE 29148 systems and software engineering – Lifecycle processes – Requirements engineering at undergraduate level

In the context of software engineering education, there is a recurrent demand for new approaches and techniques that support the application and transfer of knowledge to real-life situations with the aim of encouraging a more active learning among students. In particular, serious games have recently become an important learning resource for teaching the fundamentals of software process standards at undergraduate level. However, poor effort has been made to create a serious game that supports the teaching of the ISO/IEC/IEEE 29148:2011 Systems and Software Engineering – Lifecycle Processes – Requirements Engineering, an international standard that specifies the required processes that are to be implemented by requirements engineering for systems and software products (including services) throughout the lifecycle. With this in mind, a serious game called “Requengin” has been developed to provide undergraduate students with an interactive learning environment to facilitate the introduction of ISO/IEC/IEEE 29148:2011. The main objective of the game is to strengthen the comprehension and application of the main processes of the standard and some related requirements engineering techniques. Requengin was designed to simulate an academic library where players must apply the requirements engineering processes with the aim of changing the traditional management system by a software system while they receive, at the same time, preliminary training in ISO/IEC/IEEE 29148:2011. The results obtained by empirical evaluation indicate that Requengin could potentially contribute to an improvement in students’ acquisition of knowledge about ISO/IEC/IEEE 29148:2011, while also improving levels of motivation.     

Is the effectiveness of lecture capture related to teaching approach or content type?

The purpose of two related studies was to explore the relationships between course characteristics (teaching approach, content type, and level of curricular coordination), lecture-capture implementation, and learning in a veterinary medical education environment. Two hundred and twenty two students and 35 faculty members participated in the first study, which surveyed respondents regarding their perception of lecture-capture use and impact on learning. Four hundred and ninety one students participated in the second study, which compared scores on a standardized test of basic science knowledge among groups experiencing various levels of lecture-capture implementation. Students were most likely to view captured lectures in courses that moved quickly, relied heavily on lecture, were perceived as highly relevant to their future success, and contained information not available in other formats. A greater percentage of students than faculty perceived lecture capture as beneficial to learning. Higher views of captured lectures were associated with higher test scores in disciplines that relied most heavily on a straight-lecture teaching approach and had a basic science – research teaching context. The number of lecture-capture views was not significantly related to test scores in disciplines that relied less heavily on straight lecture for instruction and had a basic science – applied teaching context.     

An examination of the impact of learning objects in secondary school

Very few studies have systematically evaluated the effect of learning objects in secondary school classrooms. The vast majority of studies have focussed on higher education. The current study examined the impact of learning objects from the perspective of 850 students and 27 teachers (50 classrooms) of science, mathematics, or social science. The results suggest that teachers typically spend 1 to 2 h finding and preparing for learning object based lesson plans that focus on the review of previous concepts. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly – almost 30% – when learning objects were used in conjunction with a variety of teaching strategies. It is reasonable to conclude that learning objects are a viable teaching tool in a secondary school environment.     

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical focus is on student-teacher interactions taking place in help-seeking settings during group-based activities where students analysed and reported their findings from the lab experiment. A combination of quantitative methods in the form of frequency counts of students’ help requests and detailed micro-analyses of student-teacher interactions are used. The findings are that the majority of challenges faced by students concerned conceptually oriented issues and procedural challenges in the sense of how to practically solve the assignments provided to them in the digital learning environment. Most importantly, the analyses of student-teacher interactions provide insight into the considerable amount of support that is needed from the teacher to bridge the conceptual gap between the lab experiment and the students’ understanding of the underlying scientific principles and procedures. The findings are discussed according to possible implications for the design of digital support tools and instruction.     

软件工程实践类人才培养模式的探索——北邮软件学院标准化实验室经验谈

本文通过北邮软件学院一个标准化校企实验室的介绍,提出了软件工程实践类人才培养的思路和建议。本文提出的标准化过程管理、"做中学"和"基于项目教育和学习"的实践过程、订单式人才培养模式等具体方法,以及这些方法对应的效果的阐述,充分说明了实践类人才培养模式的必要性和重要性。     

试析交互性教学在计算机远程教育中的运用

本文主要针对交互性教学在计算机远程教育中的意义进行了分析,并提出了要正确地发挥教师引导作用;加强学生与教师的沟通交流;增加交互媒介的应用;计算机远程教育学习环境的建设等措施,来增强在计算机远程教育中交互性教学的应用。     

PREDICTING STUDENTS' PERFORMANCE IN DISTANCE LEARNING USING MACHINE LEARNING TECHNIQUES

The ability to predict a student's performance could be useful in a great number of different ways associated with university-level distance learning. Students' key demographic characteristics and their marks on a few written assignments can constitute the training set for a supervised machine learning algorithm. The learning algorithm could then be able to predict the performance of new students, thus becoming a useful tool for identifying predicted poor performers. The scope of this work is to compare some of the state of the art learning algorithms. Two experiments have been conducted with six algorithms, which were trained using data sets provided by the Hellenic Open University. Among other significant conclusions, it was found that the Naïve Bayes algorithm is the most appropriate to be used for the construction of a software support tool, has more than satisfactory accuracy, its overall sensitivity is extremely satisfactory, and is the easiest algorithm to implement.     

基于VR技术的体验式学习情境研究

The emergence of VR technology brings new technical support for experiential learning. In order to explore the application effect of VR technology in experiential learning, the experiential learning situation model based on VR technology and student-cen- tered mode, enables students to experience the working situation of the real world in the virtual world and provides students with an environment to acquire highly practical learning skills. By designing an experiential learning situation model based on VR technolo- gy, this paper analyzes the various elements of the model, and carries out teaching cases under the guidance of this model, obtain bet- ter application effects, and provides mirror and reference for educators to explore the application advantages of VR technology in ed- ucation.     

Educational Assistance Through Modeling in Tsukuba University of Technology-Professional Education for the Hearing or Visually Impaired

The National University Corporation Tsukuba University of Technology(NTUT) is the only institute of higher education for the hearing and the visually impaired in Japan. In our university, hearing or visually impaired students are studying to be technicians after they graduate, toward social independence. From previous experience of higher education for students with disabilities, effects are increased when modeling is used by the teachers involved in professional education. In the Mechanical Engineering Course, we are using modeling, to match the drawing and shape for beginning students. It includes support for enhancing one's view, and how to draw out the ability of mechanical engineering students for the basics. For students to study Mechanical Design and Drawing, Modeling of Gear Pump, Jack and Globe Valve are easily shown through drawings and the operation of each mechanism through sample drawings in the textbook. It is possible to make an opportunity to think about the machine mechanism. It will be shown by students' works. The assembling of the model triggers the need for form accuracy by making a function, and improves the quality of learning. It is possible that a three-dimensional molding machine can be produced through experiential learning by the model, and modeling with the dimension numerical data. Moreover, it is also embodied in a three-dimensional modeling which results in the image processing programming created. Confirming the improvement of the program through the shape with the quality. In the Department of Synthetic Design, students have chances to realize and self-evaluate from the design of the lamp shade with a complicated shape. In the Faculty of Health Science from Department of Health, high quality teaching of visually-impaired students through the use of bone model teaching materials has become possible in the medical-related courses.     

生物医学工程专业综合实验室建设的实践研究

生物医学工程专业的实践教学很重要,但现有各门课程的实验通常是验证性实验,且通过试验箱进行,难以让学生真正提升能力.为此,探讨了开展综合性、设计性实验的必要性和综合实验室建设的意义,并对该专业综合实验室建设进行了具体实践,为生物医学工程专业的实践教学改革探索了一条可行之路.     

面向工程的《数据挖掘》课程教学方法探讨

《数据挖掘》课程是一门理论性和实践性都很强的课程。针对《数据挖掘》课程现有的教学局限性,以工程教育为导向,从教学内容、教学方法实验教学考核方式等方面阐述如何促进学生正确理解数据挖掘的基本原理,熟练掌握数据挖掘的设计方法和相关的项目实施过程。通过教学实践检验,证明面向工程的教学模式能有效提高学生的学习积极性,教学效果良好。     

基于BIM 的建筑工程制图教学体系构建

随着建筑信息模型(BIM)时代的到来,以三维建模为载体的设计与绘图对传统制图 教育产生了较大影响。基于BIM 建模探讨了建筑工程制图教学新体系构建,突破单一的平面化 的绘图思维,在虚拟空间中进行仿真模型搭建,还原设计意图,将工程图的学习与实践和建模 过程统一,增强学生空间思维能力,体味设计、创造、创新的乐趣。     

电子书包支持的体验学习活动设计与应用研究

旨在研究电子书包支持的体验学习的活动模型和应用效果。首先通过理论分析提出了电子书包支持的体验学习活动模型,并设计了《校园植物知多少》等3个教学专题,之后在某小学进行了试点实验研究。研究结果表明,电子书包支持的体验学习模型确实有助于提高学生的认知体验、行为体验和情感体验的参与度。