Collaborative distributed environments for learning design tasks by means of modelling and simulation

The Simulation discipline has to face new challenges such as the incorporation of Collaborative Technologies for professional use as well as for teaching purposes. This integration permits the creation of new kinds of support for collaborative learning processes. In this paper, we explore the potential of this synergy with DomoSim-TPC, a synchronous distributed collaborative environment for the teaching and learning of Domotics. The system supports an active, simulation-based and problem-based approach for learning house automation design. Using this learning environment, teachers propose and organize problem solving activities and the students carry out, in a collaborative way, the construction of artefacts (designs) using modelling and simulation tools.     

A cost-effective interactive 3D virtual reality system applied to military live firing training

The goal of the present study was to develop a cost-effective, man–machine digital interface, to improve students’ real-world firing range training, results, and achievement scores. A serious game-based learning environment was developed, integrating invisible laser infrared technology, 1:1 real-scale rifle guns with recoil effects, as well as 3D interactive virtual reality (VR) military training digital information content, to train students in military live firing. To evaluate the effectiveness of the proposed design, students’ performance, in terms of their learning achievement and learning motivation, was examined. One hundred and sixty high school students from Taiwan were divided into four individual groups of 40 students each, with one control group and three experimental groups (EG1, EG2, and EG3). The data were analyzed by one-way analysis of variance. The results of this cost-effective 3D VR showed significantly better learning motivation, learning outcomes, and positive impacts on users’ actual live firing achievement scores.     

Learning to teach with worked-out examples: a computer-based learning environment for teachers

Abstract   Learning from worked-out examples has been shown to be very effective in initial cognitive skill acquisition. In order to fully exploit the potential of example-based learning, teachers should, however, know how to effectively employ such examples in classroom instruction. Therefore, we have designed a computer-based learning environment in which mathematics and science teachers learn how to effectively employ worked-out examples. The learning environment was developed according to approved design criteria. The topics that are addressed in the learning environment were chosen in response to the results of a needs assessment that analysed schoolbooks and classroom videos, and took interviews with teachers into account. In experiments as well as in several teacher trainings on example-based learning, the computer-based learning environment was evaluated and improved accordingly. On a more general level, our research and development project showed that a computer-based learning programme could be a sensible tool that supports follow-up work in teacher training contexts.     

Human-systems interaction for virtual environment team training

Virtual environments are increasingly used to support collaborative activities and distance learning. However, few are designed to support students, instructors and simulations in multi-participant team training. This paper describes the Training Studio, a system for authoring, delivering and evaluating multi-participant team training in an immersed virtual environment. The Training Studio focuses on human-systems interaction, allowing multiple students to learn and perform team tasks. The Training Studio supports collaborative learning for either single or multi-participant activity. This is accomplished through the use of agents which are assigned to students to act as personal mentors or missing team members. Conducting team training within a virtual environment introduces complexities and issues unique to team training and multiple-participant virtual environments. This paper describes our approach to virtual environment team training, discussing issues confronted and resulting design considerations and implementations.     

Learner modeling for adaptive scaffolding in a Computational Thinking-based science learning environment

Learner modeling has been used in computer-based learning environments to model learners’ domain knowledge, cognitive skills, and interests, and customize their experiences in the environment based on this information. In this paper, we develop a learner modeling and adaptive scaffolding framework for Computational Thinking using Simulation and Modeling (CTSiM)—an open ended learning environment that supports synergistic learning of science and Computational Thinking (CT) for middle school students. In CTSiM, students have the freedom to choose and coordinate use of the different tools provided in the environment, as they build and test their models. However, the open-ended nature of the environment makes it hard to interpret the intent of students’ actions, and to provide useful feedback and hints that improves student understanding and helps them achieve their learning goals. To address this challenge, we define an extended learner modeling scheme that uses (1) a hierarchical task model for the CTSiM environment, (2) a set of strategies that support effective learning and model building, and (3) effectiveness and coherence measures that help us evaluate student’s proficiency in the different tasks and strategies. We use this scheme to dynamically scaffold learners when they are deficient in performing their tasks, or they demonstrate suboptimal use of strategies. We demonstrate the effectiveness of our approach in a classroom study where one group of 6th grade students received scaffolding and the other did not. We found that students who received scaffolding built more accurate models, used modeling strategies effectively, adopted more useful modeling behaviors, showed a better understanding of important science and CT concepts, and transferred their modeling skills better to new scenarios.     

探析基于视觉和功能的《网页设计》课程改革

《网页设计》这门课程看似简单,但实际上由于课程涵盖的知识面较广,所以按目前的教学内容,学生在一个学期学习后收不到很好的效果,虽然大部分学生在学完之后也能独立完成网站的规划及页面制作,但页面效果的设计很少能达到视觉和功能的完美结合,又由于各专业培养目标、教学计划、教师等多方面的差异,在《网页设计》课程设置及教学效果上存在很大的不同。大部分学生学完这门课程只能达到制作网页,并不能达到独立设计页面效果,也就不能很好的掌握一个网站建设的全过程。针对这些问题,我认为《网页设计》课程的教学内容和教学手段有必要进行改革,这样才能使学生毕业后在网页设计与网站建设方面达到很好的效果,更能适应社会的需求。     

A programmed instruction tutoring system for Java™: consideration of learning performance and software self-efficacy

An undergraduate (n=23) and a graduate (n=23) class of information systems majors used a Web-based tutoring system during the first 3-h session of a 14-week course in interface design and implementation. The tutoring system taught a simple Java™ applet as the first technical training exercise, and the instructional design was based upon programmed instruction, which is a competency-based tutoring system. Software self-efficacy was assessed prior to using the tutor and at the end of the 3-h period. Students’ interactive performances (errors and help selections) were recorded for all interfaces in the tutor. The results showed that the undergraduate students made more input and test errors than did the graduate students, but the number of students in each class who completed all eight tutor stages (18 undergraduates and 17 graduates) was almost equivalent. Forty-four of the 46 students completed the fourth tutor stage, which presented frames of information explaining the items in the program. Students who did not complete all eight stages showed more errors on the initial four stages, in comparison to students who did complete all stages. Software self-efficacy increased from pre-tutor to post-tutor occasions for both classes and for both completers and non-completers. No significant relationship was found between software self-efficacy changes and tutor learning performance. Neither was gender related to software self-efficacy changes or learning performance. Evaluations of the tutor were favorable by almost all learners. A competency-based tutoring system may produce both skill and earned self-efficacy at the level of the individual learner, without regard to variations in the learning process leading to mastery.     

Using learning methodologies and resources in the development of critical thinking competency: An exploratory study in a virtual learning environment

This study aims to design and implement new learning methodologies and resources that seek to advance the development and assessment of one of the fundamental students’ competencies from any Business Administration Degree, such as critical thinking, that is, this is an exploratory study on computing for human learning, specifically, learning of key competencies for business. We are going to use audiovisual case methodology through the use of short film clips, usually real stories, to help students understand the practical implications of theoretical concepts explained in the classroom. A theoretical model test uses data from 32 business students from the Open University of Catalonia. The first results show positive attitudes toward a new technological resource ‘audio-visual cases’. They indicate that the use of this tool can improve the comprehension of a problem and its origins and, at the same time, stimulate learning. In addition, this tool helps to develop critical thinking competency. This study offers important contributions to an e-learning environment and their applicability to the workplace, since it is the first type of research about the impact of audiovisual cases in the acquisition of critical thinking competency. Furthermore, this methodology promotes collaborative learning.     

混合式学习支撑系统的设计与实现

针对目前高等学校教育的特点,设计并开发一个混合式学习支撑系统,给出其总体架构、概念模型及数据库的设计。该系统结合课堂教学和在线学习优势,既能支持教师教学,又能支持学生自主学习能力和创新能力的培养,可根据学生兴趣和教学资源的形态,自动选择最适合其使用该教学资源的教学策略,提高学习效率。     

统计分析技术在焊接培训中的应用

在传统焊接培训过程中,因培训数据量较大,人工无法从这些数据信息中来评价教与学的质量。文中使用描述性分析和推断分析项结合的方法来对培训记录进行分析、统计,从培训教与学的记录出发,分析培训周期长的根源,能够对焊接水平做监控指导,可以作为综合评估教师教授和学员学习情况的有效手段之一,对教师的教学水平和学员的学习能力以及适应学习的能力做综合掌握和控制,能在一定程度上指导教与学的工作,从而有针对性地进行培训,缩短培训周期,提高工作效率。     

Virtual world teaching,experiential learning,and assessment: An interdisciplinary communication course in Second Life

While many reports espouse the potential impact that 3-D virtual worlds are expected to have on teaching and learning in higher education in a few years, there are few empirical studies that inform instructional design and learning assessment in virtual worlds. This study explores the nature and process of learning in Second Life in a graduate interdisciplinary communication course in fall 2007. Literature suggests that 3-D virtual worlds can be well suited for experiential learning environments. In this study, the actual instructional effectiveness of Second Life as an experiential learning environment for interdisciplinary communication is empirically examined using mixed research methods of journal content analysis, surveys, focus group, and virtual world snapshots and video.     

Implement web learning environment based on data mining

The need for providing learners with web-based learning content that match their accessibility needs and preferences, as well as providing ways to match learning content to user’s devices has been identified as an important issue in accessible educational environment. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. In order to achieve optimal efficiency in a learning process, individual learner’s cognitive learning style should be taken into account. Due to different types of learners using these systems, it is necessary to provide them with an individualized learning support system. However, the design and development of web-based learning environments for people with special abilities has been addressed so far by the development of hypermedia and multimedia based on educational content. In this paper a framework of individual web-based learning system is presented by focusing on learner’s cognitive learning process, learning pattern and activities, as well as the technology support needed. Based on the learner-centered mode and cognitive learning theory, we demonstrate an online course design and development that supports the students with the learning flexibility and the adaptability. The proposed framework utilizes data mining algorithm for representing and extracting a dynamic learning process and learning pattern to support students’ deep learning, efficient tutoring and collaboration in web-based learning environment. And experiments do prove that it is feasible to use the method to develop an individual web-based learning system, which is valuable for further study in more depth.     

本科生软件工程实践课程探索

软件工程实践作为软件工程专业本科生企业实习前的综合实践课程在培养体系中占有重要地位,其教学过程不但使学生在编码、文档撰写和团队协作等方面得到了综合训练,而且也为大四学生进入企业实习提供了很好的岗前培训。为在校内营造更贴近实际的软件开发氛围,需要从实践内容、组织方式、实施过程、教师作用以及考核标准等方面进行精心设计。本文论述了北航软件学院本科生软件工程实践课程的建设思路,介绍了实施情况,并对实施中的优缺点进行了总结。     

Automatic assessment of elementary Standard ML programs using Ceilidh

Ceilidh is an interactive environment which supports computer programming course organisation, practical work and assessment. This paper describes its use to support a first level programming course for the functional language Standard ML . Automated program assessment systems are surveyed and the general Ceilidh approach to automatic assessment is discussed. Extensions to Ceilidh to assess Standard ML programs are considered and an evaluation is made of the effects of its use on student learning. The main conclusion is that Ceilidh use significantly reduces the burden of marking on the lecturer, while not affecting the overall level of achievement of the students.     

TRANSTEC – A new tool for online educational multimedia training on innovative high aspect ratio microtechnologies

Microtechnology is regarded as one of the key technologies of the 21st century that will decisively influence nearly all fields of daily life. The demand for vocational education in this discipline is growing rapidly. This education must be a continuous life long learning process since microtechnology is characterised by frequent improvements of the fabrication processes and facilities. The use of Internet-resources offers new chances in teaching and training, especially for design, production or application of products from high aspect ratio micro-engineering technologies. The present paper reports on the development of a novel concept of interactive Internet-based training entities in the field of High Aspect Ratio Technologies. The training topics are dedicated towards innovative engineering technologies, particularly the LIGA technique, laser-based microtechnologies and microengineering related aspects of precision engineering. This training is addressed to graduate students, design engineers and executives mainly in small and medium sized enterprises. http://www-ttec.rs.uni-siegen.de Received: 7 July 1999/Accepted: 1 September 1999     

Using an Interactive Online Tutorial to Expand Library Instruction

This article presents the design and assessment of an online, interactive, information literacy tutorial for first-year composition students at a community college. The objective of the tutorial was to use technology to teach basic research skills effectively, thereby extending the staff-limited reach of in-person information literacy programs. The tutorial used different types of interactivity to promote student learning in an online environment. Interface design and e-learning best practices enhanced the user experience and usability of the tutorial. Through sound pedagogical and design principles, students exhibited learning in all areas.     

康定斯基的绘画理论对设计基础教学的启示

康定斯基对现代设计基础教育产生了很大影响,本文分析了他的绘画理论,并讨论了康定斯基的绘画理论对现代设计基础教学的三点启示,一、设计教学基础不单单是技法的训练,而要培养学生敏锐的感受能力、二,要从视觉元素的提炼、形式美法则的认识中培养学生的逻辑思维能力、三、在设计基础教学中培养学生的通感意识。     

Supporting collaborative learning in engineering design

In team-based project courses, collaborative learning is the dominant learning mode. Collaborative learning has been shown to increase individual learning through co-construction and personal reflection. Rapid adoption of web-based communication and mobile computing by students provide opportunities to take advantage of computer-supported collaboration for engineering education. We present preliminary findings on a computer environment, the Kiva Web, that supports the activities of group collaboration for interdisciplinary engineering design teams. We have employed methods from human–computer interaction (HCI) to iterate on the design in the context of use. In this paper, we discuss the evolution of the Kiva Web and the implications for both student design teams and professional design teams.     

Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments

Online learning often requires learners to be self-directed and engaged. The present study examined students' self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students' self-regulated or self-directed learning on students' learning behaviors and outcomes. In addition, correspondence between students' self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students' learning performance. In addition, there was correspondence between graduate students' self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.     

Learning style Identifier: Improving the precision of learning style identification through computational intelligence algorithms

Identifying students’ learning styles has several benefits such as making students aware of their strengths and weaknesses when it comes to learning and the possibility to personalize their learning environment to their learning styles. While there exist learning style questionnaires for identifying a student's learning style, such questionnaires have several disadvantages and therefore, research has been conducted on automatically identifying learning styles from students’ behavior in a learning environment. Current approaches to automatically identify learning styles have an average precision between 66% and 77%, which shows the need for improvements in order to use such automatic approaches reliably in learning environments. In this paper, four computational intelligence algorithms (artificial neural network, genetic algorithm, ant colony system and particle swarm optimization) have been investigated with respect to their potential to improve the precision of automatic learning style identification. Each algorithm was evaluated with data from 75 students. The artificial neural network shows the most promising results with an average precision of 80.7%, followed by particle swarm optimization with an average precision of 79.1%. Improving the precision of automatic learning style identification allows more students to benefit from more accurate information about their learning styles as well as more accurate personalization towards accommodating their learning styles in a learning environment. Furthermore, teachers can have a better understanding of their students and be able to provide more appropriate interventions.