Conference Session

Technology-Related Educational Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ting-Ting Wu, Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology; Yueh-Min (Ray) Huang, Cheng-Kung University; Rustam Shadiev, Department of Engineering Science, National Cheng Kung University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

infrastructure for recording portfolios, amethodology to dynamically record and analyze those data collected in response to learningenvironments and learning conditions is essential for the development of students’ creativityin learning. A sound analysis on learning portfolios and exploring those links among learningbehaviors will substantially lead us to discover the factors that motivate creativity andobtained findings can be used by educators for teaching, guidance, and assistance.Therefore, this study explores two analytic factors: learning behavior and cognition portfolioin light of the theory of creativity development. According to the instructional outline andlearning objectives of the engineering curriculum, in this study we introduce the

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University; Swaroop Joshi, Ohio State University; Rajiv Ramnath, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

well as the web and the internet are used extensively in higher education,this use has been mostly limited to such purposes as making video lectures and other resourcesavailable to students; for allowing students at distance locations to attend classes via suitable com-munication links; and for allowing a limited amount of interaction via e-mail etc. among studentsand between students and instructors. The use of technology for enabling effective interaction be-tween students for cooperative learning has been quite limited. By contrast, there have been anumber of investigations of the use of technology in the K-12 setting to enable various types ofinteraction among children to help improve their learning. Our work seems unique in its use

Conference Session

Work-in-Progress Posters: Computers in Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

John E. Bell, Michigan State University; Timothy J. Hinds, Michigan State University; S. Patrick Walton, Michigan State University; Christopher Cugini, Michigan State University; Cui Cheng, Michigan State University; Daniel Joseph Freer, Michigan State University; William Cain, Michigan State University; Hannah Klautke, Michigan State University

Tagged Divisions

Computers in Education

majors, and the development of spatial reasoning abilities for engineering students. Bell has worked at Michigan State University since 1995. His work focused on the development of K-12 teacher abilities to use technology for teaching and learning. His recent research has focused on distance learning and collaboration through telepresence. One key aspect of this work is the study of embodied content for learning and collaboration. Embodied content includes collaborative textual environments as well as augmented/mixed reality. Other research includes idea-centered teaching and learning.Mr. Timothy J. Hinds, Michigan State University TIMOTHY J. HINDS is the Academic Director of the Michigan State University College of

Conference Session

Virtual Instruction and Collaboration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Alicia L. Lyman-Holt, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

, Oregon State University Ms. Lyman-Holt has been the Education and Outreach Coordinator at the O.H. Hinsdale Wave Research Laboratory since 2005. She manages and leads the diverse outreach and education programming at the laboratory which serves over 5000 visitors per year, including K-12 students, undergraduate, graduate students, media outlets and the general public. She managed the NEES REU program from 2008 to 2014, developing and implementing programing for the distributed REU program. She is dedicated to increasing engineering literacy among the general public, interest in STEM among K-12 students, and interest in research and professional development among undergraduates. She holds a BS in from Whitman College

Conference Session

Technology-Related Educational Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Swaroop Joshi, Ohio State University; Neelam Soundarajan, Ohio State University

Tagged Divisions

Computers in Education

important reason could be the fact that there is little or no structure to the activities in theseuses of wikis. On the other hand, in our approach, the activities are designed to trigger cognitiveconflict leading to students engaging in effective collaborative learning.Some researchers have suggested that technology, which is indeed the backbone of CSCL, shouldbe exploited to realize some unique possibilities: • The fact that CSCL environments can record the interactions in detail allows researchers to zoom in and see what exactly is going on during the collaborative interactions 16 , making it a richer design environment for the researcher; • Computational media, being configurable and adaptive, can make new interactions

Conference Session

Best of Computer in Education Division

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob Bishop, Utah State University; Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Computers in Education

) theory of psychological typesand Kolb’s learning styles. This model consists of five dimensions, with two extremes for eachdimension—the permutation yields 32 learning styles. These dimensions include perception, in-put, organization, processing, and understanding. Corresponding categories for teaching stylesare established along the dimensions of content, presentation, organization, student participation,and perspective.4.2 Peer-Assisted, Collaborative, and Cooperative LearningTopping and Ehly [73] define peer assisted learning as, “the acquisition of knowledge and skillthrough active helping and supporting among status equals or matched companions” (p.1). Thisbroad definition prepares us for the statement by Foot and Howe [25] , “Taken

Conference Session

Computers in Education Division Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Alicia L. Lyman-Holt, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

tools, the NEES REU students have multiplemechanisms to support their individual learning and peer-to-peer interactions. This paperdescribes the potential of these tools, then explores methods we have established to leveragethese tools to support collaboration and research productivity of NEES REU scholars.NEESacademy, the NEEShub portal for education, outreach, and training (EOT), aims to supportthe NEES vision of playing a significant role in educating and training the next generation ofearthquake-engineering researchers and practitioners. As such, NEESacademy is an advancedlearning cyberinfrastructure capable of engaging learners in activities related to earthquakeengineering and science that can achieve a range of standard learning

Conference Session

Computers in Education (CoED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University

Tagged Divisions

Computers in Education

HPLframework, being part of a close-knit community of learners, actively interacting with each other,can be of great help to the individual student in developing his or her knowledge and understand-ing of the particular discipline; we will elaborate on HPL later in this section. Given this, andgiven the potential that online technologies provide for interaction and collaboration, a number ofresearchers have, over the last several years, explored ways to exploit such technologies to effectcollaborative learning. These researchers have developed a number of tools and techniques, someof which we will briefly review later in the paper, and demonstrated their use in a variety of disci-plines and settings ranging from K-12 through college programs

Conference Session

Computers in Education 2 - Programming 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Safia Malallah, Kansas State University; Khaled Nasser Alsalmi, The Public Authority for Applied Education and Training; Joshua Levi Weese, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

enhance analytical abilities and promote problem-solving skills usingmultiple levels of abstraction [15]. Institutes define the CT according to unique goals and standards, meaning no unifiedCT definitions exist among researchers. For example, the International Society for Technologyin Education (ISTE) defines CT as a systematic approach for solving problems in computersciences and other subject areas and careers [16]. According to the K–12 Computer ScienceFramework, CT is closely related to computer sciences, specifically the capabilities ofcomputers for solving various problems using algorithms. The framework includes corepractices for promoting the computing culture, collaborating using computing, definingcomputational problems

Conference Session

Computers in Education General Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel J. Waldorf, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University

Tagged Divisions

Computers in Education

a computer. The promise and advantages of onlineeducational content have been well researched and explained1. The advantages touted includeincreased access2 and convenience for learners as well as increased potential for collaborationand efficiency among educators.1 There is evidence that students can even learn better in onlineenvironments.3,4 One report4 describes how web-based content fosters constructivist learningand how online resources can help create an environment that “makes a difference in the kinds ofteaching and learning experiences that are possible.” Online content also favors “personalized”learning, as listed by the National Academy of Engineers as one of their Engineering GrandChallenges 2010.5 A “student-centered approach

Conference Session

COED: Mechanical Engineering-related Topics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven F. Barrett, University of Wyoming; Tonia A. Dousay, University of Idaho; Tyler J. Kerr, University of Wyoming; Larry Schmidt, University of Wyoming; Brandon Seth Gellis, University of Wyoming; Jesse Ballard, University of Wyoming

Tagged Divisions

Computers in Education

noted that themost common equipment provided in these facilities were 3D printers and textile work; e.g.,sewing machines, followed by computers for design and research/collaboration. Unfortunately,the review did not explore the kinds of activities conducted in these facilities or how theinstitutions with multiple makerspaces viewed their individual or collective roles.A recent special issue of the International Designs for Learning showcased the learning designedfor makerspaces in cooperation with how they are designed [4]. The profiles of universitymakerspaces describe using the facilities to introduce students to newer technologies such asmicrocontrollers, circuitry equipment, 3D printing, augmented reality, videography, and 3Ddesign. One of

Conference Session

Technical Session 11: Topics related to Computer Science

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Zahedi, Florida International University; Monique S Ross, Florida International University; Jasmine Skye Batten, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

students. Given that the literaturesurrounding gamification in different fields has mixed results, and that the research completed byGaffney & Dunphy (2015) suggested that the use of gamification enhanced women’s socialbenefits, further research needs to be completed in order to verify or confirm this phenomenon inrelation to women. The critical need for women representation in computer science and the growthof the computer science field behooves us to research gamification and its effect on womencomputer science students. Specifically, which of the aforementioned factors apply to women.These factors and additionally, the impacts of specific game elements, need to be explored furtherin order to determine whether the pursuit of gamification in

Conference Session

Web-Based Education

Collection

2008 Annual Conference & Exposition

Authors

Ece Yaprak, Wayne State University; Karen Tonso, Wayne State University

Tagged Divisions

Computers in Education

describe the course content with little attention paid to the process ofdeveloping such courses. While these are no doubt helpful for others trying to develop similarcourses, what we report here comes from systematically collected data that included informationabout how a faculty member incorporated advice about developing courses, selected labs for thecourse, and got those labs ready for student use, a research approach we hope to see more often.Course development funding arrived in early 2007. Because this left too little time to workthrough bureaucratic approvals for an undergraduate course before fall, a special-topics,graduate-level course could be offered in the spring-summer session (lasting seven weeks fromroughly early May through late

Conference Session

Instrumentation and Laboratory Systems

Collection

2007 Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy Hinds, Michigan State University

Tagged Divisions

Computers in Education

National Research Council3 criticized undergraduate engineering curricula for notreflecting the shifting needs of the engineering profession by saying that these curricula are“lacking the essential interdisciplinary character of modern design practice” (p. 4). As a result,NRC claimed, engineering graduates are poorly prepared to utilize “scientific, mathematical, andanalytical knowledge in the design of high-quality components, processes, and systems”. TheABET Engineering Criteria (earlier called Engineering Criteria 2000) reinforce theseperspectives as has the National Science Foundation in the last decade.4Curricular reform efforts have focused on developing new paradigms for engineering education,including an emphasis on active student learning

Conference Session

Best of Computers in Education Division

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul Morrow Nissenson, California State Polytechnic University - Pomona; Todd Dale Coburn P.E., California State Polytechnic University - Pomona

Tagged Divisions

Computers in Education

materials, 95% thought they were a "good value."  Over half of the class did not use the discussion boards. Among those who used the discussion boards, o 67% "slightly agree" or "strongly agree" that the discussion boards helped them learn the material. o 63% "slightly agree" or "strongly agree" that the discussion boards created a sense of community. o 57% "slightly agree" or "strongly agree" that their questions on the discussion boards were answered in a reasonable amount of time. o 56% "slightly agree" or "strongly agree" that the student assistants were helpful in answering their