implementation and use of theTablet PC in an Electrical Engineering (EE) course. Each professor was asked to provide awritten reflection on his experience, listing the hardware and software used.An online survey tool with eighteen questions was created to gather data from students related toattitudes and preferences regarding the Tablet PC use, how the Tablet impacted their learning,and how the tool was implemented and used in the classroom. The question format affordedstudents the ability to indicate or select choices and then explain that choice further. Examplesare provided in Figure 1. Q1. Please select the statement you most agree with - (1) It was better when the instructor used the blackboard in class
computer game reflects a significant understanding of all portions required,in other words the algorithms and concepts needed. So by teaching students to program a game,it would also teach students several of the core concepts behind devising and programmingalgorithms, with the motivation to use those concepts to create new games. Therefore the level ofsynthesis has been reached, the students will create new games, and within those new games,they will learn and devise new algorithms and programming techniques.Teaching through programming games therefore becomes an advanced technique to achieve alevel of application that many current Computer Science curriculums cannot truly reach.Normally, only core concepts are taught, given no real aspiration
use it. It is important to note that all of these factors are perceptions and not Page 25.630.3measures of an objective reality. These are the opinions of the user, however they aredeveloped, and not reflections of the actual functionality or applicability of a system to agiven task.Studies in a wide variety of technology fields, including computer languages, informationsystems, and communication technologies have all been supportive of the TAM and thedistinction between usefulness and ease of use9. Research in educational technology anddistance education has also utilized the TAM or similar analyses of user perceptions.Lee, Cho, Gay, Davidson
Follow Center and Follow Robot behaviors.As part of each week‟s lab report, the student was to reflect on the essential theory, challengesencountered, how to address these challenges and how to improve the robot‟s behavior and/orlaboratory assignment. a. Follow Center b. Follow Robot Figure 2: Sample Robot BehaviorsIn spring 2009, the students were provided with starter Visual C# code for motor and servocontrol and polling sensor data from the Serializer including the IR sensors, sonar, thermopilearray, compass, line following sensor and pushbuttons. The starter code was provided in theform of a GUI with the underlying code. Figure 3 presents a sample of two of the GUIS that
an interview.The second major category of online identity management strategies reflects the beliefthat students have no reason to hide or protect their personal content. This belief is fairlyuncommon, with less than half of the research participants sharing it. Those who sharethis belief explain: “There is nothing that I have that I feel like I need to hide fromanyone.” Others feel the need to be visible and self-promote, or put it simply - “I don’tcare.”Education about online identity managementWe asked students about their perceptions for the need to include social media literacy aspart of formal education. Of the 15 students we interviewed, all except one felt there is aneed for social media literacy and online identity management
clarify confusing concepts with peers” (Student 11) “Working together in groups was excellent practice for the work world. I learned more thinking about these problems and assignments than I do just working out a problem on paper or reading a textbook.” (Student 12)The perceived weaknesses covered issued such as lack of examples to guide the work on theseprojects, difficulty with Wiki editing, high workload outside the classroom, or ethical issuesrelated to the workload within groups as reflected in the sample answers below. “Some people might work harder than others, and if they just divide the tasks, some might not know what's going on the discussion, and conclusions.” (Student 1) “Could be frustrating at
gotten right or wrong until much later.”Based on the above observations, we are planning to develop and assess the effectiveness ofthese unlimited assessment quizzes for all topics of a typical course in Numerical Methods.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant Nos0717624, 0836981, 0836916, 0836805, and the Research for Undergraduates Program in theUniversity of South Florida (USF) College of Engineering. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation
, what they do know, andhow they know it. A corollary of this is that once students realize they don’t know something, Page 23.1328.4they are more receptive to instruction and are “primed” to learn. This motivation is difficult tomeasure, but appears repeatedly in student attitude surveys we have collected. These twoexamples of student comments reflect some of these ideas: • “It's good to be able to formulate an answer right away to see if you understand it. Without it, when a professor is teaching something new, you think you know how to do it until you try to work on it later and realize there was an aspect you needed clarification
Directorat the Center of Engineering Education and Outreach at Tufts University. Hynesreceived his B.S. in Mechanical Engineering in 2001 and his Ph.D. inEngineering Education in 2009 (both degrees at Tufts University). Inhis current positions, Hynes serves as PI and Co-PI on a number offunded research projects investigating engineering education in theK-12 and college settings. He is particularly interested in howstudents and teachers engage in and reflect upon the engi- neering designprocess. His research includes investigating how teachers conceptualizeand teach and how students engage in engineering through in-depth case study analysis
visualization embedded in the textbook. These visualizationswere integrated in the e-textbook and offered students the chance to see aspects of iterationdemonstrated immediately after the relevent paragraph.The design of the visualization reflected the appearance of the block-based language the studentswere using on their first encounter with iteration. The horizontal green segmented rectangle is thelist which moves from right to left on each iteration so that a single list item becomes the value ofthe iteration variable (”price” in this example). Figure 1: Example of a Textbook VisualizationTo interact with these visualizations, students clicked on the four arrow icons seen at the top ofthe figure. Clicking the ‘¿’ button
last decades of the past half century suggest that while manyfactors are contributing to the actualization of “thinking machines”, paradigms about AI are acritical in translating AI research into effective, reliable and trustworthy real-world applicationsfor learning, health, automation and other domains.References1 Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journalof Artificial Intelligence in Education, 26(2), p.582-599.2 Schön, D. A. (c1983.). The reflective practitioner: How professionals think in action /. Basic Books,.3 Osoba, O. A., & Welser IV, W. (2017). An intelligence in our image: The risks of bias and errors in artificialintelligence. Rand Corporation
Labor by the National Center for O*NET Development.[5] www.transana.org[6] Committee on the Engineer of 2020, Educating the engineer of 2020: Adapting engineering education to the new century. National Academy Press: Washington, DC, 2005.[7] Educating Engineers: Designing for the future of the field. The Carneige Foundation for the Advancement of Teaching 2008.This material is based upon work supported by the National Science Foundation under award 0722221. Anyopinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation (NSF
al., 2015). Yet, about 500,000computing positions remain vacant in the US ("The state of K-12 computer science", 2016), andmany nations need more computer scientists. Therefore, the underrepresentation of women incomputer science is an important topic that has begun to garner university program’s attention.This shortage of computer scientists has prompted the computing community and educationresearchers to be more reflective about current practices in order to try to attract and retain morestudents, especially women, to keep pace with industry demands. As such, researchers haveexplored various engagement strategies in the field of computer science. One of the strategies withincreased attention in the last two decades is the idea of
areneeded which can only be accomplished by programming. Observation 7: Modeling and programming must be integrated into an introductory computing course.Any introductory computing course in systems engineering needs to have both a modeling and aprogramming component. The modeling needs to reflect the way the discipline approachesproblem-solving while the programming needs to support problem-solving. Therefore, we donot want to simply substitute a more appropriate language for Java and then teach it in the samemanner. Therefore, we are arguing that we need develop a problem based approach that requirescomputing to solve these problem (i.e., teaching modeling and programming within the contextof discipline specific
to be provided for them. Although these instructors were previously aware of some ofthe concepts students found challenging, they pointed out that the written assessments providedinsight as to why students struggled with these ideas. For example, in a question about genetics,one instructor noted that the reports revealed that many students thought that transcription andtranslation are the same process. We learned valuable lessons from this pilot study about 1) how to improve the presentationand user-friendliness of reports; 2) how to improve the scheduling of the AACR assessments andto incentivize homework assignments; and 3) the need for professional development to supportfaculty use of these assessments. These lessons are reflected in
encapsulates thecommunication network component, which reflects the idea that securability is needed but alsothat in modern day enterprise network systems, it already exists in several forms, but mostnotably in the form of firewall systems. In order to capitalize on the ubiquitous Web, the humanasset SCI uses Web based protocols. Using Web based protocols such as the Hyper-Text Page 25.472.11Transport Protocol (HTTP) between human assets and the centralized interface will minimizeCBDM deployment costs as it removes the need to develop specialized interface software forsystem utilization. However, the manufacturing process asset SCI can be more
, laptop, tablet, smartphone, etc.) and software (Windows,Linux, iOS, Android, etc.) platforms of their choice to virtually situate users at the LEWAS fieldsite. As part of this Work-in-Progress, the PIRMS is being applied to water sustainabilityeducation at multiple undergraduate levels. Initial results and a demonstration of the PIRMS willbe given in the presentation.AcknowledgementThis work has been supported by NSF/TUES type I grant (award# 1140467). Any opinions,finding, and conclusion or recommendations expressed in this paper are those of the author (s)and do not necessarily reflect the views of the National Science Foundation.References1. National Research Council, 2012. Challenges and Opportunities in the Hydrologic Sciences. Washington
indicate that the effect of PBL on skills is positive, whileits effect on knowledge is negative. Combined results indicate an overall negative effect for problem-based learning. Gijbels et al. [30] recommend careful consideration of assessment methods inmeasuring problem-based learning outcomes.4.5 Active LearningPrince [61] defines active learning broadly as, “any instructional method that engages students inthe learning process.” This definition is itself broad enough to include many traditional classroomactivities such as lectures (provided students are reflecting, taking notes, or asking questions).However, in an effort to maintain contrast with traditional teacher-centered3 approaches, thesemethods are systematically dismissed by explicit
15 10 5 0 Excel PYTHON MATLAB Excel and MATLAB Figure 7. Student submittal typesExample student realizations / spread sheet formThe students were instructed to keep the standard notation for four bar linkages shown in thelecture notes. Figure 8 shows the numbering conventions for a typical linkage, shown in the openposition [12]. A crossed or closed configuration would be realized with all links remaining at thesame lengths shown in Figure 6, with link 4 reflected across the horizontal axis with link 3 stillconnecting the ends of links 2 and 4. Figure 8. Link, angle