ofinspections in software industry (i.e. to save rework cost, effort, and time), academia should alsoprioritize training students with early quality assurance skills (i.e. inspections) during SDLC.Therefore, this research reports the results from a practical training experience to help studentsimprove their understanding of inspection which in turn, would improve their inspectionperformance. This paper presents results of an academic study on the effect of reflection(training) technique on thirteen graduate and twenty-six undergraduate students on theirinspection performance. The participants individually inspected two different requirementdocuments using fault-checklist method and recorded faults pre and post reflection. We analyzedthe impact of
to make adjustments as needed. Specifically, students who effectively employ metacognitivestrategies, such as reflection and self-assessment, are more likely to master the problem solvingskills that are essential to programming success [3].Writing to learn (WTL) activities promote metacognition in any discipline. Based on the ideathat writing is a visual representation of thinking [4], WTL activities are usually short, low-stakes writing assignments that are designed to promote reflection, analysis, synthesis, anddeeper understanding of course material. When integrated into a problem-solving assignment,such as a programming lab, WTL prompts allow students to think about the choices they aremaking and the reasons for those choices. When
. Through this progression they were able to master most if not all of the challengesand learning outcomes.In this paper we will look at some examples of sessions based on these learning blocks and wewill examine if the camp met the expectations of the campers based on pre- and post-activitiesfor particular learning blocks and the end of camp surveys. We will also look at their level ofengagement during activities as well as how formative assessment was built into the campthrough one of the self-reflection pieces that was part of the process.Materials and MethodsThe primary design strategies for our camp were based on the implementation of learning blocks,which were strongly focused on formative assessment strategies, Blooms Taxonomy
educational technology tools in STEM classrooms in the pastfew decades. Previous studies have discussed the impact of design, development, and use ofeducational technology tools on creating an interactive learning environment for students.However, in the realm of user experience, limited studies explored the context of technology andstudents’ experiences while interacting with educational technology tools, such as students’perceived ease of use. Accordingly, this work in progress study explores reflections of students’experience while interacting with the most commonly used education technology tools inpostsecondary classrooms. For this study, we recruited thirty undergraduate STEM students fromtwo midwestern educational institutes. Our primary
critical thinking activities. LCs first cameto our institution, City Tech, through a Title V Grant in 2000 and were adopted by the college in2005. The academic performance of students participating in LCs at City Tech reflects nationaltrends. When compared to the general population at the College, students in LC earn higherGPAs, have higher retention rates, and demonstrate greater satisfaction.In order to complement the community-building efforts within learning community classrooms,we, a cohort of faculty leaders and administrators of City Tech’s First Year LearningCommunities, a program offered through the college’s Office of First Year Programs, developed“Our Stories” digital writing project which extends the student’s network beyond the
have low TM scores than have strong TM scores.• Among older students (at least 31 years of age), more have strong TM scores than low TM scores. In other age categories, there appears to be a more nearly equal division between low and strong TM scores.• Among the students with the highest GPA, 66% have strong TM scores while 34% have low TM scores. Among students with the lowest GPA, 57% have strong TM scores while 43% have low TM scores. The unexpected direction of difference at the lower end of the GPA scale perhaps reflects a wider range of TM score values and/or the very small n for this GPA category.• Among students who are not employed and those who are employed part-time, higher proportions
coursework.ImplementationTheoretical Framework:The current version of the project was implemented as a cornerstone project (a term commonlyused to refer to a culminating first-year engineering design experience) in 2014 within the secondsemester Programming 2 course of Ohio Northern University’s first-year programmingsequence. To ground the project in a pedagogical framework, this section will outline thetheoretical underpinnings of the project design.As mentioned in the Introduction, the Kolb Cycle of Experiential Learning, illustrated inFigure 1, was used to help organize the series of cornerstone activities into a cyclic pattern ofexperiences and reflections. The cycle was augmented by Greenaway’s Active Reviewing Cycle,a model which provides a different way to examine
10.1was the last to include a graphical test bench generator tool. In the Fall 2013 semester weupgraded to ISE version 13.2 and discuss later how despite the introduction of test benches, our Page 26.1252.4students prefer the improved stability of the software.In this paper we consider the usefulness of our tutorial as a reference as well as pedagogy topicsrelated to test benches. In reviewing the literature, Colburn1, Hawkins3, and Kolb7 each outlinephases of the learning cycle model and suggest that experiential learning involves reflection toallow for accommodation of new knowledge. We feel that perhaps the lecture and homework canbe used as
through the app andMain Menu were easy, and the same percentage were positive about the fit of the image on theirdevices and the app logo. All of the students felt that the process to create an account did not runsmoothly and the frustration with the initial encounter of the app was reflected in individualstudent comments. Almost 50% of respondents had at least one experience with the app crashing.Over 70% of the respondents described specific issues they encountered using the app and/ormade suggestions on ways to improve it. Some specific issues included some of the questions notloading and occasional navigational redirection.Learning Modes and ContentWith regards to the learning modes, 48% of the students thought that the Tutorial feature
and rural-urban differentiation. The aim is to critically reflect upon the extent to which the CS4ALL:RPPis reaching children that lack educational opportunities within the field of computer scienceeducation. In the following section, prior work published within the Computers and Educationdirectorate, as well as other pertinent scholarship, is briefly summarized and connections to thisresearch are made clear. The methods of data collection, organization, and analysis are detailedin the next section. The results offer an initial cataloging and review of the projects and programsfunded by the Research-Practitioner Partnerships, which is funded by the NSF as part of theCS4ALL program. The discussion focuses on the opportunities for
successful performance onwell-structured problems is not a predictor of success on ill-structured problems becausefundamentally different reasoning skills are needed.7 While well-structured problems are oftensolved once an appropriate algorithm has been identified and used, solving ill-structured problemsinvolves skills such as argumentation and reflective design to robustly identify the problem itselfbefore considering potential solutions.9,10 Success in the setting and solving of ill-structuredproblems has been linked to metacognitive strategies,7,9 specific cognitive skills such asanalogical reasoning,11 and epistemological beliefs.12,13 Analogical reasoning is a higher orderthinking process whereby novel problems are interpreted as an amalgam of
shaping), it is especially relevant when makingdecisions regarding how to synthesize these results into practice. Any changes to assessment mustalways be accompanied with reflection about how changes might affect different people, inparticular those who have been historically disadvantaged. In short, we caution against rushing toFigure 1: Screenshot of ELAN during data analysis. The large pane contains the screen capturevideo, the smaller window shows the front facing camera of a member of the research team fordemonstration purposes. These two video streams, and the audio, are played in sync using theplayback controls below the video panes. Below that we see the audio waveform and customdefined tiers, ELAN’s term for a single analytic layer of
reflects the rapid growing IT industry and Page 26.1764.2covers a wide spectrum. The new program's laboratory is under continuous update to enhancestudent's hands-on experience with cutting-edge equipment. Similar to the curriculum design, thelaboratory development benefits significantly from industry help and donation.This paper presents the curriculum and laboratory upgrade. The paper is organized as follows.Firstly, the role of industry is introduced. Then based on the feedback from industry, the updatedNIT curriculum is presented, followed by the upgraded NIT laboratory. Finally, the paperconcludes with the future work.Collaboration With
,24 among other attributes. Ithas been suggested19 that designers of learning environment draw inspiration from game designprinciples to engender active learning, reflection, collaboration, diverse learning opportunities,motivation, etc.As evidenced from the above, there exists a compelling opportunity to integrate the technologyof robotics and student interest in gaming to teach computer programming to K-12 students andto enhance their lateral creativity for creative problem solving.25,26 The idea of constructing andprogramming a physical robot makes the classroom come alive, allowing the students tounderstand that classroom math and science concepts are critical to solve real-world problems.Even as robot games are used to enrich students
public university in theMidwestern United States, participated in this study. 24 of them answered a post-activity ques-tionnaire which reflected, among other things, the demographic information. The respondentsconsisted of 83% CS majors and 17% non-majors. Three-fourths of the respondents were males.About 46% of them identified as Caucasians and an equal number were Asians, while 4% of therespondents were African-Americans and 8% Hispanics.3.2 ProceduresThe students of the course were given two assignments in the form of online-discussions on the twotools: (1) Piazza (http://piazza.com), a popular online-discussion forum used in thousandsof courses across the world, including CSE courses at this university, and (2) CONSIDER, the webapp we
assignments, asking questions, giving hints,evaluating responses, providing feedback, prompting reflection, providing comments that booststudent interest) and adapts or personalizes those functions by modeling students’ cognitive,motivational or emotional states. This definition distinguishes ITS from test-and-branch tutorial Page 26.1754.2systems which individualize instruction by matching a student’s most recent response againstpreprogrammed, question-specific targets. Complicating matters, there are sophisticatedcomputerized adaptive testing systems, not usually considered to be ITS, that use item responsetheory to model student ability as a
conductstructured observations of in-class engagement.Our preliminary analysis suggests that building on the interests, experiences, and knowledge thatpotential CS majors bring with them to class, and connecting curricula to emerging issues cansupport the learning experiences of students traditionally underrepresented in CS. For example,in the extension of the week 2 module in which students programed agents to draw their names,students were asked to create a design to reflect something about themselves. Students drewspirals, sine waves and other geometric shapes; some students wrote their names in cursive (onewith step-by-step agent instructions, another creating curves from mathematical functions); manydrew intricate emblems or logos illustrating aspects
moderate positiverelationship between the variable of Ease of Use and Behavior. In other words, if students findthe usage of a smartphone is easy, they are more willing to use a smartphone in classroom. H7. There is a positive significant relationship between Usefulness and BehaviorThe perception of Ease of Use is another internal factor that reflects the individual willingness toadapt or perform a task if the person feels performing that specific task is easy. Table 13 presentsthe results of the correlation analysis between two factors of perceived Usefulness and Behavior. Correlations Usefulness Behavior Usefulness
developing skills and understanding where the abilities and tools for learning gainedfrom various life stages (e.g., childhood) and various sources (e.g., schooling) provide a contextand resource for learning and performing in later life.8 Lifelong learning capability is seen whenan individual or group reflects on the current situation and resolves to address a problem, toshare an idea, or to do research and further study to gain a better understanding of the situation.Thus, lifelong learning happens serendipitously in the workplace, at home, and at play, as part ofdaily living.Some authors have written on the role of technology in lifelong learning. Idrus and Atansuggested that life-wide learning hinges on technology mediated communication
Education MinorityScience and Engineering Improvement Program under Grant No. P120A140051. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the U.S. Department of Education.References[1] US Census Bureau, 2016 Census Data for Kern County.[2] US Census Bureau, 2017 Estimated Census Data Nationwide.[3] California Department of Education, Data and Statistics website. Data for Kern High School District.[4] N. Gorgievski and et al., "Tablet PC: A Preliminary Report on a Tool for Teaching Calculus," The International Journal for Technology in Mathematics Education, vol. 12, no. 3, pp. 95-102, 2005.[5] C. Lysy, C. A. Romney, J. P. Paniagua
. Figure 1 and Figure 2 show snapshots of the concept test question and student responseson PollEverywhere.com from Graphical Communications, and Dynamics courses respectively.Figure 3 shows a snapshot of the open-ended question and student responses from ControlSystems. The lectures were punctuated by multiple-choice conceptual questions or open-endedquestions to test students’ understanding of the material. In the multiple-choice conceptualquestions, often the distracters (incorrect responses) reflect typical student misconceptions.These questions are good indicators of students’ conceptual understanding, especially infundamental courses. The open-ended questions provide the senior-level students an opportunityto improve their critical thinking
conducted with teachers from different educational areas with different skills. Theresult was in any case a correct installation of laboratory testing; a robot arm; and the onlydifferences were reflected in a little more time in cases where teachers have less knowledge ofcomputer/electronics.Regarding the use of the system by the students, all of them accessed the system through alogin/password traditional login and they could manipulate and control the robotic or electricalequipment both as a group; leaded by the teacher, or individually in slots of 15 minutes ofduration or through a pre-booking system integrated into SiLaRR and that can be configured bythe administrator and managed using the software.To achieve the universalization of system we
includes sections on previous work, curricular context, description of the robotichardware with associated integrated development environment (IDE), and educationalexperiences for the robot builders as well as the first-year students. The results of a shortquestionnaire are provided and analyzed and appropriate conclusions drawn.Previous WorkThe importance of laboratory experiences and projects in engineering education can be justifiedby various learning theories, e.g., “Kolb’s Experiential Learning Cycle.” According to Kolb1,regardless of the learning style, people learn best if they follow a cycle consisting of four steps(axes): experiencing (concrete experience), watching (reflective observation), thinking/modeling(abstract conceptualization
Standards [6]. In particular, the standards for 4th and 5th grade studentswhich apply directly to this work are shown below.4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.4-PS4-3. Generate and compare multiple solutions that use
rapidly increasing expectations forstudents’ competencies in computing that went beyond simply word processing andspreadsheets. In response, our “Introduction to Computing” course was reengineered during theSpring 2014 semester with a four-pronged vision: (1) modernizing the curriculum by moving thecourse from a tools-based course to a computing-based course, (2) elevating student engagement,(3) scaling the course for growth, and (4) making the course relevant and accessible to anystudent, regardless of background or technology. Toward modernizing the curriculum, the course met with relevant stakeholders acrosscampus, surveyed top courses from other universities, and reflected on best practices from withinthe community of practice on
project is supported in part by National Science Foundation award # 1229744. The HPCcluster is funded by NSF MRI project with award # 1332566. The evidence based teachingmethod is supported by Department of Education award # P120A140064. Opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation and Department ofEducation.Bibliography[1] P. S. Pacheco, "An Introduction to Parallel Programming," Morgan Kaufman, ISBN: 978-0-12-374260-5.[2] D.A. Bader and R. Pennington, ``Cluster Computing: Applications,'' The International Journal of High Performance Computing, 15(2):181-185, May 2001.[3] Retrieved from http://www.top500.org
losingcommunication with the RPS system.Beyond the level of accuracy provided, the system does face other limitations. Reflected lightand glare inhibit QR code detection when said glare occurs adjacent to the QR code itself.Detection is also inhibited when QR codes are not perpendicular to the camera. The system canhandle most skewing of QR codes less than 20°, however larger angles result in loss of detectionwhile moving and severe angles can prevent stationary QR codes from being detected at all.CostThe cost of the system for support of one course was approximately $6,000. This estimateincluded the 8020 aluminum structure, the cost of the LabVIEW and NI vision software, thecomputer, and the electronics of the system. The effective cost of the system for
of a bibliometricapproach to mapping a network of scholarship. Similarly, bibliometrics account for veryspecific behaviors in scholarly discourse- namely, who a scholar cites in their work andwho a scholar is cited by. Bibliometrics do not reflect the way that these citations areframed in a text, so works that connect two scholars through bibliographic coupling mayreceive different framings (e.g. positive in one article, negative in another) by differentauthors.Research questionsTo that end the following research questions are proposed: 1. What are the most commonly cited articles in the literature on blended learning in engineering education? 2. What network of publication venues forms the basis of the discourse on blended
control. The labs with range sensors were themost challenging because they did not have a complete understanding of odometry and sensorerror. For example, specular reflection for sonar or lighting conditions for infrared. Thissometimes made getting the line following, robot following, and obstacle detection to workcorrectly a bit frustrating. There were also some challenges with the robot marco polo and robotcommunication for similar reasons. One solution we found to make the robot communicationmore accurate was the addition of electrical tape on the sensor to narrow the field of view.Although many of the students had never written a technical memo/report before, reviewedtechnical literature, or written a discussion or annotated bibliography
more similar, and for the GraphletMatch metric the value willmove upwards towards 1 where 0 reflects no matching.From this figure, it appears that our new metric has a similar behavior to RGF-distance. As notedin our previous work 2 , in many cases student’s seem to be performing better after exam I thenexam II. We have no reason why this is the case, but we are performing additional experiments tosee if we can determine why this is happening. Broadly, it appears that the GraphletMatch metricis as good as RGF-distance with the added benefit of being a true matching of graphlets asopposed to RGF-distance’s measure of approximate structure.Figure 6 shows a similar comparison as previous but with the GranularSimilarity metric and thenew match