New Orleans, Louisiana
June 25, 2016
June 25, 2016
June 25, 2016
Diversity and International Forum
The PELARS project (Practice-based Experiential Learning Analytics Research and Support, EU-FP7 project) is intended as a testing ground and generator of 21st-Century STEM knowledge and skills. The PELARS project generates, analyses, uses and provides feedback for analytics derived from hands-on, project-based and experiential learning scenarios. These scenarios are: 1. European High School level STEM classrooms. 2. Postsecondary Science and Engineering practical environments. 3. The more open-form studio environments of the Interaction Design Schools (which form the basis and inspiration for many of the project’s orientations). In this paper we present our proposal for improving analytics education with hands-on, project-based and experimental scenarios for engineering students. This is done through teacher and learner engagement, user studies and evaluated trials, performed at UCV (University of Craiova, Romania) and DTU (Technical University of Denmark). The PELARS project provides technological tools and ICT-based methods for collecting activity data (moving image-based and embedded sensing) for learning analytics (data-mining and reasoning) of practice-based and experiential STEM. This data is used to create analytics support tools for teachers, learners and administrators, providing frameworks for evidence-based curriculum design and learning systems. The PELARS project creates behavioral recording inputs, proving a new learning analytic that is scalable in application, and bridge qualitative and quantitative methods through reasoning and feedback from input data. The project serves to help better understand learners' knowledge in physical activities in laboratory and workshop environments, as well as informal learning scenarios. PELARS traces and helps assess learner progress through technology enhancement, in ways that have been un-attempted and un-scalable until now. The project results in learning analytics tools for practice-based STEM learning that are appropriate for real-world learning environments.
The participants of the PELARS project are twelve European Partners that have all been chosen for their specific expertise and skills in the fields of this project. The Consortium includes seven universities, three small medium enterprises and two non-profit organizations. The partners are from ten different countries (Belgium, Denmark, Germany, Ireland, Italy, Romania, Spain, Sweden, Switzerland and United Kingdom). This geographical distribution is due to the desire to build a Consortium mainly based on a thematic structure, and aimed at achieving a large interdisciplinary network of excellence. All learning objectives named in the PELARS project are defined in educational policies and initiatives of the European Union.
Cojocaru, D. A., & Friesel, A., & Spikol, D. (2016, June), Supporting STEM Knowledge and Skills in Engineering Education - the PELARS project Paper presented at 2016 ASEE International Forum, New Orleans, Louisiana. https://peer.asee.org/27258
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015