Project Oriented Problem Based Learning: A Wireless Sensor Network Perspective

Every nation rely on latest engineering technologies to foster in today’s technological era. Wireless Sensor Networks (WSNs) is one of the latest emerging technologies being the center of interest of today’s researchers. All the researchers work hard to produce quick deliverables through Research and Development (RandD) and by applying different learning pedagogues. Currently, the learning pedagogues in Engineering RandD are Project Based Learning and Problem Based Learning (PBL). Based on these pedagogues, this paper propose and implements a hybrid pedagogy called Project Oriented PBL (PO-PBL) which is time effective and result oriented learning pedagogy. It has resulted in providing impetus to RandD in WSNs. Further the proposed pedagogy is divided into two paradigms namely PO-PBL Macro Model and PO-PBL Micro Model. We observed that PO-PBL Macro Model results in optimal number of deliverables in time restricted manner over large scale. Moreover, we have also implemented PO-PBL Micro Model, compared it with PO-PBL Macro Model and propose PO-PBL Micro Model as basis for designing self-learning algorithm for WSNs devices.     

IoTFLiP: IoT-based flipped learning platform for medical education

Case-Based Learning (CBL) has become an effective pedagogy for student-centered learning in medical education, which is founded on persistent patient cases. Flippped learning and Internet of Things (IoTs) concepts have gained significant attention in recent years. Using these concepts in conjunction with CBL can improve learning ability by providing real evolutionary medical cases. It also enables students to build confidence in their decision making, and efficiently enhances teamwork in the learing environment. We propose an IoT-based Flip Learning Platform, called IoTFLiP, where an IoT infrastructure is exploited to support flipped case-based learning in a cloud environment with state of the art security and privacy measures for personalized medical data. It also provides support for application delivery in private, public, and hybrid approaches. The proposed platform is an extension of our Interactive Case-Based Flipped Learning Tool (ICBFLT), which has been developed based on current CBL practices. ICBFLT formulates summaries of CBL cases through synergy between students' and medical expert knowledge. The low cost and reduced size of sensor device, support of IoTs, and recent flipped learning advancements can enhance medical students' academic and practical experiences. In order to demonstrate a working scenario for the proposed IoTFLiP platform, real-time data from IoTs gadgets is collected to generate a real-world case for a medical student using ICBFLT.     

MEMIS: A Mobile-Supported English-Medium Instruction System

Education is one of the most important elements in our lives, as it provides a direct gain in knowledge. Thus, in order to provide better academic achievement, more and more instructors are adapting collaborative learning to their classes. However, two major problems lurk behind collaborative learning. First, it is difficult to apply collaborative learning because students tend to engage passively with traditional lectures. As a result, interactive technologies such as clickers have been applied to increase interactive learning and raise the rate of interaction. Nevertheless, these interactive technologies still have some limitations, such as limited mobility, high costs, setup issues, technical difficulties, and little support of higher-order thinking skills. Second, recently there has been an increasing number of EMI (English as Medium of Instruction) courses added to university course offerings in countries where English is not the first language. The goal of these courses is to support university internationalization and address the global status of English. However, it is even harder to achieve in-class interaction in large EMI lecture courses. In addition, some studies argue that EMI courses might affect the overall learning of course content because of students’ poor lecture comprehension and passive engagement in class.In order to address the limitations of interactive technologies, encourage more collaborative learning, facilitate greater in-class interaction in large lecture courses, and resolve students’ poor lecture comprehension in EMI courses, the author introduces MEMIS (Mobile-Supported English-Medium Instruction System), which includes both a T&S (Teachers & Students) mobile app and an EMI pedagogical method. The author first provides detailed implementation and all the features of the T&S mobile app, which improves students’ perceptions of classroom participation and in-class interaction. Then the author explains how she develops her EMI pedagogy such that it utilizes the features of the T&S mobile app to: 1) increase students’ overall learning in her EMI course, 2) develop students’ construction of knowledge and higher-order thinking, and 3) achieve all six cognitive processes from Bloom’s revised taxonomy. The author adapts a quasi-experimental design, statistically analyzes the effectiveness of both exam scores and final grades between a control group and an experimental group, and then asks students to evaluate their experiences and provide feedback about MEMIS. Based on both statistical results and students’ overall feedback, the author confirms that MEMIS is an effective approach that improves lecture comprehension, encourages more class engagement, promotes collaborative learning, and achieves better learning outcomes.     

A computer-network-supported cooperative distance learning systemfor technical communication education

The paper discusses applying computer networks to cooperative distance learning for technical communication education. It first outlines applications of communication technologies employed in distance learning, and describes the design strategies of the applications. The paper's main focus is on the CORAL (Cooperative Remotely Accessible Learning) system for promoting cooperative distance learning currently under development in Taiwan. The CORAL system is a collective and collaborative project intended to integrate four major components in concept and construction: an interactive learning environment, educational foundations and implications, domain knowledge; and research efforts. One of CORAL system's goals is to aid science and engineering students in learning communication technology courseware. The CORAL development process, including its design approach, structure, courseware, and evaluation, is reported. Research issues are also addressed     

Learning Strategies in Online Collaborative Examinations

New forms of computer-mediated, online learning can benefit from new forms of assessment that fit the medium and the pedagogical style of the online environment. This paper investigates students' learning styles and learning strategies in taking online collaborative exams. Applying constructivist and collaborative learning theories, the collaborative examination features students' active participation in various phases of the exam process through small group activities online. Students' learning strategies, including deep learning and collaborative learning, are investigated using a 1 3 field quasi-experiment to compare the team-based collaborative online exam with the traditional in-class exam and with the participatory exam, where students participate in the online exam processes individually. Data analysis using results from 485 students indicates that collaborative examinations significantly reduced surface learning in exam study, enhanced interactions and the sense of an online learning community, and increased perceived learning. The results also suggest learning predispositions were significantly correlated with exam study strategies, and provide indications of their effects on learning strategies.     

The Use of Active Methodologies for Teaching–Learning Systems in Telecommunications

This article discusses the adoption of the Problem Based Learning (PBL) and Project Based Learning (P2BL) approaches in the teaching/learning process of telecommunications. A computational environment was defined to combine these two approaches which focused on the teaching of courses that cover topics related to telecommunications systems. Newly graduated professionals face difficulties when entering the job market, as they have to deal with situations that are not experienced in the academic world. There is still a tendency to rely on traditional approaches for the teaching of telecommunications systems that have proved to be inefficient, as they are only concerned with content and not the applications that the student will require in the job market. The aim of this research is to investigate whether the adoption of PBL and P2BL in a computational environment can enhance student learning more effectively than the traditional teaching approach. This involved conducting an experiment in 7 undergraduate classes to compare the performance of the students that adopted PBL and P2BL with that of the students who were taught with the traditional approach. Data were collected on the grades obtained by the students in the courses and these were statistically analyzed. The results show that the adoption of PBL and P2BL led to the students achieving a 32% increase in performance. However, it was noted that the infrastructure of the institutions directly influences the way the approaches are adopted and, hence affects, the results.

     

PBL Framework with Industrial Participation the Empirical Study of Improving Software Design and Development Skills

This study investigates a Problem based learning framework (PBL) which focuses on how to improve the software design and development skills, in collaboration with the industrial firms. The empirical study was conducted with the first year students learning at the School of Information Technology, in Mae Fah Luang University, Thailand. The results of this study indicate that the PBL framework as a learning environment is to provide students with knowledge that matches with the industrial requirement. Through an industrial cooperation the PBL program encourages student development by being self-directed and fostering collaborative learning skills. Evidence of the positive results of this PBL framework has been provided.     

一种基于社会网络技术的教育协作支持系统设计

为了使用互联网技术更好地促进创新教育,为培养学生创新能力提供有利的环境,设计了一个基于社会网络技术的教育协作支持系统,提出了基于社会网络拓扑结构的相似度概念并以此为基础设计了协作推荐算法。协作推荐算法可以根据学生的兴趣推荐合适的合作伙伴、指导老师、专家、项目或者文档资料。该系统帮助学生更好地应用所学知识解决学习项目,达到创新教育的目的。     

Diagnosis of learner dropout based on learning styles for online distance learning

The amount of data generated by computer systems in Online Distance Learning (ODL) contains rich information. One example of this information we define as the Learner Learning Trail (LLT), which is the sequence of interactions between the students and the virtual environment. Another example is the Learner Learning Style (LLS), which is associated with the student behavior and choices during the learning process. This information can be used to identify learner behavior and learning style. We perceived, after the study of related literature, that the research field of learner diagnosis for ODL does not apply the conjoint use of LLT and LLS. In this article, we propose a model capable of integrating data generated from the behavior of students in ODL with cognitive aspects of them, such as their Learning Styles, by crossing LLT with LLS. We also propose the CPAD method (Collect, Preprocessing, Analysis, Diagnosis), which is implemented by collecting the raw data regarding learning activities, preprocessing the data into structured time sequences, analyzing the sequences regarding the learning styles and using this analysis to diagnose the learner behavior. We selected the dropout to investigate, once the dropout rate in ODL is a real problem in universities around the world. In addition, the dropout is a student decision which can be associated with previous students behaviors. We performed a study with 202 learners to evaluate if learning styles are capable of explaining aspects of the student behavior. The results suggest that Sequential/Global learning style dimension is more capable of explaining the dropout than the other dimensions. Also, we performed four classification experiments to verify how the dimensions of Felder-Silverman Learning Style Model influence the learner diagnosis. We perceived that the Sequential/Global dimension could provide a higher accuracy average with lower variation independently of the diagnosis technique.     

基于超星学习通的融合教学模式

数字信号处理是通信电子信息类的专业基础课之一。本文在分析该课程的单一课堂教学模式特点的基础上,通过超星学习通平台,融合课堂和线上两种教学模式,深入发展基于过程的教学和考核方法。激发学生学习的积极性和主动性,实现传承模式的教与主动方式的学相融合,拓展教与学的时间和空间利用率,提高教与学的效果。     

乐谱演奏为成果导向的数电实验思政探索

针对数字电路逻辑设计课程的思政元素融入问题，以经典教育学理论为指导，以实验项目体系设计为切入点，探索知识传授过程中工程素养训练、科学精神和人文情怀培养的有机融合，设计了以《我和我的祖国》简谱演奏电路为成果导向的实验项目体系，有利于学生在系列趣味性实验中体验数字电子技术的科学美感，对于数字电路相关课程的课程思政具有很好的实践意义。     

基于Groove的虚拟学习社区的设计及研究

虚拟学习社区是一个通过信息通讯技术(ICT)在互联网或局域网内创建的学习环境。它为学生创造了广阔的协作学习空间,冲击着传统的教学方式,改变着教育的模式。通过定量研究,以数据结构实验课为载体,对学生在基于Groove的虚拟学习社区中进行协作学习的态度、学习成绩、信息素养和网络互动能力的分析,得出了具有一定实用价值的策略。     

基于慕课的“信号与系统”教学实践

针对本校电子信息类专业学生普遍认为“信号与系统”学习难度大的现状，开展了基于慕课的教学改革。就某些教学难点，探讨了对于数理基础较弱学生的教学，改进措施包括借鉴精品慕课资源、回顾高数和复变函数等知识点和线上线下协同教学。教学实践表明，学生对信号表示、系统分析涉及的物理概念理解更加透彻，学习兴趣增加。     

Collaborative Learning Agent for Promoting Group Interaction

This project aims to design and develop a prototype for an agent that support online collaborative learning. Online collaborative learning, which has emerged as a new form of education in the knowledge‐based society, is regarded as an effective method for improving practical and highly advanced problem‐solving abilities. Collaborative learning involves complicated processes, such as organizing teams, setting common goals, performing tasks, and evaluating the outcome of team activities. Thus, a teacher may have difficulty promoting and evaluating the entire process of collaborative learning, and a system may need to be developed to support it. Therefore, to promote interaction among learners in the process of collaborative learning, this study designed an extensible collaborative learning agent (ECOLA) for an online learning environment.     

“项目驱动+课程设计”教考模式在《数据结构》教学中的应用

项目驱动教学法是师生通过共同实施一个完整的"项目"工作而进行的教学活动,传统的项目驱动教学方法只注重教学过程中的任务驱动和培养学生上课的学习积极性,而"项目驱动+课程设计"的教考模式不但强调课堂教学,而且更加关注学习效果,它先将教学内容打散,按照知识任务模块进行重新整合,再将学生分组,并且针对不同阶段的知识任务组织讨论,最终,以报告的形式上交学习成果,从而完成学习过程。这种教学过程特别适用于应用型院校的学生。文章以计算机专业中的《数据结构》课程教学为例,提供给教师知识任务模块的划分方法,以及帮助教师引导学生在实践中提出问题、分析问题并最终解决问题,从而提高学生学习的积极性和能动性,使学生的理论水平和技能操作达到新的层次。     

新工科背景下计算机图形学教学改革

针对传统计算机图形学教学内容不符合工业界需求，教学过程组织不符合学生认知规律的问题，在新工科背景下以培养具备实践能力和创新精神的人才为目标，对计算机图形学教学内容和过程组织展开研究。探索了基于可编程渲染流水线的理论教学和面向工业界应用的实验教学相结合的教学内容，通过以渲染流水线三个概念阶段为主线分层、分块组织教学内容覆盖图形学的经典理论和最新发展，按照“讲解-演示-体验-探索”构建教学资源，遵循“现象-解释-经验-知识”的科尔伯学习周期对教学过程进行了合理有效地组织。从工业界图形应用入手，让学生描述现象，通过学习理论知识解释现象，之后在实践中验证并获得经验，最后转化为知识的过程激发了学生的学习兴趣，培养了学生的实践能力和创新精神。     

研究性学习在高职"微波技术"教学中的尝试

当前微波技术应用广泛,微波技术方面的知识对于相关专业高职学生来说,是必不可少的.而微波技术涉及专业知识和数学知识较多,因而使许多学生对"微波技术"课程望而生畏.因此,如何激发学生的兴趣,改变学生这种消极学习态度和被动的学习方式是非常重要的.研究性学习是近年来教育理论与实践领域提出的一个崭新的研究课题.本文在结合高职学生特点的基础上,对高职"微波技术"教学进行研究性学习的探索与实践,收到了良好的效果.     

基于学生知识追踪的多指标习题推荐算法

个性化习题推荐是教育信息化时代的重要课题，传统的习题推荐算法忽略了学生在学习过程中的遗忘规律，未能充分挖掘学生的知识掌握水平和相似学生的共性特征，推荐习题的评价指标单一，推荐习题的新颖度和多样性不足，不能合理地促进学生对新知识的学习或帮助学生查缺补漏。针对上述缺陷，提出一种基于学生知识追踪的多指标习题推荐方法，该方法分为习题初筛和再过滤两个模块，围绕习题推荐的新颖度、难度以及多样性 3 个指标展开研究，首先构造了一个结合学生遗忘规律的知识概率预测（student forgetting behavior based knowledge concept coverage prediction，SF-KCCP）模型，保证推荐习题的新颖性；接着基于动态键值的知识追踪（dynamic key-value memory networks for knowledge tracing，DKVMN）模型精准挖掘学生的知识概念掌握水平，以保证推荐合适难度的习题；最后将基于用户的协同过滤（user-based collaborative filtering，UserCF）算法融入再过滤模块，利用学生群体之间的相似性实现推荐结果的多样性。通过大量的实验证明，所提方法比一些现有的基线模型取得了更好的性能。     

SPOC混合学习模式在高职摄影课程中的应用研究

教育信息化促进高职院校教育理念和教学模式的变革。笔者从MOOC、SPOC和混合式学习等理论出发,分析了高职学生的现状和特点,叙述了在高职摄影课堂上开展SPOC混合式教学的教学要素,如在线教学平台、学习资源、教学评价和学习分析。结合翻转课堂的理念,笔者将知识点的学习划分三个阶段:初步认识阶段、深入学习阶段和实践创新阶段,并设计了相应的线上线下教学活动。     

VARK Learning Style Classification Using Decision Tree with Physiological Signals

Learning style is deemed crucial for different types of age groups. It is essential, especially for individual learning achievement. Learning is a part of cognitive processes affecting the human central nervous system, which can be monitored by using the physiological signals. In this study, physiological signals thus are proposed as key attributes for the classification of learning styles to avoid biased data from completing the questionnaire and promote the real-time response in the classroom environment. More specifically, heart rate and blood pressure signals are chosen for this study. Following the VARK model, the physiological signals of learners are classified with the decision tree into four different types, including visual, aural, read and write, and kinesthetic learners. There are 40 primary school children and 30 university students involved in the whole study. The results show that the proposed factors obtain 85% and 90% classification accuracy for children and university students, respectively. Both heart rate and blood pressure are thus reasonably impacted as the classification attributes.