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检索条件"任意字段=International Conference on Learning and Teaching in Computing and Engineering"

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DIGITALISATION - IS HAPTIC UNDERSTANDING OUTDATED IN THE teaching OF GEOMETRICAL PRODUCT SPECIFICATIONS (GPS)? 26

DIGITALISATION - IS HAPTIC UNDERSTANDING OUTDATED IN THE TEA...

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26th international conference on engineering and Product Design Education, E and PDE 2024

作者： Sersch, Alina Steger, Tobias Sauder, Christian Gust, Peter University of Wuppertal Germany

ISBN: (纸本)9781912254200

For the creation of standard-compliant drawings, the international standards system of Geometrical Product Specifications (GPS) is fundamental. This paper provides a current perspective on the teaching of GPS. What teaching approaches currently exist? And do these meet the requirements of educators in vocational schools and universities? Particular attention is paid to the use of commercial learning kits. Is learning through haptic models as well as learning by doing outdated in the age of digitalisation? What are the learning contents and teaching objectives of such learning kits? To get to the bottom of these questions, a hybrid learning kit, which combines physical models with digital applications, is used and evaluated in a case study with mechanical engineering students as part of a lecture in the field of ISO-GPS [1]. Finally, the findings are presented in an optimised teaching/learning concept. The aim of this study is also to evaluate simple haptic models in the context of teaching GPS content in an increasingly digital society. Can such simple haptic objects still be convincing and help to understand complex issues? Or do students expect the use of technological visualisations from the field of computer vision? © 2024 Proceedings of the 26th international conference on engineering and Product Design Education: Rise of the Machines: Design Education in the Generative AI Era, E and PDE 2024. All rights reserved.

关键词： Product design

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Research on the Application of Collaborative learning Based on Smart Classrooms

Research on the Application of Collaborative Learning Based ...

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2024 international conference on Mechatronics and Intelligent Control, ICMIC 2024

作者： Zhang, Kai Song, Huining Lv, Liansheng Public Teaching Service Center China University of Mining and Technology Jiangsu Xuzhou221116 China School of Management Engineering Xuzhou University of Technology Jiangsu Xuzhou221008 China

ISBN: (数字)9781510686847

ISBN: (纸本)9781510686830

Smart classrooms, as an innovative form of teaching and learning, have received more and more attention from the education community for their powerful technical support and flexible teaching strategies. This paper introduces the connotation, key technologies, characteristics and applications of smart classrooms in teaching and learning, discusses the learning theories supported by smart classrooms, proposes a collaborative learning model based on smart classrooms, and evaluates the teaching efficacy of smart classrooms. In the smart classroom environment, the advantages of collaborative learning are more obvious, teachers can organize students to collaborate more conveniently, and students can communicate and share more conveniently. © 2025 SPIE.

关键词： Collaborative learning

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A Study on Analyzing Classroom teaching Questions Supported by Generative Artificial Intelligence 14th

A Study on Analyzing Classroom Teaching Questions Supported ...

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14th international conference on Methodologies and Intelligent Systems for Technology Enhanced learning

作者： Ding, Tian Guo, Jiong Northwest Normal Univ Lanzhou 730070 Peoples R China

ISBN: (纸本)9783031735370;9783031735387

Classroom questioning can promote students' learning to happen and is an important means of classroom teaching. In order to analyze the target direction of questions raised by teachers in current classroom teaching, clarify the difference between questions on different topics, and discover the problems of classroom teaching, the article takes the mathematics discipline competence as the direction of classroom questions, constructs a question coding framework based on the analysis of the connotation and behavioral performance of mathematics discipline competence, and analyzes the 20 examples of elementary school mathematics classroom teaching in collaboration with generative artificial intelligence. The results of the study found that the current classroom teaching questions are focused on learning comprehension and application practice, and less on creative transfer. The teaching questions of different teaching topics vary, with the teaching questions of number and algebra, graphing and geometry focusing on generalization and comprehension, and illustration and argumentation, and the questions of probability and statistics focusing on speculation and explanation. Finally, the article suggests that the design of questions should take into account the teaching objectives, teaching content, higher-order cognitive questions, and scientific expression of teaching questions based on the idea of cue engineering.

关键词： Classroom teaching Questions Generative Artificial Intelligence Human-Computer Collaboration Mathematics Discipline Competencies

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Exploring the Dynamics of Scaffolding in K-12 ML/AI Education: Insights from a Machine learning Workshop 24

Exploring the Dynamics of Scaffolding in K-12 ML/AI Educatio...

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24th IEEE international conference on Advanced learning Technologies (ICALT)

作者： Jormanainen, Ilkka Vartiainen, Henriikka Kahila, Juho Tedre, Matti Univ Eastern Finland Sch Comp Joensuu Finland Univ Eastern Finland Sch Appl Educ Sci & Teacher Educ Joensuu Finland

ISBN: (纸本)9798350362060;9798350362053

This study investigates the rarely-explored scaffolding processes in teaching artificial intelligence (AI), more specifically machine learning (ML), to K-12 students using educational technology. Focusing on a ML workshop within a children's science camp, we observed 7-12 year-olds interacting with image classifiers using their own drawings, guided by an experienced computing teacher. Our analysis highlights the importance of the teacher's role in a technology-rich environment in using diagnostic questions to reveal and address students' misconceptions, aligning with the concept of contingent support. By linking theoretical concepts to practical activities, the teacher helped shift the focus from surface features to deeper processes, promoting advanced reasoning. The paper discusses a distributed scaffolding system combining teacher guidance, technological affordances, and peer interaction, crucial for making complex concepts accessible to young learners. These insights are important for educators and technology developers in enhancing K-12 ML/AI education.

关键词： Adversarial machine learning

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Deep Reinforcement learning for Task Offloading in Edge computing 4

Deep Reinforcement Learning for Task Offloading in Edge Comp...

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4th international conference on Machine learning and Intelligent Systems engineering (MLISE)

作者： Xie, Bo Cui, Haixia South China Normal Univ Sch Elect & Informat Engn Foshan Peoples R China

ISBN: (纸本)9798350375084;9798350375077

Since task offloading can reduce energy consumption and execution latency in edge computing, it becomes increasingly attractive in the areas of heterogeneous network edge computing and high-reliability-low-latency communications due to its high energy-efficiency and low execution-latency. Recently, by exploiting powerful adaptive capabilities, reinforcement learning has been successfully applied in task offloading. However, the dynamic changes in computation, storage, and network resources in edge computing lead to the time-varying nature of computing environment. Fortunately, deep reinforcement learning (DRL) has excellent potential for time-varying task offloading in edge computing. In this article, we provide a novel task offloading method based on DRL in edge computing with the computational model architecture of edge computing and DRL solutions for task offloading. We also identify some potential applications of DRL in task offloading and present several key techniques to improve offloading decision performance with fusing computing, storage, and network resources. The future research directions and challenges have been discussed at the end of this article.

关键词： Task offloading deep reinforcement learning edge computing

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teaching computing in Indigenous Schools: An Early Experience Report 2024

Teaching Computing in Indigenous Schools: An Early Experienc...

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conference on Research on Equitable and Sustained Participation in engineering, computing, and Technology (RESPECT)

作者： Yan, Wei Hovermill, Jeffrey Allen Prescott, Paige Amresh, Ashish No Arizona Univ Flagstaff AZ 86011 USA Comp Sci Alliance Santa Fe NM USA

ISBN: (纸本)9798400706264

To broaden indigenous students' participation in Computer Science (CS) education, we conducted a research practitioner partnership (RPP) project, where teachers were taught the CS principles lessons offered by *** and asked to integrate mobile application development within their current courses. Additionally, modules and guidance were provided on culturally responsive pedagogy (CRP), and an in-classroom implementation of a five-day lesson plan was co-created via a participatory approach. In this experience report, we describe the RPP organization and early findings from our collected teachers' pre/post survey, lesson plans, projects, and students' pre/post survey. The positive outcomes from our RPP project provided valuable teacher learning experiences and actionable, culturally responsive computing lesson plans for the indigenous community.

关键词： Indigenous CS education Culturally responsive computing High school

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Interaction of teaching styles with learning styles in university students: Case of Universidad de la Costa - Colombia 18

Interaction of teaching styles with learning styles in unive...

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18th international conference on Future Networks and Communications (FNC) / 20th international conference on Mobile Systems and Pervasive computing (MobiSPC) / 13th international conference on Sustainable Energy Information Technology (SEIT)

作者： Diaz-Arroyo, Esperanza Rueda-Olivella, AlbaMarina Marin-Hamburger, Yadira Ospino-Mendoza, Elisa Arrieta-Reales, Nancy Manotas, Evaristo Navarro Garizabalo-Davila, Claudia Milena Univ Costa CUC Barranquilla 08003 Colombia

The objective of the study is to determine the relationship between teaching styles and learning styles in university students;through a correlational study, in a population of 40 professors and 170 university students (Case of Universidad de la Costa - Colombia). For learning styles, Kolb's learning styles instrument was used;and for teaching styles, the teaching Styles Questionnaire was used, a standardized test designed under the methodology of the Evidence-Based Model and oriented to monitor the development of critical reading, written communication, citizenship competencies, quantitative reasoning and English. The resulting data were organized in a spreadsheet and processed using Statgraphics and R. The results show that the gender of the participants is not significant in the study;the predominant learning style of the students is the Accommodator, which is characterized by a better performance in concrete experience and active experimentation. As for the correspondence between learning styles and teaching styles, there is a strong relationship between ***;through a correlational study, in a population of 40 professors and 170 university students (Case of Universidad de la Costa - Colombia). For learning styles, Kolb's learning styles instrument was used;and for teaching styles, the teaching Styles Questionnaire was used, a standardized test designed under the methodology of the Evidence-Based Model and oriented to monitor the development of critical reading, written communication, citizenship competencies, quantitative reasoning and English. The resulting data were organized in a spreadsheet and processed using Statgraphics and R. The results show that the gender of the participants is not significant in the study;the predominant learning style of the students is the Accommodator, which is characterized by a better performance in concrete experience and active experimentation. As for the correspondence between learning styles and teaching styles, th

关键词： teaching styles learning styles university students

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Using learning Objective-based Course Modeling for Complete Exercise Generation: From Course Material to an Aggregated Knowledge Representation

Using Learning Objective-based Course Modeling for Complete ...

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IEEE international conference on teaching, Assessment and learning for engineering (IEEE TALE)

作者： Schmidt, Deniz Uzulis, Max Hamburg Univ Technol Inst Tech Logist Hamburg Germany Hamburg Univ Technol Ctr Teaching & Learning Hamburg Germany

ISBN: (纸本)9781665453318

learning objectives are an essential part of teaching, but are rarely accounted for in digitization processes of courses. Instead of naively translating existing material into a digital form, they offer a chance to examine a course's didactic soundness and to create an aggregated knowledge representation. In this paper we present an applied method to digitally model courses based on learning objectives, coupled with a special exercise generator. This approach includes the extraction and categorization of learning objectives from course contents, the formal definition of subject matter and a topical overview of the course. The resulting model allows for a critical view on the didactics of the course through constructive alignment, while also serving as the basis for the exercise generator. Conclusively the effects of the method on the teaching experience, as well as the usability are discussed.

关键词： learning Objectives Course Modeling Exercise Generation Assessment

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22nd international conference on Software engineering Research and Practice, SERP 2024, and 23rd international conference on e-learning, e-Business, Enterprise Information Systems, and e-Government, EEE 2024, held as part of the World Congress in Computer Science, Computer engineering and Applied computing, CSCE 2024

22nd International Conference on Software Engineering Resear...

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22nd international conference on Software engineering Research and Practice, SERP 2024, and 23rd international conference on e-learning, e-Business, Enterprise Information Systems, and e-Government, EEE 2024, held as part of the World Congress in Computer Science, Computer engineering and Applied computing, CSCE 2024

ISBN: (纸本)9783031866432

The proceedings contain 21 papers. The special focus in this conference is on Software engineering Research and Practice. The topics include: MetaPix: A Data-Centric AI Development Platform for Efficient Management and Utilization of Unstructured Computer Vision Data;A Novel Architecture That Examines Network Activity in a Docker-Based Multitenant to Verify Zero Trust Container Architecture (ZTCA) Compliance;VENUS: Designing a Validation Engine for User Stories;a Framework for Requirements Modeling of Safety Critical Systems: A Continuous Glucose Monitoring System Case Study;plan-Based and Agile Companies: A Comparison of Project Management Approaches;Service Availability Ratio (SAR): An Availability Metric for Microservice;Development of a Desktop Agent System Using GPT;navigating Challenges in E-Participation: A Comprehensive Meta-Analysis;The Shifting Landscape of Cybersecurity: The Impact of Remote Work and COVID-19 on Data Breach Trends;Farmchain: Empowering Smallholder Farmers Through Blockchain and DAOs: Cryptournomic Approach;privacy Strategies for Police Personnel: Co-designing a Self-assessment Tool;cybersecurity Threats: An Analysis of the Rise and Impacts of State Sponsored Cyber Attacks;moore’s Law: What Comes Next?;use of Emerging Technologies in Africa;using Survey to Investigate the Integration of Artificial Intelligence in e-learning;students Satisfaction with the Distance Education During Covid-19 Pandemic;Improving Student Success in Math Courses Using WeBWorK;fast Food Review Online;a Systems Approach to Improving E-learning Using Theory of Constraints.

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Adapting Pedagogical Frameworks to Online learning: Simulating the Tutor Role with LLMs and the QUILT Model 6

Adapting Pedagogical Frameworks to Online Learning: Simulati...

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6th international conference on Advancements in computing, ICAC 2024

作者： Madhubhashana, Sandaru Ranhinda, Vibhashana Jayakody, Dineth Shavinda, Lakmuthu Nawarathne, Malithi Haddela, Prasanna Sri Lanka Institute of Information Technology Dept. of Software Engineering Malabe Sri Lanka Sri Lanka Institute of Information Technology Faculty of Computing Malabe Sri Lanka

ISBN: (纸本)9798331517878

This paper presents SoloScholar, a novel asynchronous online learning platform designed to deliver personalized education to large undergraduate student groups by integrating established pedagogical frameworks with Large Language Models (LLMs). Leveraging Bloom's Revised Taxonomy, learners are categorized into beginner, intermediate, and advanced levels to personalize the educational content. The platform employs the Questioning and Understanding to Improve learning and Thinking (QUILT) model to structure tutorial sessions and simulate the teaching role of a tutor at a Higher Education Institute (HEI). To generate contextually relevant and cognitively appropriate questions, carefully crafted prompts are fed into LLMs, synthesizing information from reliable knowledge sources. The efficacy of SoloScholar was evaluated through a dual assessment approach: a technical evaluation using the Retrieval Augmented Generation Assessment (RAGAS) framework and a human evaluation involving academic experts. The technical evaluation demonstrated high scores in answer relevancy and context utilization across all learning levels. Similarly, quantitative responses from academic experts indicated strong satisfaction with the quality and appropriateness of the generated content. The findings underscore the potential of integrating LLMs with pedagogical models to enhance personalization in online education. SoloScholar effectively addresses challenges associated with large-group teaching by providing adaptive learning experiences that cater to diverse cognitive needs. © 2024 IEEE.

关键词： Contrastive learning

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