With the rapid development of computers and information technology, e-learning has become one of the main ways for people to live, work, and learn. In this situation, traditional classroom teaching can no longer meet ...
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In 2012, I published a book chapter called "Educational Robotics Theories and Practice: tips for how to do it right," focusing on the theoretical foundation of educational robotics and pedagogical approaches...
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ISBN:
(纸本)9783031384530;9783031384547
In 2012, I published a book chapter called "Educational Robotics Theories and Practice: tips for how to do it right," focusing on the theoretical foundation of educational robotics and pedagogical approaches to enhance student learning through educational robotics as a learning tool. The pedagogical approaches include the "learner-centered approach," "project-/inquiry-based approach," "supporting student learning with good scaffolding," and "promoting documentation." The chapter was written even before computing/Computer Science (CS) Education was officially introduced to schools (i.e., The U.K. made computingteaching compulsory from the age of 5 in 2014). The paper revisits the chapter and reexamines the pedagogical approaches, including those in CS education and engineering education, to update the knowledge base to deepen the understanding of the power of educational robotics (ER) in constructionist learning environments. It aims to support educators who are new to ER learning but interested in integrating constructionist ER learning practices in their teacher education or/and teacher professional development programs as well as in their classrooms.
This study addresses the challenges faced in personalized tutoring within large-scale programming courses, such as significant ability gaps among students, limited available resources, among others. For these reasons,...
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Curricula recommendation for undergraduate Software engineering courses underscore the importance of transcending from traditional lecture format to actively involving students in time-limited, iterative development p...
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ISBN:
(纸本)9798400704987
Curricula recommendation for undergraduate Software engineering courses underscore the importance of transcending from traditional lecture format to actively involving students in time-limited, iterative development practices. This paper presents a teaching approach for a software testing course that integrates theory and practical experience through the utilization of both TBL and active contributions to OSS projects. The paper reports on our experience implementing the pedagogical approach over four consecutive semesters of a Software Testing course within an undergraduate Software engineering program. The experience encompassed both online and in-person classes, involving a substantial cohort of over 300 students spanning four semesters. Students' perceptions regarding the course are analyzed and compared with previous, related studies. Our results are positively aligned with the existing literature of software engineeringteaching, confirming the effectiveness of combining TBL with OSS contributions. Additionally, our survey has shed light on the challenges that students encounter during their first contribution to OSS projects, highlighting the need for targeted solutions. Overall, the experience demonstrates that the proposed pedagogical structure can effectively facilitate the transition from theoretical knowledge to real-world practice in the domain of Software Testing.
Video-based learning has become increasingly popular in online education, with many platforms offering video annotation features to promote student engagement. However, traditional engagement metrics may need to fully...
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This paper reports the lesson design of theory and technology of computer networks and information security, designed for the informatics course for non-CS major university students. The lesson unit consists of two le...
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ISBN:
(纸本)9781665453318
This paper reports the lesson design of theory and technology of computer networks and information security, designed for the informatics course for non-CS major university students. The lesson unit consists of two lessons applied by flipped learning style, in which students first watch on-demand video lectures to acquire basic knowledge of network theory and technology, then they do hands-on activities using some web tools that we developed to consolidate the knowledge. The questionnaire results after the CS0 course where the lesson design was applied suggested that the hands-on activity was effective in improving the understanding of network and security.
The construction of new engineering disciplines and the "Double Tops" initiative have put forward new requirements for the training of engineering professionals. Taking the course of C language programming a...
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The development of technology has changed human life and, at the same time, education and teaching methods. The development and application of technology in education are explained one by one. In the face of the emerg...
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This study investigates using machine learning (ML), the Internet of Things (IoT), and cloud computing to predict cardiovascular diseases. Integrating these advanced technologies in healthcare enables the collection, ...
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This study compared the effects of digital storytelling-enhanced scenario-based learning with traditional scenario-based learning on students' intrinsic motivation, learning performance, and behavioral engagement....
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ISBN:
(纸本)9781665453318
This study compared the effects of digital storytelling-enhanced scenario-based learning with traditional scenario-based learning on students' intrinsic motivation, learning performance, and behavioral engagement. We conducted a mixed-methods quasi-experiment to test the two conditions (N = 37 for digital storytelling-enhanced scenario- based learning and N = 33 for traditional scenario-based learning). The quantitative results indicated that digital storytelling-enhanced scenario-based learning led to significantly higher intrinsic motivation, learning performance, and sustained engagement in task completion compared to the traditional scenario-based learning setting. The qualitative results showed that students in the digital storytelling group enjoyed the new learning mode, perceived a strong self-identification and connection with the fictitious character, and appreciated the digital story visual design. Students in the two groups all agreed that authentic scenario-based learning tasks helped them better apply and reflect on the knowledge learned.
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