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16th international conference on ICT Innovations, ICT Innovations 2024

作者： Dimitrovski, Ivica Spasev, Vlatko Kitanovski, Ivan Faculty of Computer Science and Engineering University Ss Cyril and Methodius P.O. 393 Rudzer Boshkovikj 16 Skopje1000 Macedonia

ISBN: (纸本)9783031861611

Accurate semantic segmentation of remote sensing imagery is critical for various Earth observation applications, such as land cover mapping, urban planning, and environmental monitoring. However, individual data sources often present limitations for this task. Very High Resolution (VHR) aerial imagery provides rich spatial details but cannot capture temporal information about land cover changes. Conversely, Satellite Image Time Series (SITS) capture temporal dynamics, such as seasonal variations in vegetation, but with limited spatial resolution, making it difficult to distinguish fine-scale objects. This paper proposes a late fusion deep learning model (LF-DLM) for semantic segmentation that leverages the complementary strengths of both VHR aerial imagery and SITS. The proposed model consists of two independent deep learning branches. One branch integrates detailed textures from aerial imagery captured by UNetFormer with a Multi-Axis Vision Transformer (MaxViT) backbone. The other branch captures complex spatio-temporal dynamics from the Sentinel-2 satellite image time series using a U-Net with Temporal Attention Encoder (U-TAE). This approach leads to state-of-the-art results on the FLAIR dataset, a large-scale benchmark for land cover segmentation using multi-source optical imagery. The findings highlight the importance of multi-modality fusion in improving the accuracy and robustness of semantic segmentation in remote sensing applications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

关键词： Semantic Segmentation

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Sustaining Faculty Professional Development: Evidences From A Localized Professional learning Community 4

Sustaining Faculty Professional Development: Evidences From ...

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4th international conference on learning and teaching in computing and engineering (LaTICE)

作者： Halkude, Shashikant A. Nirgude, Manisha A. Awasekar, Dipali A. Kashid, Satishkumar S. Sathe, Vivek D. Mahant, Mahesh M. Agalave, Ganesh B. Walchand Inst Technol Solapur India

ISBN: (纸本)9781509025046

Faculty development is an essential and important part of institutional effectiveness in professional education. The paper reports the findings of creating and sustaining inter disciplinary localized Professional learning Community (PLC) at our institute. Locally PLC was formed to improve teaching-learning process for various courses across engineering disciplines. The criteria for selecting the participating faculty for creating PLC was those faculty members who have received training during the workshop on Introduction to Research Methods and Research Methods in Education Technology conducted by IIT Bombay under NMEICT. The methods that have been selected for creating the PLC have sufficient evidence in education research literature. PLC of faculty members using think pair share, visualization, flipped classroom, guided presentation and peer instruction were formed across various programs. A total number of 32 faculty members were further sub grouped into six on the basis of teaching strategies and pedagogy they used to improve students' performance in the course/s. Each subgroup was generally comprised of 3 to 6 faculty members. A total of 20 courses have been taught using the above mentioned various instructional strategies. A total of 2244 students were taught from various undergraduate courses of engineering. Quantitative and qualitative analysis was carried out by every PLC faculty member to evaluate the improvement in teaching-learning process & to find the impact of instructional strategy in their courses. It is observed that in all 36 experiments carried out, students have shown a statistically significant higher performance. 91% of the PLC faculty rated that instruction strategy helped them to improve their content delivery. All the participating student and faculty gave a positive feedback towards the PLC approach and rated their experience as good to excellent. The study gives an indication of the best practices and recommendations while developing and

关键词： PLC Visualization Peer instruction flipped classroom TPS Role Play Crossword puzzle

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Experience in an Application of Project-Based learning to teaching of Mechanical engineering and Energy Technology Processes Control 23rd

Experience in an Application of Project-Based Learning to Te...

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23rd international conference on Interactive Collaborative learning (ICL) / 49th IGIP international conference on engineering Pedagogy - Educating Engineers for Future Industrial Revolutions

作者： Hobesaar, Aleksei Baraskova, Tatjana Shirokova, Veroonika Tallinn Univ Technol Virumaa Coll Sch Engn Jarvekula Tee 75 EE-30322 Ida Virumaa Kohtla Jarve Estonia

ISBN: (纸本)9783030681982;9783030681975

Project-based learning (PBL) is a modern learning methods, in which the various projects are successfully applied in different courses in the educational programs of different disciplines. The engineering programs, such as Mechanical engineering and Energy Technology Processes Control requires not only the theoretical knowledge, but also the teamwork skills to solve the real engineering tasks. learning methods are needed to be incorporated in student-centered team-based learning pedagogy such as project-based, case-based, inquiry-based and problem-based scenarios. The used approach in this education program is project-based learning. In this paper the advantages and problems of using the PBL method for teaching the special disciplines or courses was discussed based on got experience and students feedback.

关键词： Project-based learning Mechanical engineering and energy technology Demonstration models

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Reform of Online/Offline Mixed teaching Mode Based on MosoTeach

Reform of Online/Offline Mixed Teaching Mode Based on MosoTe...

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international conference on Big Data engineering and Education (BDEE)

作者： Yuan, Hongli Anhui Xinhua Univ Coll Big Data & Artificial Intelligence Hefei Peoples R China

ISBN: (纸本)9781665439572

Online teaching method breaks through the limitation of traditional teaching time and space. This method gives students more autonomy in using fragmented learning and greatly enriches teaching resources. However, online education is short of information communication between teachers and students and lacks of restraint on students. Offline teaching is more interactive between teachers and students with diversified teaching modes. However, offline teaching has some problems such as not recording students' learning process in time. This paper takes MosoTeach as the platform. We integrate online and offline teaching modes. Through the construction of mixed teaching mode, guide students' learning interest, change the traditional teaching evaluation mode, and emphasize students' process learning.

关键词： applied computing education e-learning

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teaching and learning analogue electronics in undergraduate courses: preliminary findings from the ETL project

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international JOURNAL OF ELECTRICAL engineering EDUCATION 2005年第1期42卷 8-20页

作者： Entwistle, NJ Hamilton, A Kelly, RG Nisbet, JB Chapman, R Hayward, G Gachagan, A Univ Edinburgh Sch Educ Edinburgh Midlothian Scotland Univ Edinburgh Sch Elect & Elect Edinburgh Midlothian Scotland Univ Strathclyde Dept Elect & Elect Engn Glasgow G1 1XW Lanark Scotland

This paper describes ongoing research into the teaching and learning of analogue electronics in three course units at two research-intensive universities. It draws on students' experiences of teaching and learning in analogue course units to explore the nature of the learning they were undertaking and examines the teaching-learning activities they found most supportive of their studying.

关键词： electronic engineering improving learning student learning universities university teaching

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Industry Involvement In Undergraduate Research Project For Chemical engineering (Biotechnology) Programme

Industry Involvement In Undergraduate Research Project For C...

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international conference on teaching and learning in computing and engineering (LaTiCE)

作者： Zainol, Norazwina Abidin, Sumaiya Zainal Abu Yazid, Noraziah Univ Malaysia Pahang Fac Chem & Nat Resources Engn Kuantan Pahang Malaysia

ISBN: (纸本)9781479935918

This paper reported on industry involvement in Undergraduate Research Project (URP) course. During the final year of study, Chemical engineering (Biotechnology) (BKB) students were required to conduct a final year project. Undergraduate Research Project (URP) was divided into two which were URP I and URP II. In URP I, students have to prepare a research proposal and URP II was the continuation of URP I. In URP II the students were required to conduct the research and produce the dissertation. Rubrics for each evaluation have been developed to clearly define the assessments. In order to ensure a strong connection between students, staff and industry, BKB students were required to have at least 15% industrially linked/based URP topics. Starting from 2012, the faculty has invited external examiners from research institution and industries to assess students during their URP II presentation seminar. The presentation seminar was successfully conducted with the involvement of 14 industrial academic panels. The panels came from various industries, research institutes and consultation companies such as Petronas, MTBE Malaysia, Biotropics Malaysia, MOX Gases, FRIM and Sime Darby. Their recommendations and suggestions during the presentation projects have benefited all students and lecturer towards improving their research works. Other than that, the requirement to have at least 15% industrially linked URP topics has strengthened the relationship between the faculty and industry. In addition, several URP projects has been sent for research exhibition, internal and externally.

关键词： engineering education industry undergraduate research project chemical engineering biotechnology

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Improving the Quality of engineering Education by Developing the System of Increasing Students' Motivation 20th

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20th international conference on Interactive Collaborative learning (ICL) - teaching and learning in a Digital World

作者： Makarova, Irina Shubenkova, Ksenia Tikhonov, Danila Buyvol, Polina Kazan Fed Univ Naberezhnye Chelny Russia

ISBN: (纸本)9783319732046;9783319732039

Currently, intellectualization processes cover all areas of activity, which is accompanied by an increase in the requirements for the competence of engineers. At the same time, interest of young people in obtaining an engineering education has decreased in many countries. The authors have studied the causes of this phenomenon. The article is devoted to analysis of relation between the quality of engineering education and the level of students motivation. Ways to increase motivation through the application of innovative technologies and creation the learning outcomes monitoring system are considered.

关键词： Education quality control system Motivation to study engineering education

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Computational Thinking Curriculum for K-12 Education-A Delphi Survey 3

Computational Thinking Curriculum for K-12 Education-A Delph...

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international conference on learning and teaching in computing and engineering

作者： Chuang, Hui-Chi Hu, Chiu-Fan Wu, Cheng-Chih Lin, Yu-Tzu Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei Taiwan

ISBN: (纸本)9781479999675

The purpose of this study is to design a computational thinking curriculum standard for K-12 education. The Delphi technique was employed to collect different views and derive consensus from a panel of thirteen experts, including computer scientists, computer science educators, K-12 computer teachers, and industry experts. The first draft of Delphi survey questionnaire, consisting of nine themes (problem solving, problem decomposition, algorithms, data representation, data analysis, modeling and simulation, abstraction, automation, and others) and 60 competence indicators, was developed based on our investigation of the nature of CT (Computational Thinking). After three rounds of survey and a final round-table discussion, the expert panel derived 49 essential competence indicators (thirteen for grades K to 6, nine for grades 7 to 9 and twenty seven for grades 10 to 12) and eight optional competence indicators (one for grades 7 to 9 and seven for grades 10 to 12). According to the results, the core ability and training of computational thinking are different in grades. In grades K to 6, students develop logical thinking and problem solving skills in personal and family life. In grades 7 to 9, students must understand the basic concepts of programming and write basic programs. Finally, in grades 10 to 12, they will use high-level skills to apply the concepts of abstraction, modeling, and structured problem decomposition to solve problems in different fields. The results serve as useful references for developing Taiwan's new K-12 computing curriculum.

关键词： computing Curriculum K-12 education Computational Thinking Delphi Survey

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EasyHPC: An Online Programming Platform for learning High Performance computing

EasyHPC: An Online Programming Platform for Learning High Pe...

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6th IEEE international conference on teaching, Assessment, and learning for engineering (TALE)

作者： Zou, Zhepeng Zhang, Yuxiao Li, Jiang Hei, Xiaojun Du, Yunfei Wu, Di Sun Yat Sen Univ Sch Data & Comp Sci Guangzhou 510006 Guangdong Peoples R China Natl Supercomp Ctr Guangzhou Guangzhou 510006 Guangdong Peoples R China Guangdong Prov Key Lab Big Data Anal & Proc Guangzhou 510006 Guangdong Peoples R China Huazhong Univ Sci & Technol Sch Elect Informat & Commun Wuhan 430074 Hubei Peoples R China

ISBN: (纸本)9781538609002

Lacking of appropriate learning facilities, the traditional approach to learn high-performance computing (HPC) is commonly theory-oriented without sufficient hands-on programming experiences. To improve the hands-on experiences of HPC learners, we design and implement a flexible and adaptive online HPC learning platform in this paper, called EasyHPC. This platform contains various online course modules such as quiz bank, interactive community, and virtual laboratory. In our system, various HPC theoretical and experimental learning activities can be conducted online, such as assigning HPC parallel programming tasks, and creating HPC questions and collecting students' submissions. It is convenient for students to study HPC-related courses in our platform, submit course assignments, exchange ideas, and complete HPC programming tasks. Our preliminary learning trials have shown that our system can effectively improve the hands-on experience of our students by providing an integrated HPC learning and programming environment. Our students are able to achieve various HPC capstone projects in our platform to develop their system capability.

关键词： High performance computing online education programming practice web application

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Improving computing Education through a Holistic learning Framework: A Focus Group Study

Improving Computing Education through a Holistic Learning Fr...

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

作者： Modi, Bansri Amish Cain, Andrew Wood-Bradley, Guy Tubino, Laura Renzella, Jake Deakin Univ Melbourne Vic Australia Univ New South Wales Sydney NSW Australia

ISBN: (纸本)9781665453318

Developing computing education curricula and methods that align with university-wide learning objectives can be challenging. The goal is to ensure that students are engaged and have agency over their learning and that the curriculum is designed to enhance their formative growth to prepare them for the industry. To address this challenge, it is important to understand the underlying motives and learning patterns of both the course structure and the individual students. The Task-Oriented Portfolio Assessment (TOPA) model, along with software tools, enhances student success in computing education. TOPA employs frequent formative feedback, delayed summative grading, and outcomes-based assessment, fostering ongoing dialogue between students and staff. Recent changes introduce focus into the model, enhancing formative feedback and learning outcomes. Focus directs student attention and guides tutor feedback, addressing the challenge of understanding course structures and individual student motivations. In this paper, we describe progress through staff focus groups in a university computing department. Findings from sessions with course directors and team members identify key learning objectives, course themes, and skills. We explore course infrastructure, unit sequencing, and their alignment with the graduate course and unit learning outcomes. We also conceptualize tracking student progress and achievements across units through assessments and feedback. Results suggest that incorporating a focus framework with traceability techniques encourages students to see course units as interconnected, improving course completion and graduate employability. Challenges include rubric support, feedback consistency, and potential resistance from tutors or students. Further research is needed to validate effectiveness across institutions.

关键词： Formative Feedback Assessment learning Outcomes Constructive Alignment

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