检索结果-内蒙古大学图书馆

IEEE URUCON Conference (IEEE URUCON)

作者： Admjan, Alejandro Solari, Martin Univ ORT Uruguay Montevideo Uruguay

ISBN: (纸本)9781665424431

In this article we present the design and execution of a software engineering course using the project-based learning (PBL) approach in an up-to-date technological context. For the development of the course, a review of the teaching-learning objectives was carried out, considering not only technical knowledge, but also transversal skills. For the selection of techniques and tools, the state of technological practice in industry was considered. Although our initial focus was on educational redesign, the course started at the same time of the COVID-19 pandemic. We found that some of the software engineering and teamwork technological platforms were also suitable for the online modality. The use of project-based learning in an updated technological context allowed to increase the engagement of the students and the relationship of the learning with the professional practice. In this article we present the rationale for the course educational redesign and lessons learned regarding the interrelation of pedagogical framework and technology context from a software engineering education perspective.

关键词： software engineering education project-based-learning technology professional practice

来源：评论

学校读者我要写书评

暂无评论

Student-Inspired project-based learning in an Embedded Systems Course 9

Student-Inspired Project-Based Learning in an Embedded Syste...

引用

9th IEEE Integrated STEM Education Conference (ISEC)

作者： Tewolde, Girma Kettering Univ Flint MI 48504 USA

ISBN: (纸本)9781728175201

This paper presents the experience of the author from a senior embedded systems course at an engineering college. The course is primarily made up of lecture and laboratory components. Besides those two components the course also includes a peer-teaching component and a final-project. In the peer-teaching component the students are expected to choose a topic related to the course material, perform thorough research, and then present the material to teach it to the whole class. The goal of the final project component is to challenge the students to come up with a problem of their own that can be solved using the material learned in the course. The students are encouraged to dig deep into their creative minds and come up with practical projects that address real problems. They spend time to brainstorm ideas for their projects and present their proposals to the whole class for comments and approval, before they actually start to implement their work. The main take away from the experiences of these projects is that the students felt ownership of their projects and spent every effort to bring their ideas to fruition. Most of the project teams involved two or three students from different disciplines so they bring their expertise from their respective fields to the project. Overall, based on the grade performance of the students in the course and feedbacks received at the end of the course, this student-inspired project-based-learning approach was found to be successful in enhancing the learning experiences of the students.

关键词： Active-learning Embedded systems Entrepreneurial mindset Peer-teaching project-based-learning

来源：评论

学校读者我要写书评

暂无评论

Using project-based-learning in a mobile application development course-An experience report

引用

JOURNAL OF VISUAL LANGUAGES AND COMPUTING 2015年 31卷 196-205页

作者： Francese, Rita Gravino, Carmine Risi, Michele Scanniello, Giuseppe Tortora, Genoveffa Univ Salerno Fisciano Italy Univ Basilicata Potenza Italy

In this paper, we report the experience gained in a Mobile Application Development course. We involved students in Computer Science at the University of Salerno, who in teams had to conduct a project. The goal of this project was to design and develop applications (or simply app) for Android-based devices. The adopted teaching approach was based on project-based-learning and enhanced collaboration and competition. Collaboration took place among members of the same team (intra-team), while competition among different teams of students (extra-team). To allow intra-team collaboration, students used GitHub as Computer-Supported-Collaborative-learning tool. It provided support for implicit and explicit communication among members in each team and for distributed revision control and management of software artifacts (e.g., source code and requirements models). Developed apps underwent a final public competition prized by IT managers of national and international software companies. This is how we implemented extra-team competition. IT managers expressed a positive judgment on both students' competition and developed apps. Also, students provided very good feedback on used teaching approach and support GitHub provided. (C) 2015 Elsevier Ltd. All rights reserved.

关键词： project-based-learning Mobile Application Development Android Collaborative learning competitive learning

来源：评论

学校读者我要写书评

暂无评论

project based learning Methodologies Applied to Large Groups of Students: Airplane Design in a Concurrent Engineering Context

Project Based Learning Methodologies Applied to Large Groups...

引用

3rd IFAC Workshop on Internet based Control Education (IBCE 2015)

作者： Esteban, Sergio Ruiz Arahal, Manuel Univ Seville Dept Aerosp Engn Seville Spain Univ Seville DIS Automat Seville Spain

This article presents a college course experience taught in the final academic year of the Aerospace Engineering program at the University of Seville;in which students design an airplane taking the specification submitted by the instructor;following the project based Learnig (PBL) methodology. Students are organized into groups forming "companies" that have to defend their proposed design with the "client". The article presents the usual steps of the PBL methodology showing the feasibility of applying this methodology to large workgroups. The complete design of an aircraft is the result of a compromise between knowledge, experience and teamwork in a collaborative environment. The students need to understand that each of the different areas are necessary pieces of the larger puzzle of aircraft design, and they need to find the key that solves this puzzle. The main objective of this course it to provide instructions to complete that puzzle by introducing concurrent engineering and PBL methodologies. (C) 2015, IFAC (International Federation of Automatic Control) Hosting by Elsevier Ltd. All rights reserved.

关键词： project-based-learning large groups concurrent engineering aerospace

来源：评论

学校读者我要写书评

暂无评论

Enhanced and conventional project-based learning in an engineering design module

引用

INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 2014年第4期24卷 437-458页

作者： Chua, K. J. Yang, W. M. Leo, H. L. Natl Univ Singapore Dept Mech Engn Singapore 117576 Singapore Natl Univ Singapore Dept Bioengn Singapore 117576 Singapore

Engineering education focuses chiefly on students' ability to solve problems. While most engineering students are proficient in solving paper questions, they may not be proficient at providing optimal solutions to pragmatic project-based problems that require systematic learning strategy, innovation, problem-solving, and execution. The present study aims to determine whether an enhanced project-based learning (PBL) with appropriate innovative interventions leads to increased students' ability to achieve better learning and project outcomes. The interventions refer to incorporating added learning and facilitating methods, namely, (1) use of mind-maps;(2) employment of analogies;and (3) use of round-table discussions. The study was conducted with a total number of 60 first-time PBL students equally divided into two classes with one serving as an experimental class and another as a control class. In addition, one class of students had a lower academic standing compared to the other (control). The rubric for the project-based module included a written knowledge test and a scenario-based oral examination to test knowledge and problem-solving skills, a artefact demonstration to evaluate artefact's performance. A major finding of this study was that there were significant differences in knowledge scores, problem-solving ability and artefact performance between students undergoing conventional and enhanced PBL methods. It could also be inferred from this study that students who had undergone enhanced PBL method designed better systems and had better performing artefacts than those who were subjected to the conventional PBL approach. Finally, it was concluded that incorporating enhanced learning and facilitating methods to group-centric, project-based driven education provided a more fertile environment to promote better learning experience and improved problem-solving ability which could eventually lead to developing innovative and pragmatic solutions to real-world engineer

关键词： project-based-learning Engineering design learning environment Enhanced learning/facilitating scaffold

来源：评论

学校读者我要写书评

暂无评论

A Survey on Lifelong learning and project-based learning among Engineering Students

引用

Procedia - Social and Behavioral Sciences 2014年 116卷 4187-4192页

作者： K. Yavuz Kapusuz Sultan Can Department of Electrical and Electronics Engineering Atilim University Kizilcasar Mahallesi Incek Golbasi Ankara 06836 Turkey

Lifelong learning is a highly important issue that most of the governments emphasize on their education programs. It is commonly known that there are various requirements such as learning how to learn, improving communication skills, teamwork abilities and controlling time-money etc. In order to successful in professional life, besides theoretical knowledge. Most of these mentioned requirements are even needed in our daily life to be able to learn efficiently, in any desired field. This study presents the results of a survey carried out to evaluate engineering students’ viewpoints regarding lifelong learning and project-based learning. Their perspective on “learning-by-doing” is also investigated. Several aspects in engineering are considered, and evaluation is formed according to these aspects. The importance of theoretical knowledge, oral and written communication skills, economic perspectives, time and budget control, teamwork abilities, learning-by-project and learning-by-doing are the parameters evaluated in the survey. A descriptive analyze is performed in order to evaluate the engineering students’ viewpoint about learning at Atilim University. The proposed survey is conducted with 80 students from Faculty of Engineering and the results are illustrated. based on results, the main issue that the participants highlight is the need of change in learning methods and they are underlying that they want to get integrated more into real world. This study may help the mentors to design a new curriculum for achieving success in the field, which will also be a pioneer the success in every field of life.

关键词： Lifelong learning engineering education project-based-learning learning-by-doing

来源：评论

学校读者我要写书评

暂无评论

Cloud chamber kit for active learning in a first-year undergraduate nuclear science seminar class

引用

Physics Education 2022年第4期57卷 045034-045034页

作者： White, A.E. Massachusetts Institute Of Technology Plasma Science And Fusion Center Cambridge 02139 MA United States

This paper presents the design and reports on the use of a simple and inexpensive cloud chamber kit that is compatible with active learning, experiential learning, and project-based learning strategies. The kit was developed for use in a first-year undergraduate nuclear science seminar class at a university in the US. Diffusion cloud chambers are commonly used in classroom demonstrations to teach students about cosmic rays and ionizing radiation. A variety of clever and novel cloud chambers found in the literature were built and tested as part of this work and are all suitable for instructor-led classroom demonstrations. However, each has drawbacks that limit its use in hands-on classroom activities as part of active learning, experiential learning, and project-based learning in the classroom. The purpose of this work was to develop a cloud chamber 'kit' that can be built in less than 10 min by students during class and guarantees student success in observing background radiation. The cloud chamber kit was found to be highly sensitive to background radiation, and several different types of high-energy particles, including muons or anti-muons, electrons or positrons, photoelectrons, and alpha particles, were detected and identified using the kits at a rate of over 20 tracks per minute measured indoors at sea level at latitude 42.3601° N. The simplicity of the cloud chamber kit presented here makes it compatible with a variety of best practices for active learning in the classroom and requires little preparation time outside of class. © 2022 The Author(s). Published by IOP Publishing Ltd.

关键词： active learning background radiation cloud chamber cloud chamber kit cosmic rays ionizing radiation project-based-learning

来源：评论

学校读者我要写书评

暂无评论

Analysis of Student Members' Attitudes on Out-of-Curriculum Science Communication Activities and Resultant Educational Effects 2nd

Analysis of Student Members' Attitudes on Out-of-Curriculum ...

引用

22nd International Conference on Interactive Collaborative learning (ICL) / 48th IGIP International Conference on Engineering Pedagogy - Impact of the 4th Industrial Revolution on Engineering Education

作者： Hasegawa, Makoto Chitose Inst Sci & Technol 758-65 Bibi Chitose Hokkaido 0668655 Japan

ISBN: (纸本)9783030402747;9783030402730

The out-of-curriculum project team "Rika-Kobo" organized by university students has actively performed various science communication activities in local community that mainly aim to stimulate interests of children and other generations into various fields of sciences and technologies for over 15 years. The activities of the project team are in out-of-curriculum basis. This means that the student members are not extrinsically motivated, but instead voluntarily involved in the activities. As a result, they are likely to have the same level of motivations and enthusiasms, leading to generally high qualities in the activities. As the supervisor of the activities, the author believes that the out-of-curriculum situation of the activities is critical for realizing such successful performances. For investigating actual attitudes of the student members towards involvement in the activities, questionnaires were provided in which among other questions, the student members were asked whether or not they were in favor of the situation of incorporating the activities into official education curriculum of the university so that the student members can get credits and/or improve their GPA scores through their participation in the activities. The obtained results showed that the majority of the student members believed that the activities should remain in the out-of-curriculum basis, similarly to the author's opinion as the supervisor of the activities. Interestingly, the student members in higher grades (in other words, with longer period of experiences in the activities) were likely to be in more strongly favor of the out-of-curriculum situation. Longer period of participation in the activities makes the student members further believe that their intrinsic motivation is a key factor for achieving satisfactory and successful performances and results.

关键词： project-based-learning PBL Student program Science education Engineering education Science communication Career development

来源：评论

学校读者我要写书评

暂无评论

Cultivating AI Talents through Real Field Competition

Cultivating AI Talents through Real Field Competition

引用

IEEE International Conference on Teaching, Assessment, and learning for Engineering (IEEE TALE)

作者： Kuo, Gia-Wei Tseng, Hsiao-Chien Hu, Shih-Hsin Lin, Hui-Yun Lu, Pei-Yu Yeh, Chung-Han Tsai, I-Chang Inst Inst Informat Ind Digital Educ Taipei Taiwan

ISBN: (纸本)9781728169422

This paper analyzes a Taiwan government program (AIGO). And introduce the heart of it, the competition, where talents may participate in and learn skills through solving real-world problems. The competition can be divided into three sections: 1. Challenges from Industries, *** from Talents. 3. Apprentice Program. Challenges from Industries, is where the program gathers industries problems and it is the start of the competition. Solutions from Talents, is where talents join the competition. Talents may propose their concept of solution and prove it thereafter with the cooperation of challenge disclosers. Apprentice Program allows students take part in the competition by either helping challenge disclosers on data cleansing or assisting AI teams in entry-level works. The competition is designed by project-based learning (PBL) for the both AI talents and apprentices to learn all-they-need skills and knowledge by solving real-world problems, and industry management may discover the potential AI application.

关键词： AI education real field competition project-based-learning

来源：评论

学校读者我要写书评

暂无评论

Fostering Environmental Awareness with Smart IoT Planters in Campuses

引用

SENSORS 2020年第8期20卷 2227页

作者： Tabuenca, Bernardo Garcia-Alcantara, Vicente Gilarranz-Casado, Carlos Barrado-Aguirre, Samuel Univ Politecn Madrid Dept Sistemas Informat Madrid 28031 Spain Univ Politecn Madrid Dept Ingn Agroforestal E-28040 Madrid Spain Corp Radiotelevis Espanola Direcc Tecnol & Sistemas Madrid 28223 Spain

The decrease in the cost of sensors during the last years, and the arrival of the 5th generation of mobile technology will greatly benefit Internet of Things (IoT) innovation. Accordingly, the use of IoT in new agronomic practices might be a vital part for improving soil quality, optimising water usage, or improving the environment. Nonetheless, the implementation of IoT systems to foster environmental awareness in educational settings is still unexplored. This work addresses the educational need to train students on how to design complex sensor-based IoT ecosystems. Hence, a project-based-learning approach is followed to explore multidisciplinary learning processes implementing IoT systems that varied in the sensors, actuators, microcontrollers, plants, soils and irrigation system they used. Three different types of planters were implemented, namely, hydroponic system, vertical garden, and rectangular planters. This work presents three key contributions that might help to improve teaching and learning processes. First, a holistic architecture describing how IoT ecosystems can be implemented in higher education settings is presented. Second, the results of an evaluation exploring teamwork performance in multidisciplinary groups is reported. Third, alternative initiatives to promote environmental awareness in educational contexts (based on the lessons learned) are suggested. The results of the evaluation show that multidisciplinary work including students from different expertise areas is highly beneficial for learning as well as on the perception of quality of the work obtained by the whole group. These conclusions rekindle the need to encourage work in multidisciplinary teams to train engineers for Industry 4.0 in Higher Education.

关键词： computer-based systems environmental awareness Industry 4.0 Internet of Things irrigation systems planter project-based-learning smart learning environments teamwork

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：