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Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 2
| Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 2 |
| Autore | Auer Michael E |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (513 pages) |
| Altri autori (Persone) |
CukiermanUriel R
Vendrell VidalEduardo Tovar CaroEdmundo |
| Collana | Lecture Notes in Networks and Systems Series |
| ISBN | 3-031-52667-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Committees -- Contents -- Educational Virtual Environments -- Introducing Augmented Reality at Secondary Colleges - A Student's View -- 1 Education of HTL in Austria -- 2 Introduction to Augmented Reality -- 3 Expectations of Using AR - Technologies at HTLs -- 4 AR Software -- 4.1 Working with Vuforia -- 5 Survey About Augmented Reality -- 5.1 Survey Process -- 5.2 Pre/Post Test Method -- 5.3 Introduction of AR to Students -- 5.4 Survey Questions and Assumptions -- 5.5 Survey Results -- 6 Conclusion and Outlook -- References -- A Use Cases Driven Design of a Virtual Anatomy -- 1 Introduction -- 2 Definition of Technical Scenarios for the Virtual Anatomy -- 3 Related Work -- 4 Definition of Seven-Dimensional Use Cases -- 4.1 Seven Dimensions -- 4.2 Main Use Cases -- 5 Technical Implementation -- 5.1 Technical Workflow -- 5.2 Scenario #1 - A Lecturer Driven 3D Live Visualization of (Living) Human Tissues Based on CT and MRI Scans -- 5.3 Scenario #2 - 3D Live Video Transmission from the Dissection Rooms -- 5.4 Scenario #3 - Visualization of 3D Scans of Anatomy Objects Within a Standard Web Browser -- 6 Summary, Conclusions and Recommendations -- References -- Peculiarities of ADDIE Implementation When Teaching Engineering Students Professional Foreign Language Online -- 1 Introduction -- 2 Purpose -- 3 Approach -- 4 Outcomes -- 5 Conclusions -- References -- Gamification Influences on Students' Motivation in the EFL Classroom -- 1 Introduction -- 2 State of the Art -- 3 Methodology -- 4 Results -- 5 Conclusions -- References -- Gamification as an Essential Factor for Developing Management Skills -- 1 Introduction -- 2 State of the Art -- 3 Methodology -- 4 Results -- 5 Conclusions -- References -- The Formation of a Virtual Educational Environment as an Element in the System of Improving the Digital Competences of Teachers.
1 Context -- 2 Purpose or Goal -- 3 Approach -- 3.1 Digital Competence -- 3.2 System of Formation and Improvement of Digital Competences -- 3.3 Virtual Educational Environment -- 4 Actual or Anticipated Outcomes -- 5 Conclusions/Recommendations/Summary -- References -- Approaches to Foreign Language Teaching of Future Engineer-Teachers in the Context of Digitalization and Distance Learning -- 1 Problem Statement -- 2 Methods of Research -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Controlling Active Learning Through the Enhanced Learning Dyad -- 1 Introduction -- 2 Problem Formulation -- 3 About Automatic Control of the Team Learning Process -- 3.1 Elements of Cybernetics -- 3.2 Integration of Learning Techniques -- 3.3 The Dyadic Approach to Learning -- 3.4 Refining the Learning Dyad -- 4 Learning Dyad Implementation Details -- 4.1 Implementing the Enhanced Dyad on the Learning Interface -- 4.2 Implementation Details of the Enhanced Dyad Over Time -- 4.3 Default Restrictions -- 5 Concluding Remarks -- References -- Applying UX Methodologies for Improving Moodle Usage -- 1 Introduction -- 1.1 Context -- 1.2 Purpose -- 1.3 Approach -- 2 Literature Review -- 3 Research Methods -- 3.1 Empathize -- 3.2 Define -- 3.3 Ideate -- 4 Results and Discussion -- 4.1 Empathize -- 4.2 Define -- 4.3 Ideate -- 5 Conclusions -- References -- Bloom's Taxonomy and Online Learning: The COVID-19 Scenario in Indian Perspective -- 1 Introduction -- 2 Objectives of the Study -- 3 Methodology -- 4 Results -- 4.1 Bloom's Taxonomy: Original and Revised Versions -- 4.2 Bloom's Taxonomy and the Indian Education System -- 4.3 Bloom's Digital Taxonomy and Online Teaching: The COVID-19 Scenario -- 5 Discussion -- 6 Conclusion -- References -- IoT Cybersecurity Virtual Laboratory Based on MQTT -- 1 Introduction. 2 The MQTT Protocol -- 3 The Scenario -- 4 Practices Proposed -- 4.1 Practice 1: How the MQTT Protocol Works -- 4.2 Practice 2: Reconnaissance of MQTT Brokers -- 4.3 Practice 3: Securing MQTT with Authentication -- 4.4 Practice 4: Securing MQTT with Authentication and Encryption -- 4.5 Practice 5: Poisoning the Broker -- 4.6 Practice 6: Exploiting Vulnerabilities and Pivoting Between Networks -- 5 Conclusions and Future Works -- References -- A Holistic View of Using Real and Virtual Models in Teaching Astronomy Concepts -- 1 Introduction -- 2 Models in Astronomy Concepts -- 3 Rationale for the Present Study -- 4 The Research -- 4.1 Purpose -- 4.2 Research Sample -- 4.3 Research Tools -- 4.4 Research Stage -- 5 Results -- 5.1 Statistical Analysis-Data Analysis -- 5.2 Discussion of the Results -- 5.3 Focus Group Results -- 6 Conclusion and Results -- References -- A Study of Virtual Reality Applied to Welder Training -- 1 Introduction -- 2 Theoretical Foundations -- 2.1 Welding -- 2.2 Virtual Reality -- 3 VR Welding Training -- 3.1 Objective -- 3.2 Related Works -- 3.3 Commercial Solutions -- 4 Proposed Classification for the VR Welding Simulator -- 5 Conclusions -- References -- Usability Verification of Virtual-Reality Simulators for Maritime Education and Training -- 1 Introduction -- 2 Methodology -- 3 Result and Discussion -- 3.1 Performance on Different Simulators -- 3.2 Layout of Ship Bridges -- 3.3 Feedback from Participants -- 3.4 Summary -- 4 Conclusion -- References -- A Study on Enhancing Education Quality in E-Learning: Examining the Triad of Students, Educators, and the E-Learning Environment -- 1 Introduction -- 2 Methodology: Systematic Review -- 3 The Three Pillars of Quality Online Education -- 4 The Dynamic Interaction of Students, Educators, and E-Learning Environments: Strategies for Promoting Quality in Online Education. 4.1 Encouraging Student Engagement for Improved Quality Outcomes in Online Education -- 4.2 Designing Quality Online Instruction: Equipping Educators for Impactful Online Learning -- 4.3 Mapping the Dimensions of Powerful and Interactive E-Learning Platforms: Optimizing Online Education Quality -- 5 Challenges and Limitations in Online Education: Enhancing Quality in the Digital Age -- 6 Investigating the Future of Online Learning: Research Priorities for Improving Student Engagement and Outcomes -- 7 Conclusion -- References -- Work in Progress: Expanding Learning Opportunities in STEM Courses: The Potential of Haptic VR Laboratories for Students with and Without Visual Impairment -- 1 Introduction -- 1.1 Purpose or Goal of This Work -- 1.2 Context of This Work -- 2 Materials and Method -- 3 State of the Work -- 4 Conclusion and Outlook -- References -- Future of Education -- Using Telepresence Robots for ICT Consultancy -- 1 Introduction -- 1.1 ICT Consultation -- 1.2 Telepresence Robots -- 1.3 Social Presence -- 1.4 Research Purpose and Research Questions -- 2 Method -- 2.1 Procedure -- 3 Results -- 3.1 The Flow of the Experiments and the Participants' Spatial Behavior -- 3.2 The Challenges of Using TPRs for ICT Consulting (RQ1) -- 3.3 The Opportunities of Using TPRs for ICT Consulting (RQ2) -- 4 Discussion and Conclusions -- References -- Competence-Oriented Qualification in Digital Community Management -- 1 Introduction -- 2 Methodology -- 2.1 Systematic Literature Review -- 2.2 Expert Interviews -- 2.3 Qualitative Data Analysis -- 3 Results and Discussion -- 3.1 Organizational, Social and Individual Framework Conditions -- 3.2 Modelling the Competence Goals -- 3.3 Theoretical Foundation of Teaching and Learning -- 3.4 Didactic Concepts of Practice and Problem Orientation -- 3.5 Didactic-Methodical Design Approaches -- 4 Conclusion -- References. COACHING Educational Model: Train to Career -- 1 Introduction -- 1.1 Macro Capabilities and DIRECT-ING Tools -- 1.2 Validation of Data Gathering Tools -- 1.3 History: Objectives Reached and Expected Results -- 2 Findings and Conclusions -- 2.1 Tools and Training Methodology in the Classroom -- 2.2 Data Analysis and Reflections for the Future -- 2.3 Conclusions -- References -- Peace Engineering Minor: Actionable Knowledge -- 1 Context -- 2 Peace Engineering Minor: Purpose and Goals -- 3 ENG 220: Engineering, Business, Sustainability, Ethics, Society, and JEDAI -- 3.1 ENG 220 Course Outcomes: (Adapted from ABET [13] Engineering Program Outcomes) -- 3.2 Course Projects -- 4 ENG 320 - Design Thinking, Metrics, Analytics, Artificial Intelligence, Machine Learning and Trusted Data -- 4.1 ENG 320 Course Projects -- 5 Actual and Anticipated Outcomes -- 6 Conclusions/Recommendations/Summary -- References -- A Digital Twin of a Remote Real-Time Accessible Labs -- 1 Introduction -- 2 Review of the Existing Work -- 3 The Proposed Model -- 3.1 DIGI-LABS Structure -- 3.2 Benefits of DIGI-LABS Model -- 4 Practical Implementation (DIGI-LABS Platform) -- 5 Experimental Setup -- 5.1 Procedural Steps -- 5.2 Variables of Experiment -- 5.3 Data Collection -- 5.4 Data Analysis -- 6 Results and Discussion -- 6.1 Results from Digital Lab Data Storage -- 6.2 Results from Questionnaires -- 6.3 Discussion -- 7 Conclusion -- References -- Are ChatGPT-Like Applications Harmful for the Learning Process? -- 1 Introduction -- 2 State of the Art in ChatGPT and Its Influence on the Learning Process -- 3 The Interference Between the AI Creations and the Learning Process -- 3.1 The Characteristics of the Creations of AI Applications -- 3.2 The Uniqueness of the Creations of AI Applications -- 4 Threats to the Learning Process Posed by GPT Applications. 5 The Proposed Computer Aided Learning Framework. |
| Record Nr. | UNINA-9910806191203321 |
Auer Michael E
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| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 1
| Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 1 |
| Autore | Auer Michael E |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (567 pages) |
| Disciplina | 378.17 |
| Altri autori (Persone) |
CukiermanUriel R
Vendrell VidalEduardo Tovar CaroEdmundo |
| Collana | Lecture Notes in Networks and Systems Series |
| ISBN | 3-031-51979-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Committees -- Contents -- Collaborative Learning -- Work in Progress: Course Design and E-Learning-Environment for Scientific Competency Development for Bachelor's Degree Students Within the Framework of Self-determination Theory -- 1 Introduction -- 2 Context and Theory -- 2.1 Theory -- 2.2 Evaluation Results of Preceding Semester -- 2.3 Requirements for Course Design -- 3 Approach -- 3.1 Course Objectives -- 3.2 Differences in This Semester's Student Group -- 3.3 Course Planning and Structure -- 3.4 Coherence with the Social Environment -- 4 Evaluation -- 4.1 Questionnaire -- 4.2 TAP -- 5 (Anticipated) Outcomes and Discussion -- 6 Conclusion -- References -- Fostering Self-directed Learning in Engineering Undergraduates: A Collaborative Approach -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 4 Results and Discussion -- 5 Conclusion -- References -- Collaborative Learning Spaces from Research to Practice: The KAEBUP Platform -- 1 Introduction -- 1.1 Addressing Urban Challenges in Academia and the Profession -- 1.2 Collaborative Blended Learning Approaches in Urban Form Studies -- 1.3 Related Work on Collaborative ICT Platforms -- 2 The Research to Practice Platform (R2P) -- 2.1 R2P Platform Architecture -- 2.2 Platform Testing and Evaluation -- 2.3 Other Platform Functionalities/Features -- 3 Conclusions - Learning, Co-construction, and Co-evolution of Knowledge through CLAs -- References -- How Many Roads? Critical Thinking and Creativity in Higher Education and Mathematics -- 1 Introduction and Context -- 2 Methodology -- 3 Data Collection and Analysis -- 3.1 Implemented Learning Methodologies -- 3.2 Exploratory Studies -- 3.3 Project Results -- 4 Discussion and Conclusions -- References.
Assessing the Development of Soft Skills Among HEI Students in the VAKEN Process Preliminary Findings from Three Sprint weeks -- 1 Introduction -- 2 Developing and Assessing Soft Skills -- 2.1 Developing and Learning Soft Skills -- 2.2 Assessing the Development of Soft Skills -- 3 Method -- 3.1 The Assessment Tool Construction and Procedure in VAKEN -- 3.2 Procedure -- 3.3 Method for Analysing Data -- 4 Empirical Analysis and Results -- 5 Discussion -- 6 Conclusions -- References -- Learning-by-Doing as a Method for Teaching the Fundamentals of Light to Physics Educators and Students Online -- 1 Introduction -- 1.1 Education in Physics and Physics Experiments -- 1.2 Hands-on Physics Education in Greece -- 1.3 Hands-on Online Education -- 2 The Online Course in Light -- 2.1 Description of the Online Experiments on Light and Optics -- 2.2 Description of Experiments on Light and Optics for K-5 and K-6 Students -- 3 Research Questions -- 4 Methodology -- 4.1 Participants -- 4.2 Research Method -- 5 Results -- 5.1 Students' Results -- 6 Discussion and Conclusion -- References -- Transferring Analogue Teaching to Digital Delivery: Blended Learning Across an International Network for Socio-cultural Sustainability -- 1 Introduction -- 2 Purpose -- 3 Approach -- 4 Actual Outcomes -- 5 Conclusions and Recommendations -- References -- Motivations for Becoming a Voluntary Mentor: A Case Study on What Experienced Scholars Gain from Mentoring Their Peers -- 1 Introduction -- 2 Methods -- 3 Results and Discussion -- 4 Conclusion -- References -- Integrating Collaborative Annotation into Higher Education Courses for Social Engagement -- 1 Introduction -- 2 Background/Literature Review -- 3 Software Implementation -- 3.1 Pedagogical Aspects -- 4 Research Study -- 4.1 Sampling -- 4.2 Instrumentation -- 4.3 Preparation -- 5 Conclusions -- 6 Discussion and Future Work. References -- Norms for Team Process and Outcome Measures by Race/Ethnicity and Gender -- 1 Teamwork in STEM Education and the Goal of This Work -- 1.1 The Benefits and Challenges of Teamwork in STEM Education -- 1.2 The Particular Challenges for Minoritized Populations in Teams -- 1.3 The Goal of This Work - Norms for Various Process and Outcome Measures -- 2 Team Processes and Outcomes -- 2.1 Conflict -- 2.2 Psychological Safety -- 2.3 Cohesion -- 2.4 Team Satisfaction -- 2.5 Warmth and Liking -- 2.6 Competence -- 2.7 Task Interdependence -- 2.8 Team Viability -- 2.9 Team Processes and Outcomes in Diverse Teams -- 3 Methods -- 3.1 Participants -- 3.2 Data -- 4 Findings -- 4.1 Findings by Gender -- 4.2 Findings by Race/Ethnicity -- 5 Discussion and Conclusion -- 5.1 Discussion of Findings by Gender -- 5.2 Discussion of Findings by Race/Ethnicity -- 5.3 Conclusion -- References -- Learning to Research Through Inquiry-Based Learning - A Field Report from Exploratory Sexual Research in Psychology -- 1 Introduction -- 2 Competence-Oriented Research and Education and Inquiry-Based Learning -- 2.1 Competence-Oriented Research and Education (CORE) -- 2.2 Inquiry-Based Learning -- 3 Context and Intended Learning Outcomes -- 3.1 Context -- 3.2 Intended Learning Outcomes -- 4 Capstone-Research-Project in Explorative Sexual Research -- 4.1 Teaching and Learning Concept -- 4.2 Four Student Sub-Projects -- 5 Conclusion, Summary and Outlook -- References -- Collaborating Towards Humanizing Pedagogies in Teaching and Learning: Case of Universities of Technology in South Africa -- 1 Introduction -- 2 Overview of Higher Education in South Africa -- 3 Methodology -- 4 Our Stories Through Academic Lenses -- 5 Conclusion -- References -- Gamification Based Collaborative Learning: The Impact of Rewards on Student Motivation -- 1 Introduction -- 2 Methodology. 2.1 Participants -- 2.2 Collaborative Game-Based Learning Activity -- 3 Results -- 4 Discussion -- 4.1 Student Motivation Outcomes -- 4.2 Collaboration Between Team Members Outcomes -- 4.3 Increasing Students Challenge -- 5 Conclusion -- References -- Job Lab Collaborative Approach: An Innovative Model for Enhancing Graduates' English Language Skills -- 1 Introduction -- 2 Collaborative Approach -- 2.1 Five Principles of Collaborative Learning (CL) -- 3 JobLab - Innovative English Learning Model -- 3.1 Five Pillars of Job Lab's Collaborative Approach -- 3.2 Speaking Anxiety -- 3.3 JobLab Collaborative Approach -- 4 Methodology -- 4.1 Experiment -- 4.2 Participants -- 4.3 Study Design -- 4.4 The Aim and Objectives -- 4.5 Hypotheses of the Research -- 4.6 Hypotheses of the Research -- 5 Discussions -- 6 Conclusion -- References -- Integrating DGBL and Collaborative Learning in Enterprise Resource Planning Courses for Students with Engineering Background -- 1 Introduction -- 2 Literature Reviews -- 2.1 DGBL Pedagogy and Related Application -- 3 Research Methods -- 3.1 Digital Situation Operation -- 3.2 Digital Enterprise Resource Management Operation Simulation Platform -- 4 Instructional Content and Game Characteristics Design for ERP Learning -- 4.1 Instructional Content of ERP -- 4.2 Game Characteristics of ERP with MonsoonSIM -- 4.3 Develop New Teaching Materials and Plans -- 4.4 Integrate Online Business Simulation Competition, ERP, and Data Analysis Tools into Teaching Plan -- 5 Results and Analysis -- 6 Conclusion -- References -- Collegial Video-Based Reflection on Teaching in Teacher Education - Reflection Processes and Levels of Reflection Quality -- 1 Theoretical and Empirical Background -- 2 Research Subject and Research Questions -- 3 Method -- 3.1 Design -- 3.2 Sample -- 3.3 Qualitative Analysis -- 4 Results -- 5 Discussion -- References. Digital Transition in Education -- Digitization in the Field of Engineering Teacher Training -- 1 Introduction -- 2 Problem Statement and Research Question -- 2.1 Problem Statement -- 2.2 Research Question -- 3 Technical Vocational Teacher Education at University of Siegen and Upper Austrian University of Teacher Education -- 4 The Siegen Model of Teacher Education: The Principle of Academic Learning (AL) -- 5 Further Procedure Regarding Collaboration and Content Transfer -- 6 Conclusion and Outlook -- References -- Students' Views on the Internet of Things in Engineering Education -- 1 Introduction -- 2 Internet of Things -- 2.1 Industrial and Consumer Internet of Things -- 2.2 IoT Architectures -- 3 Problem Statement and Research Overview -- 4 Methodology and Design of the Empirical Survey -- 4.1 Design of the Questionnaire -- 4.2 Hypotheses -- 4.3 Selection of the Participants -- 5 Results -- 5.1 Reliability of the Questionnaire -- 5.2 Description of the Participants -- 5.3 Student Specific Results -- 5.4 Answer to the Research Question -- 6 Conclusions, Limitations, and Recommendations -- References -- A Collaborative Learning Model in Engineering Science Based on a Cyber-Physical Production System Line -- 1 Theoretical Implementation -- 1.1 Competencies-Based Approach -- 1.2 Approach Implementation -- 2 Pedagogical Implementation -- 2.1 Pedagogical Professionalization -- 2.2 Collaborative Model -- 2.3 Pedagogical Process -- 3 Technical Implementation -- 4 Pre-seminar Survey -- 5 Conclusion -- References -- Digital Learning Environments to Support Autonomous Learning Processes of Mathematically Creative and Gifted Students -- 1 Introduction -- 2 Context -- 2.1 Digital Interactive Mathematical Maps (DIMM) -- 2.2 Autonomy of the Mathematically Creative and Gifted -- 2.3 Work and Education 4.0 -- 3 Purpose -- 3.1 Traditional Fostering. 3.2 Digital Transition. |
| Record Nr. | UNINA-9910831497203321 |
|
Auer Michael E
|
||
| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3
| Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3 |
| Autore | Auer Michael E |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2024 |
| Descrizione fisica | 1 online resource (531 pages) |
| Disciplina | 378.17 |
| Altri autori (Persone) |
CukiermanUriel R
Vendrell VidalEduardo Tovar CaroEdmundo |
| Collana | Lecture Notes in Networks and Systems Series |
| ISBN | 3-031-53022-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Committees -- Contents -- Engineering Pedagogy Education -- Determinants for the Formation of a Fractality-Based Educational Environment in Engineering Pedagogical Education -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Systems Thinking Among Engineering Students -- 1 Introduction -- 2 Theoretical Background -- 3 Research Objective and Questions -- 4 Methodology -- 4.1 Participants -- 4.2 Procedure -- 4.3 Instruments -- 5 Findings -- 6 Discussion and Conclusion -- References -- How to Accompany the First-Year Student in Massified Higher Education? the Example of a Semester to Bounce Back -- 1 The Context -- 2 Supporting Self-questioning Students -- 3 A Space for Remotivation at University -- 4 Recruitment and Characteristics of Enrolled Students -- 5 A Space to Rethink a Professional or Study Plan -- 6 Conclusions -- References -- Developing Pedagogical Content Tasks in Research Methods Training of Future Vocational Teachers -- 1 Introduction -- 2 Literature Review -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- A Qualitative Assessment of ChatGPT Generated Code in the Computer Science Curriculum -- 1 Introduction -- 2 Background -- 3 Code Examples -- 3.1 Early Learners -- 3.2 Advanced Students -- 3.3 Additional Programs -- 4 Observations -- 5 Conclusion -- References -- Design and Implementation of the Integrated Program for the Master of Engineering Course in Welding Engineering Technology, KMUTNB Harmonize to International Welding Engineer, IIW Responding to the Need of Thailand 4.0/IR 4.0 -- 1 Introduction -- 2 Purpose or Goal -- 3 Approach -- 4 Analysis.
5 Comparative Analysis of Compatibility for Master of Engineering in Welding Engineering Technology (MWET) Harmonizes to the International Welding Engineer (IWE) -- 5.1 Overviews on the Missions of CIT/KMUTNB and WIT/IIW -- 5.2 Three-Stages Model of the Integrated Program -- 5.3 Implementation -- 5.4 Output/Outcome -- 6 Conclusion -- References -- Attitudes of Engineers Towards Ethics and Prospects for Education -- 1 Introduction -- 2 Methods -- 3 Results -- 4 Discussion -- 5 Conclusions -- References -- Inclusion of the Sustainable Development Goals in an Engineering - Biomimetics and Sustainability - Course Curricula -- 1 Introduction -- 1.1 Education for Sustainable Development -- 1.2 Biomimicry as a Framework for Sustainable Development -- 1.3 Justification of This Work -- 2 Methodology -- 2.1 Pedagogical Strategy -- 2.2 Assessment and Data Analysis -- 3 Results and Discussion -- 4 Conclusion -- References -- Learning Content Revisited: Basis for Creating a System of Educational (Pedagogical) Activities -- 1 Introduction -- 2 Background -- 3 Methodology and Results of the Pilot Study -- 3.1 Pilot Study with Publishers -- 3.2 Pilot Study of Teachers' Curriculum "Reading" Skills -- 4 Discussion -- 5 Conclusions -- References -- IGIP Prototype Curriculum in Lifelong Professional Pedagogical Development of Technical Teachers -- 1 Context -- 2 Goal and Approach -- 3 Actual Outcomes -- 3.1 The Model of Lifelong Pedagogical Professionalism Development of TPU -- 3.2 The Model of Lifelong Professional Education of Teaching Staff Under the International Project ENTER -- 3.3 The Model of Integrated Training of PhD Students for Pedagogical Activity in Skoltech -- 3.4 The Model of Engineering Pedagogical Continuing In-Service Education in TUT -- 4 Conclusions -- References. Development of Social Activity of Engineers-Pedagogues as a Social Skill in Online Education -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Educational Role-Playing Games in the Normative Behavior Development of Future Engineer-Teachers -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Pedagogical Approach for BUILD2050 Pilot Training Project -- 1 Introduction -- 2 Project Features -- 3 Pedagogical Framework for BUILD2050 -- 3.1 Step 1 - Setting the Learning Objectives -- 3.2 Step 2 - Designing the Learning Structure -- 3.3 Step 3 - Setting the Learning Activities -- 3.4 Step 4 - Developing the Didactic Resources -- 3.5 Step 5 - Implementing and Evaluating the Pedagogical Framework -- 4 Results of the Pedagogical Framework Application -- 5 Conclusions -- References -- Enhancing Learning Activities Using Innovation Based Problem-Solving Process in Promoting Practical Skills of Electrical Technology -- 1 Introduction -- 2 Research Purpose -- 3 Learning and Teaching Theories -- 3.1 Problem-Solving Skill -- 3.2 Behavioral Theories -- 3.3 Educational Innovation -- 4 Development of Learning Activities and Innovative Media -- 4.1 Development of Innovation-Based Problem-Solving Process -- 4.2 Development of Innovative Teaching Packages -- 4.3 Implementation in Innovation Based Problem-Solving Processes -- 5 Research Results -- 5.1 The Quality Evaluation of the Innovative Media Packages -- 5.2 The Evaluation of Solving Problem-Based Competencies -- 5.3 The Evaluation of Learning Achievement -- 6 Summary -- References. Development of Laboratory-Based Learning and Teaching Activities of Communication Systems for 21st Century Innovative Learning Skills -- 1 Introduction -- 2 Research Purpose -- 3 Development of Laboratory-Based Learning -- 4 Development of Laboratory-Based Instructional Package -- 5 Implementation of Research Tools -- 6 Research Results -- 6.1 The quality of the Laboratory-Based Learning Model -- 6.2 The Evaluation of the Learning Achievement of Learners -- 6.3 The Satisfaction of the Learners -- 7 Summary -- References -- Development of a Simulation Tool for Electromagnetism Education -- 1 Introduction -- 2 Finite Element Method in ONELAB Environment -- 2.1 Boundary Conditions and Meshing -- 2.2 Governing Equations and Solvers -- 3 Simulations Developed -- 4 Mobile Application -- 5 Conclusions -- References -- Practicing the Engineering Fundamentals in a Project-Based Design and 3D Printing Course -- 1 Introduction -- 2 The Course -- 2.1 The Course Lectures -- 2.2 The Design Tasks -- 3 The Study -- 4 Findings -- 4.1 The Course Impact on Students' Outcomes -- 4.2 Students' Perceptions -- 5 Conclusion -- References -- Open Digital Badges and Micro-accreditation in the International Engineering Educator Certification Program (IEECP) -- 1 Introduction -- 2 Background -- 3 International Engineering Educator Certification Program (IEECP) in Latin America -- 3.1 Competency Based Approach Model of the IEECP -- 3.2 Competency Based Approach and LO Assessment in the IEECP LMS -- 3.3 IEECP Motivation and Decisions about OB and MA -- 4 Open Badges in Moodle -- 4.1 Open Badges v2.0 Standard, Open Badge Factory Integration -- 4.2 Learning Outcomes, Competencies and OB -- 4.3 IEECP Moodle Configuration to Support OB -- 5 IEECP Teaching and Learning Practices -- 6 IEECP Participants Opinion -- 7 Conclusions -- References. Does Hedy, the Gradual Programming Language Help Computing Undergraduates to Learn Programming? -- 1 Introduction -- 2 Materials and Method -- 2.1 Addressing RQ1: Perspective of Hedy -- 2.2 Addressing RQ2: Understanding of Python -- 2.3 Addressing RQ3: Programming Performance -- 3 Results and Discussion -- 3.1 Perspective of Hedy -- 3.2 Understanding of Python -- 3.3 Programming Performance -- 4 Conclusion -- References -- Empowering Diverse Learners: Embracing Culturally Relevant Pedagogy (CRP) in Engineering, Higher Education, and K-12 Settings -- 1 Introduction -- 2 Culturally Relevant Pedagogy (CRP) in Engineering -- 2.1 Critical Consciousness -- 2.2 Transformative Practices -- 2.3 Retention -- 2.4 Social Justice -- 3 Culturally Relevant Pedagogy (CRP) in Higher Education -- 3.1 Promoting Inclusiveness -- 3.2 Math Readiness -- 3.3 Internationalization of Higher Education -- 4 Culturally Relevant Pedagogy (CRP) in K-12 -- 4.1 Connections with Course Contents -- 4.2 Academic Performance and Racial Views -- 4.3 Funds of Knowledge (FoK) -- 5 Conclusion -- References -- A Theory-Based Concept for Fostering Sustainability Competencies in Engineering Programs -- 1 Introduction -- 2 Methodology -- 3 Analysis of the EER-Landscape on the Topic of Sustainability Education in Engineering Studies -- 4 Theory-Based Teaching Concept for Sustainable Engineering Education -- 4.1 Teaching Concept for Sustainable Competences in Engineering -- 4.2 Implementation -- 4.3 Student's Feedback -- 5 Summary -- References -- Using Digital Laboratories for the Development of Students' Engineering Thinking -- 1 Introduction -- 2 Methods -- 3 Results -- 4 Conclusion -- References -- Interactive Algorithms: A Didactic Strategy for Non-programmers -- 1 Introduction -- 2 Computing and Programming Languages -- 3 Algorithms and Learning. 4 Interactive Algorithm Programming Methodology. |
| Record Nr. | UNINA-9910831020203321 |
|
Auer Michael E
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| Cham : , : Springer International Publishing AG, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 4
| Towards a Hybrid, Flexible and Socially Engaged Higher Education : Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 4 |
| Autore | Auer Michael E |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer, , 2024 |
| Descrizione fisica | 1 online resource (541 pages) |
| Disciplina | 378.17 |
| Altri autori (Persone) |
CukiermanUriel R
Vendrell VidalEduardo Tovar CaroEdmundo |
| Collana | Lecture Notes in Networks and Systems Series |
| ISBN | 3-031-53382-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Committees -- Contents -- Diversity in Engineering Education -- Innovative Learning Technologies in the Process of Training Specialists of Engineering Specialties in the Conditions of Digitalization of Higher Education -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Theoretical Substantiation of Innovative Learning Technologies Selection in the Process of Professional Training -- 4 Conclusions -- References -- Conceptual Approach for Flexible and Hybrid Learning Strategies Using Cyber-Physical Systems -- 1 Introduction -- 2 Basic Considerations and Technical Constraints -- 2.1 Cyber-Physical System Architecture -- 2.2 Learning Scenarios for Flexible and Hybrid Teaching and Learning -- 2.3 Criteria for Competence Development -- 3 Learning Processes and Experiences -- 3.1 Design of Learning Scenarios -- 3.2 Impacts and Assessment -- 3.3 Flexible Application and Hybrid Transfer -- 4 Summary and Acknowledgements -- References -- The Attitude of Engineering Students Towards Robotization -- 1 Problem Statement -- 2 Purpose, Questions and Method of Research -- 3 Results -- 3.1 Experiences Related to Robotization -- 3.2 Demand for Technology Education -- 4 Summary -- References -- Our University's Women Engineers in Harmony with the Past and the Present - A Presentation Paper from the Organizers of the ICL-IGIP 2025 Conference -- 1 Introduction -- 1.1 The history of the Budapest University of Technology and Economics from 1782 to the present -- 2 Female Students in Hungarian Higher Education -- 2.1 From the Beginnings to the First Female Graduates -- 3 Female Engineer Training and the First Hungarian Female Engineer -- 3.1 Eszter Pécsi, the First Hungarian Female Engineer -- 4 The Female Engineer as an Icon in the Era of State Socialism, 1947-1956.
5 Women in the Engineering Field After 1956 - A Discussion with a Female Engineer About the Miracle of the Blocks of Flats -- 5.1 Professional and Historical Background -- 5.2 Prefabricated Houses, Blocks of Flats -- 6 International Outlook -- 7 Closing Remarks -- References -- "Little Professors'" Cognitive Transformation Through Activity Triangles on Mechanics -- 1 Introduction -- 2 Rationale for the Present Study -- 3 The Research -- 3.1 The Purpose of the Research -Research Questions -- 3.2 The Sample -- 3.3 Research Tools -- 3.4 Research Stages -- 4 Results -- 4.1 Method of Processing the Experimental Data -- 4.2 Discussion of Results -- 5 Discussions and Conclusions -- References -- Programming Errors and Academic Performance in an Introductory Data Structures Course: A Per Gender Analysis -- 1 Introduction -- 2 Related Work -- 3 Methodology -- 3.1 Course Outline -- 3.2 Participants -- 3.3 Data Analysis -- 4 Results -- 4.1 Errors Per Student -- 4.2 Per Gender Average Assignment Grades -- 4.3 Per Gender Average Overall Grades -- 4.4 Statistical Test Results -- 4.5 Association Rule Mining -- 5 Conclusion -- References -- Effect of Student Characteristics and Blended Learning Approach on Student Performance in Master's Level Chemical Engineering Courses -- 1 Introduction -- 2 Method -- 2.1 Sample and Procedure -- 3 Results and Discussion -- 4 Discussion -- 5 Conclusion -- References -- A Model of Two-Parameter Competitive Assessment of the Effectiveness of a Complex Sensorimotor Reaction of a Computer Operator -- 1 Problem Statement -- 2 Analysis of Recent Research and Publications -- 3 Statement of Basic Material and the Substantiation of the Obtained Results -- 4 Conclusions -- References -- Entrepreneurship in Engineering Education -- Entrepreneurship Capacity Building for Higher Education -- 1 Introduction -- 1.1 Objectives -- 1.2 Approach. 2 Methodology -- 2.1 Learning Journey -- 2.2 Acceleration Journey -- 3 Development and Implementation of a 4-week Acceleration Program -- 4 Actual or Anticipated Outcomes -- 5 Conclusions -- References -- Digital Environments for Open-Access Entrepreneurship Education -- 1 Introduction -- 2 The Research Background for the Project -- 2.1 Literature Review -- 2.2 Study of Users Opinions -- 3 Digital Ecosystem's Structure and Features -- 3.1 The Ecosystem Components -- 3.2 The Design Model -- 3.3 Key Features of the System -- 4 Testing and Evaluation of the Digital System -- 5 Lessons Learned and Conclusions -- References -- Entrepreneurship in Engineering Curriculum -- 1 Introduction -- 2 Entrepreneurship Education in Engineering Curriculum -- 3 Methodology -- 4 Findings -- 4.1 Gaps Between Industries' Perspective and Mechanical Engineering Curriculum -- 5 Conclusions -- References -- The Platform for Education on Digital Entrepreneurship -- 1 Introduction -- 1.1 Purpose -- 1.2 Digital Platforms -- 2 Methods and Activities -- 3 Impact -- 4 Results -- 5 Conclusion and Future Work -- References -- University Startup Clinics: A New Approach to Project-Oriented Education and Entrepreneurial Competences Development -- 1 Introduction -- 2 University Startup Clinics as an Integral Part of Entrepreneurial Ecosystem -- 2.1 Structure and Main Functions of University Startup Clinics -- 2.2 University Startup Clinics Actions Algorithm -- 2.3 Peculiarities of Interaction Between University Startup Clinics' Parties -- 3 Conclusion -- References -- Engineering Excellence for the Mobility Value Chain -- 1 Introduction -- 1.1 Needs Analysis -- 2 Research Method -- 3 Impact -- 4 Conclusions and Implications -- References -- Decoding the Entrepreneurial Mindset of Engineering Education in India-A Qualitative Lens -- 1 Introduction -- 2 Methods. 2.1 Context: Nurturing Plaksha's Engineering Students to Entrepreneurial Mindset through a Summer Program -- 2.2 Data Collection and Analysis -- 2.3 Sample Selection -- 2.4 Interview Questions -- 3 Results and Discussion -- 3.1 Demographics -- 3.2 Model of EM Based on Perceptions of Students Who Partook in Plaksha Summer Entrepreneurship Program (PSEP) -- 3.3 Constructing EM Model Based on Entrepreneurs' Perceptions: -- 3.4 How do Different EM Core Attributes in the Model Work Together to Support an Entrepreneur's Journey? -- 3.5 Disparity in Students Versus Entrepreneurs' Perceptions of EM: -- 4 Conclusions -- References -- Survey-Based Measurements of the Entrepreneurial Mindset of Indian Engineering Students -- 1 Introduction -- 2 Literature Review -- 3 Methods -- 3.1 Assessments Used in Tracking Change of Entrepreneurial Mindset -- 3.2 EM Development Programs -- 4 Results and Discussion -- 4.1 Effect of Exposure to Plaksha Summer Entrepreneurship Program -- 5 Conclusion and Future Scope -- Appendix: EM Survey Questionnaire -- References -- Innovation and Entrepreneurship Integrated to Introductory Programming Courses: An Experience Report of a Brazilian Case -- 1 Introduction -- 2 Context -- 3 Integrating Startup Culture -- 4 Experience Report -- 5 Final Remarks -- References -- Academia-Industry Partnerships -- Managing Students' Expectations in a Challenge-Driven Learning Environment -- 1 Introduction and Background -- 2 Method -- 2.1 Data Collection -- 2.2 Data Analysis -- 3 Results and Discussion -- 3.1 Communication Skills -- 3.2 Group Work Skills -- 3.3 Expected Learning Outcomes -- 4 Conclusion and Future Work -- References -- Strategic Design Under the Vision of Students, Companies, and Experts. A Teaching Process in Higher Education -- 1 Introduction -- 2 Methodology -- 2.1 Description of the Process Proposed in This Research. 2.2 Implementation -- 2.3 Evaluation -- 3 Results -- 4 Discussion -- 5 Conclusions -- References -- Hackathon Approach for Students Evaluation at a Software Engineering Course - Preliminary Results -- 1 Introduction -- 2 Related Work -- 3 Hackathon as Exam -- 4 Examining Hackathon - Perspective of Students and Organizers -- 4.1 Preliminary Findings -- 4.2 Survey Data Analysis -- 4.3 Interviews with Organizers -- 5 Guidelines for Hackathon Organization -- 6 Discussion and Conclusions -- 6.1 Threats to Validity and Ethical Considerations -- 6.2 Recommendations and Future Work -- 6.3 Conclusion -- References -- Co-creation of Interactive E-Courses by Multidisciplinary Teams of Educators-Researchers-Practitioners-Stakeholders -- 1 Introduction -- 2 Contextualization -- 3 Discussion -- 4 Conclusion -- References -- A Method of Generating 'Smart' Blocks of Test Questions in the Learning Process, Adaptable to the Learner's Personality, Using Neural Network Technology -- 1 Introduction -- 2 Description of Key Terms and Statements -- 3 Actual Outcomes and Summary -- 3.1 Description of a Method for Generating Smart Blocks of Test Questions in the Learning Process, Which are Adapted to the Learning Individual using Neural Network Technology -- 3.2 A Mathematical Model for Calculating the Satisfaction Function of Learning Outcomes. Data Verification -- 3.3 Summary -- References -- Designing Multi-disciplinary Interactive Collaborative Learning in Healthcare Engineering Education Through Academia-Industry Partnership -- 1 Introduction -- 1.1 Healthcare Engineering -- 1.2 Our Educational Context -- 2 Our Approach to Academia-Industry Partnership -- 3 Outcomes -- 4 Conclusion -- References. Enhancing Vocational Training Institution's Curriculum Development in Lao PDR: Expert Recommendations for Industry Collaboration, Work-Based Learning, and Relevance to Labor Market. |
| Record Nr. | UNINA-9910841867103321 |
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Auer Michael E
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| Cham : , : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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