A Tablet PC-Based Learning Approach on a First-Year Computer Engineering Course

2009 ◽  
Author(s):  
José-Vicente Benlloch ◽  
Félix Buendia ◽  
Juan-Carlos Cano
Keyword(s):  
First Year ◽  
Learning Approach ◽  
Computer Engineering ◽  
Tablet Pc

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

An Example Application of an Artificial Intelligence-Supported Blended Learning Education Program in Computer Engineering

2018 ◽  
pp. 1304-1323
Author(s):  
Tuncay Yigit ◽  
Arif Koyun ◽  
Asim Sinan Yuksel ◽  
Ibrahim Arda Cankaya ◽  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Blended Learning ◽  
Engineering Education ◽  
Education Program ◽  
Learning Approach ◽  
Computer Engineering ◽  
Student Records ◽  
Educational Processes ◽  
Engineering Department ◽  
Teachers And Students

Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. Integration of face-to-face and online learning with blending learning can enhance the learning experience and optimize seat time. In this chapter, the authors present the teaching of an Algorithm and Programming course in Computer Engineering Education via an artificial intelligence-supported blended learning approach. Since 2011, Computer Engineering education in Suleyman Demirel University Computer Engineering Department is taught with a blended learning method. Blended learning is achieved through a Learning Management System (LMS) by using distance education technology. The LMS is comprised of course materials supported with flash animations, student records, user roles, and evaluation systems such as surveys and quizzes that meet SCORM standards. In this chapter, the related education process has been supported with an intelligent program, which is based on teaching C programming language. In this way, it has been aimed to improve educational processes within the related course and the education approach in the department. The blended learning approach has been evaluated by the authors, and the obtained results show that the introduced artificial intelligence-supported blended learning education program enables both teachers and students to experience better educational processes.

Learning UNIX in first year of computer engineering

2005 ◽  
Vol 37 (3) ◽  
pp. 392-392
Author(s):  
Ma Aránzazu Simón-Hurtado ◽  
Carlos Vivaracho-Pascual
Keyword(s):  
First Year ◽  
Computer Engineering

scholarly journals Using a VLE to enhance a Foundation Chemistry laboratory module

2006 ◽  
pp. 35-40
Author(s):  
Gareth J Price ◽  
June Chalmers ◽  
Clare Goodfellow
Keyword(s):  
Chemistry Laboratory ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Technical Problems ◽  
Video Clips ◽  
The Past ◽  
Short Video ◽  
E Learning ◽  
The University

For the past few years, we have been experimenting with an e-learning approach to our introductory laboratory classes for first year students. Our overall objective was to maximise students’ useful time in the laboratory. We considered that time spent with students gathered around a desk watching a demonstration is not an efficient use of staff or students’ time.It is well recognised that students’ performance in the laboratory can be enhanced if they are familiar with the background of the experiments which will be conducted, hence the use of ‘pre-labs’. We have been delivering our ‘pre-labs’ electronically by requiring students to work through a package before coming to the laboratory. As well as covering the theory and background to the experiment, short video clips have been included so that students will also have seen the experiment being performed. They should at least recognise the apparatus! The package concludes with a short assessment quiz which must be completed.The packages were mounted on the University network using WebCT and meant that students could undertake the exercises at a time (and place) of their choosing rather than being confined to set laboratory hours.This communication will describe the packages and our experiences as well as an initial evaluation of our approach. Although largely anecdotal, staff felt that they spent less time on more mundane aspects of laboratory work and more time discussing chemistry.Students also felt that they were better prepared for the experiments before they came to the laboratory. Some of the pitfalls and technical problems that had to be overcome willalso be described.

scholarly journals MODELO METODOLÓGICO DE VISITAS A CLASES HACIA LA MATERIALIZACIÓN DE INTEGRACIÓN DE CONTENIDOS

2018 ◽  
Vol 3 (3) ◽  
pp. 55
Author(s):  
Pedro Manuel Gómez Ávila ◽  
Adis Nilda Cutiño Ocaña ◽  
José Antonio Leyva Regalón
Keyword(s):  
Educational Process ◽  
Teaching Staff ◽  
First Year ◽  
Computer Engineering ◽  
Content Integration ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The University ◽  
Academic Content

Es un reto de los educadores del colectivo docente de primer año de la carrera de Ingeniería Informática de la Universidad de Granma perfeccionar el proceso docente-educativo, a partir de que se revelan insuficientes nexos y relaciones entre las disciplinas y asignaturas del currículo de primer año, que hace que no se aprovechen adecuadamente los conocimientos previos para potenciar nuevos conocimientos de forma integrada. Por tanto, esta investigación tiene como fin elaborar un modelo metodológico de visitas a clases hacia la materialización de integración de contenidos en el proceso formativo. Es un modelo, quefacilita el problema de la integración de los contenidos académicos y proporciona una mejor contribución a la contextualización del contenido y a la calidad de los resultados en el proceso de enseñanza aprendizaje. PALABRAS CLAVE: Proceso formativo; integración de contenidos; proceso interdisciplinar; contextualización de contenidos. METHODOLOGICAL MODEL OF VISITS TO CLASSES TO THE MATERIALIZATION OF INTEGRATION OF CONTENTS ABSTRACT It is a challenge for educators teaching staff first year of the Computer Engineering degree from the University of Granma improve the educational process, from that insufficient linkages and relationships between disciplines and subjects in the curriculum of the year are revealed, which makes no prior knowledge properly exploit new knowledge to enhance an integrated manner. Therefore, this research aims to develop a methodological model of class visits towards the materialization of content integration in the training process. It is a model that facilitates the problem of the integration of academic content and provides a better contribution to the contextualization of the content and the quality of the results in the teaching-learning process. KEYWORDS: Formative process; contents integration; interdisciplinary process; contents contextualization.

scholarly journals An interactive approach to learning economics: the WinEcon package

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Jean B. Soper ◽  
Alexander B. MacDonald
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
User Interaction ◽  
Teaching Staff ◽  
First Year ◽  
Learning Approach ◽  
Interactive Approach ◽  
Textual Information ◽  
Approach To Learning ◽  
Technological Developments

Under the TLTP initiative, the Economics Consortium is developing an interactive computerbased learning package called WinEcon. The package is directed at first-year economics undergraduates, particularly those taking economics as a supplementary course. Using recent technological developments, the aim is both to facilitate a further increase in student numbers without a proportionate increase in teaching staff, and to provide a better method of student learning. Some key elements of WinEcon are set out in this paper and demonstrated by screens produced at Leicester University. Methods of presenting textual information that give the user control over accessing it are described. For learning difficult concepts, a visual active learning approach is discussed. It involves user interaction and step-by-step analysis. The importance of flexibility and choice is emphasized, and the capacity of the computer to assist in deepening and consolidating learning is shown.DOI:10.1080/0968776940020103

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