scholarly journals Room escape at class: Escape games activities to facilitate the motivation and learning in computer science

2017 ◽  
Vol 7 (2) ◽  
pp. 162 ◽  
Author(s):  
Carlos Borrego ◽  
Cristina Fernández ◽  
Ian Blanes ◽  
Sergi Robles
Keyword(s):  
Computer Science ◽  
Real Life ◽  
Teaching Experience ◽  
Computer Engineering ◽  
Engineering School ◽  
Engineering Degree ◽  
Second Year ◽  
Motivation And Learning

Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and Security.

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.

scholarly journals Neural alignment predicts learning outcomes in students taking an introduction to computer science course

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Meir Meshulam ◽  
Liat Hasenfratz ◽  
Hanna Hillman ◽  
Yun-Fei Liu ◽  
Mai Nguyen ◽  
...  
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Brain Activity ◽  
Activity Patterns ◽  
Real Life ◽  
Final Exam ◽  
Neural Representations ◽  
Real Life Setting ◽  
The Right ◽  
Mri Study

AbstractDespite major advances in measuring human brain activity during and after educational experiences, it is unclear how learners internalize new content, especially in real-life and online settings. In this work, we introduce a neural approach to predicting and assessing learning outcomes in a real-life setting. Our approach hinges on the idea that successful learning involves forming the right set of neural representations, which are captured in canonical activity patterns shared across individuals. Specifically, we hypothesized that learning is mirrored in neural alignment: the degree to which an individual learner’s neural representations match those of experts, as well as those of other learners. We tested this hypothesis in a longitudinal functional MRI study that regularly scanned college students enrolled in an introduction to computer science course. We additionally scanned graduate student experts in computer science. We show that alignment among students successfully predicts overall performance in a final exam. Furthermore, within individual students, we find better learning outcomes for concepts that evoke better alignment with experts and with other students, revealing neural patterns associated with specific learned concepts in individuals.

scholarly journals Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Brad D Gable ◽  
Asit Misra ◽  
Devin M Doos ◽  
Patrick G Hughes ◽  
Lisa M Clayton ◽  
...  
Keyword(s):  
Medical Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Real Life ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Incident Command ◽  
Management Concepts ◽  
Simulation Based ◽  
Second Year

Background: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. Objective: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. Settings and Design: Learners were first and second year medical students from a single institution. Materials and Methods: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. Statistical analysis used: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. Results: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. Conclusions: Medical students’ self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.

Adherence, Persistence, and Effectiveness in Real Life. Multicenter Long-Term Study on the Use of Pirfenidone and Nintedanib in the Treatment of Idiopathic Pulmonary Fibrosis

2021 ◽  
pp. 089719002110086
Author(s):  
Fiorenzo Santoleri ◽  
Luigia Auriemma ◽  
Antonella Spacone ◽  
Stefano Marinari ◽  
Fabio Esposito ◽  
...  
Keyword(s):  
Idiopathic Pulmonary Fibrosis ◽  
Pulmonary Fibrosis ◽  
Pharmacological Study ◽  
Functional Decline ◽  
Real Life ◽  
Point Of View ◽  
Response To Treatment ◽  
First Year ◽  
Long Term Study ◽  
Second Year

Background: In the treatment of idiopathic pulmonary fibrosis (IPF), nintedanib and pirfenidone, with their different mechanisms of action, lead to a reduction in the rate of progression of the fibrosis process measured by the reduction of functional decline, and, in particular, the decrease in forced vital capacity (FVC) and of the diffusion capacity of the lungs for carbon monoxide (DLCO). The objective of this study was to analyze real-life adherence, persistence and efficacy in the use of pirfenidone and nintedanib in the treatment of IPF. Methods: A non-interventional multicenter retrospective observational pharmacological study in real-life treat-ment at 1 and 2 years was conducted. Furthermore, we analyzed the levels of FVC and DLCO at 6 and 12 months, respectively, from the start of treatment. Results: We identified 144 patients in the period between January 2013 and April 2019. From the point of view of adherence, there is no difference between the two drugs, even though patients who used pirfenidone had increasingly higher values: 0.90 vs 0.89, in the first year, and 0.91 vs 0.84, in the second year. In the first year of treatment, the percentage of persistent patients was 67% and 76%, while in the second year, it dropped to 47% and 53% for pirfenidone and nintedanib, respectively. Conclusion: The stratification of the adherence values as a function of the response to treatment in terms of FVC at 12 months for both study drugs showed that patients with optimal response scored adherence of more than 90%.

scholarly journals Invited viewpoint: teaching programming to students in physical sciences and engineering

2021 ◽  
Author(s):  
Lloyd Cawthorne
Keyword(s):  
Physical Science ◽  
Computer Programming ◽  
Physical Sciences ◽  
Engineering Degree ◽  
Second Year ◽  
The University ◽  
University Of Manchester ◽  
Programming Courses

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.

scholarly journals Content Related to Computing Security on Computer Engineering Degree According to International Professional Certificates

2015 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
David G. Rosado ◽  
Luis Enrique Sánchez ◽  
Eduardo Fernández-Medina ◽  
Daniel Mellado
Keyword(s):  
Computer Engineering ◽  
Engineering Degree

Current approaches and methods in teaching business English. Potential perspectives

2020 ◽  
Vol 13 ◽  
pp. 183-194
Author(s):  
Diana Christine ZELTER
Keyword(s):  
Literature Review ◽  
Teaching Experience ◽  
Business Administration ◽  
Linguistic Competence ◽  
Teaching Approaches ◽  
Business English ◽  
English Teaching ◽  
Teaching Business ◽  
Comprehensive Literature Review ◽  
Second Year

The aim of this paper is to analyse different approaches to business English teaching in order to find solutions to an existing situation: a course in specialised language for second year students at the Faculty of Economics and Business Administration which has to be finalised with the evaluation of the students’ linguistic competence according to CEFR. The question arising is how to combine different language teaching approaches such as CLT or TBLT and CLIL with CBI and CEFR? How to correlate the assessment of content with the assessment of linguistic competence? How to correlate linguistic levels with grades? We are trying to provide a few answers to these questions through a comprehensive literature review and personal assumptions based on teaching experience.

Multi-Disciplinary, Scientific, Gender Research

2011 ◽  
pp. 907-913
Author(s):  
Antonio M. Lopez Jr.
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Human Action ◽  
Computer Engineering ◽  
College Matriculation ◽  
First Year College ◽  
Computer Information Systems ◽  
Guiding Principles ◽  
Research In Education ◽  
Gender Based

Many phenomena of interest in education research are results of voluntary human action: whether a first-year college student elects to pursue a degree in information technology or not, whether the pursuit is in computer science vs. computer engineering, and whether the student will persist in a discipline throughout her or his college matriculation or change disciplines after a year or two. Although the human action is observable and can be tracked, the reasons an election is made and when it is made are not easily modeled. This article describes the design of a multidisciplinary, scientific study of gender-based differences, and ethnic and cultural models in the computing disciplines. The term computing disciplines is a collective one subsuming for ease of discussion the various disciplines that have evolved from the mid 20th century through the present 21st century, for example, computer engineering, computer science, computer information systems, information science, information technology, telecommunication systems management, and so forth. The researchers and study advisors formed a multidisciplinary team that is investigating in a scientific way the psychological, social, and educational rigidities that might exist between computing disciplines, and in so doing is developing different predictive models for women and ethnically underrepresented groups, in particular, African Americans. The article highlights recognized guiding principles for conducting scientific research in education and explains how the guiding principles have been implemented thus far in the study.

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