Teaching and Learning in a Digital World

Inhaltsverzeichnis

1. New Learning Models and Applications

   1. Frontmatter

   2. PDM Field Study and Evaluation in Collaborative Engineering Education

      Andreas Probst, Detlef Gerhard, Martin Ebner

      Abstract

      Collaboration in general but especially between students of Austrian Federal Secondary Colleges of Engineering (HTL) is becoming more and more important. Therefore, the joint diploma thesis has been introduced into the curriculum. Furthermore, joint student projects have become a crucial topic within the subject of mechanical engineering design. Because of the worldwide activities of most companies, being able to collaborate within a huge team is seen as an essential for future jobs. To support the collaboration process in engineering education, a product data management (PDM) system was introduced to several Austrian HTLs within projects carried out in the Sparkling Science program of the Austrian Federal Ministry of Science and Research. In the academic year 2016/17 a field study was started to figure out how to enhance collaboration between students by using this kind of software and methods. The outcome of this study will be to find out about the level of collaboration within students’ design projects.

   3. Soundcool Project: Collaborative Music Creation

      Elena Robles Mateo, Jaime Serquera, Nuria Lloret Romero, Jorge Sastre Martínez

      Abstract

      This paper addresses four criteria that the Soundcool project meets: to “be sustainable”, “be future-oriented”, “be transformative” and “be innovative”. Soundcool is a pedagogical and technological project. A brief description of the technology behind Soundcool will be useful for the reader before addressing the four criteria. Soundcool is like a “Lego” for sound; Soundcool is composed of a series of software modules that run on a central computer, or host computer. Each module is sort of a musical instrument; it could be a synthesizer, a sampler, a sound effect processor, etc. these modules can be interconnected in different ways allowing the users, i.e. the students, to create their own arrangements, as we call the module creations and interconnections. Then, each module can be controlled either with the mouse or, what is more interesting, with a mobile device through WiFi. This way, every student can control one or several modules of the whole arrangement from their mobile device contributing to a collaborative and participative experience.

   4. The Application of Action Research to Review Modern Techniques in Manufacturing Systems

      Sungyoul Lee

      Abstract

      This is a case study of action research project applied to review modern techniques in manufacturing systems. It is often considered as one of learning outcomes in engineering courses for the engineering student to have insights regarding recent technologies applied in manufacturing fields. However, it is a challenge for the instructor to achieve the goal in a given semester hours while delivering scheduled subjects. Therefore this study proposes a teaching approach using an action research concept as a tool which motivates and engages more to the students as well as achieves the learning outcome to review modern technologies in limited semester hours. In other words, the same subject can be exposed to the students two times; once when they review it through searching recent journals by themselves and again when it was covered by the instructor according to syllabus schedule. Consequently, the findings from the action research have been summarized. The proposed approach shows how action research application in engineering disciplines is an effective tool to motivate learner’s abilities to review recent technologies.

   5. Analysis of Behaviors of Participants in Meetings

      Eiji Watanabe, Takashi Ozeki, Takeshi Kohama

      Abstract

      In this paper, we analyze the behaviors of participants in two types of meetings (brainstorming and decision-making). First, we introduce the use of participant behavior based on facial movement. Next, we propose a method for modeling the behaviors of participants based on multi-layered neural networks. Lastly, based on our experimental results, we discuss the relationships between the meeting phase, participant behaviors, and the model parameters in these two types of meetings. Our results show the parameters in the above models to be strongly related to the behaviors and ideas of the participants in these two types of meetings.

   6. Educational Effects for University Students Through Multiple-Years Participation in Out-of-Curriculum Project Activities

      Makoto Hasegawa

      Abstract

      The out-of-curriculum project team “Rika-Kobo” organized by university student members has actively performed various activities for over 10 years in local community that mainly aim to stimulate interests of children and other generations into various fields of sciences and technologies. The activities of the project team are in out-of-curriculum basis, which means the student members are voluntarily involved in. Thus, they are likely to have the same level of motivations and enthusiasms, leading to generally high qualities in the activities. Through several questionnaires for the student members, participation experiences into the activities of this student project team has been found to be very effective for the student members to achieve and/or improve various skills and abilities such as communication skill, collaboration, leadership, scheduling ability as well as problem finding & solving skill. In addition, their participations can also serve as desirable opportunities for allowing them to realize the fact that certain skills/abilities are required to be achieved and improved. Thus, although their out-of-curriculum basis, the activities of this student project team can become an effective educational and training scheme for university students as future researchers and engineers. In this paper, for the purpose of further investigating any possible educational effects achievable from the activities, based on the results of questionnaires for the student members conducted over several years, some build-up effects for achievements and improvements of their skills and abilities will be discussed, which can be realized through participation into the activities over multiple years.

   7. Presentation Skills of Mentor Teachers

      Istvan Simonics

      Abstract

      Since 2011, we have been educating mentor teachers in four semester further training. Mentor teachers can support the preparation process of our engineering teacher students in secondary vocational schools by coaching their teaching practice. They have high standard expectations to learn the newest knowledge based on the most modern educational technology. It was important and interesting to get acquainted with presentation skills of mentor teachers, their knowledge about preparedness and success on that field. In 2016 we had organized a survey to measure presentation skills of mentor teachers and how they can use it in teaching learning process.

      For the survey we had elaborated a questionnaire. The purpose of questionnaire was to survey in four parts the presentation skills of mentor teachers. The goal of survey was to define how frequently they use presentations in their work, what kind of lack they have in editing process and how can we support their application of presentations in mentor and teaching work.

      In this study we described only the basic elements of survey. Deeper evaluation of data is in process. The survey raised our attention that further development of presentation skill needs methodology upgrading of our teaching process.

   8. A Two-Sided Approach of Applying Software Engineering Perspectives in Higher Education

      Rebecca Reuter, Martina Kuhn, Jürgen Mottok

      Abstract

      Using the Perspective Based Reading technique opens doors to new and enriching opportunities to design new teaching/learning arrangements. We set up a new approach that implements a perspective based task and (additionally) perspective based feedback. Therefore we provide the theoretical basis and elaborate more on Perspective Based Reading and Peer Feedback as well as on the needed perspectives, which we extract from the software development life cycle phases. We also define a new type of task that we called perspective based task with a perspective based feedback. For a better understanding we present an example scenario for a design pattern unit in a software engineering course.

   9. Peer Review as a Tool for Person-Centered Learning: Computer Science Education at Secondary School Level

      Dominik Dolezal, Renate Motschnig, Robert Pucher

      Abstract

      Using peer assessment in the classroom in order to increase student engagement by actively involving them in the assessment process has been practiced and researched for decades. The literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. For this purpose, two secondary school classes consisting of a total of 57 students were introduced to the peer assessment method within the scope of the same software engineering course. Two of 13 exercises were assessed using peer reviews via the Moodle workshop activity. The students were asked to evaluate these two exercises using an anonymous online questionnaire. At the end of the course, they were asked to rate all of the 13 exercises regarding their motivation to learn.

      Overall, the anonymous feedback on the peer review exercises was very positive. It has shown that the students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises regarding the motivation to learn revealed that the two peer reviewed exercises have been rated distinctly better than the average of the other eleven exercises only assessed by the teacher. Evidence therefore suggests that peer reviews are a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions.

   10. Can Pair Programming Address Multidimensional Issues in Higher Education?

       Marco Klopp, Carolin Gold-Veerkamp, Martina Kuhn, Joerg Abke

       Abstract

       To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, a didactical method to teach and learn programming in non-major degree programs shall be found. Therefore, this paper covers strategies and the theoretical underpinning concerning these four challenges and gives solutions how to cope with them. Finally, Pair Programming is presented as a method that addresses the issues introduced here.

   11. PTD: Player Type Design to Foster Engaging and Playful Learning Experiences

       Johanna Pirker, Christian Gütl, Johannes Löffler

       Abstract

       In this paper we present a design model, PTD (Player Type Design), to create engaging gaming and non-gaming experiences for attracting different types of players to learning settings. Based on Bartle’s four player types, elements grounded on game design theory are introduced to design collaborative, competitive, explorative, and rewarding learning experiences. We illustrate the use of the framework on two different experiences. The main contribution of this paper is the design model “PTD”, which can be used to create and also analyse engaging experiences in different contexts (gaming and non-gaming) based on different player types as known from game design theory. The model is evaluated with two different experiences: (1) a blended learning experience, (2) a mobile game with purpose.

   12. The Use of New Learning Technologies in Higher Education Classroom: A Case Study

       Micaela Esteves, Angela Pereira, Nuno Veiga, Rui Vasco, Anabela Veiga

       Abstract

       We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills.

       Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

   13. Innovation of CAD/CAE System Teaching at Upper Secondary Education

       Peter Kuna, Alena Hašková, Miloš Palaj, Miloslav Skačan, Ján Záhorec

       Abstract

       In the traditional methodology of CAD system teaching, one starts with acquirement of technical drawing principles and design of technical schemes and drawings based on manual drawing. Only consequently students learn to draw the schemes and technical drawings in some of the CAD systems. In their paper the authors present a new, by them created methodology of teaching modelling and simulation in CAD/CAE systems at which students (ISCED 3 level) start immediately with a machine element proposal (draft) and modelling. A key question related to the use of this innovative teaching methodology is whether the reduction of the technical drawing teaching will not have a negative impact on the students’ achievements. The answer to this question should result from a pedagogical experiment which the authors are going to carry out and a methodology of which, together with the research hypothesis and expected results, they present in the paper.

   14. The Playful Approach to Teaching How to Program: Evidence by a Case Study

       Matthias C. Utesch, Victor Seifert, Loina Prifti, Robert Heininger, Helmut Krcmar

       Abstract

       Programming has become an important and popular skill in our economy. However, the digital age affects not only our economy but our daily lives, our free time, our habits, and our education systems as well. The way we perceive and especially access information has changed drastically in the last 20 years. IT-based learning has become a widespread approach to educate anyone who wants to learn, regardless of gender, age, or cultural background. Many new approaches have been made possible by the technological advancement in latest years. One of these approaches is the playful approach. As a part of self-regulated and personalized learning strategies, it focuses on the student’s interaction with the subject. In this contribution, we connect the engagement students experience in video games with the educational content of standard curricula. By the means of a case study, we provide a scientific basis for future playful learning approaches.

   15. New Approach to Architectural Design Education

       Yunus Turan Pekmezci, Taybuğa Aybars Mamalı

       Abstract

       Architectural design is a creative activity whose aim is to determine the formal qualities of objects produced by art. These formal qualities are not only the external features but principal those structural and functional relationships which convert a system to a coherent unity from the point of view of user. Architectural design extends to embrace all the aspects of human environment which are conditioned by architectural production, besides designer occupies a fairly wide band on the spectrum of human experience. The arranging of a creative collaboration between different professional groups has never been easy and constitutes a classic problem of reconciliation. Design is perhaps a special case as architects have been on divergent educational and professional paths.

       In the direction of all these current debates and statements, this investigation suggests a survey conducted to provide a better understanding through a case study of Nisantasi University’s Architecture Program. The design considerations and general background must be related to the actual means of production available for the specific application. In this paper it is explained that a complete harmony is required in this relationship for real success.

   16. An Iterative Approach for Institutional Adoption and Implementation of Flipped Learning: A Case Study of Middle East College

       Dhivya Bino, Kiran Gopakumar Rajalekshmi, Chandrasekhar Ramaiah

       Abstract

       This paper presents an iterative framework for institutional level adoption of flipped learning based on the experience of implementing it at Middle East College, Oman. The framework is designed in three phases with each phase spread out over 2 years. A combination of models: the ‘Lewin’s Change Management Model’ and the quality assurance ‘ADRI Model’ has primarily inspired the design of the framework. The phased approach of implementation ensured that at any point in time all the modules undertaken by a student is taught in the flipped mode whereas all modules of a program is progressively flipped semester wise. Elements of work and evaluation of each phase were delineated into three categories as strategy, structure, and support. It was found that the phased cyclical approach helps to systematically and progressively implement flipped learning at a monolithic scale with minimal disturbance to the core functioning of the institution managing the associated risks effectively. The project also proved that contextual pedagogical definitions and E Learning content availability supported by curriculum with assessments suitable for flipped learning are required for ensuring quality of implementation.

   17. Evaluation of Early Introduction to Concurrent Computing Concepts in Primary School

       Eleni Fatourou, Nikolaos C. Zygouris, Thanasis Loukopoulos, Georgios I. Stamoulis

       Abstract

       Learning computer programming is a basic literacy in the digital age, which helps children develop creative problem solving, logical thinking and mental flexibility. Many countries have introduced computer science in their curriculum. For example, in the educational system of United Kingdom, pupils are introduced to computer science topics from the age of six, while in Greece the teaching of computer programming commences at the age of eleven. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, the challenge of forming a computer science curriculum that not only offers basic background but expands the cognitive horizon and cultivates the imagination of students, still remains a challenge. Towards this end, this study focuses on exploring the potential merits of introducing concurrent programming concepts early in the learning process. Results indicate that uninitiated to programming pupils at the age of eleven were able to comprehend basic concurrency topics, while pupils at the age of twelve with some programming familiarity were able to understand more advanced concepts and use them successfully for problem solving.

   18. Flipped Classroom Method Combined with Project Based Group Work

       Ilona Béres, Márta Kis

       Abstract

       The purpose of this paper is to present in practice how the flipped learning approach works in the instruction of high number of higher education students. This article presents the developed flipped classroom method combined with project based group work in seminars. The participants were students majoring in field of Communication, Business and Tourism. In order to examine the efficiency of the implemented method and to confirm the positive or negative learning experiences, students were asked to complete a feedback questionnaire. In this paper we present the analysis of the opinions of 544 higher education students.

   19. “Let’s Go… Kahooting” – Teachers’ Views on C.R.S. for Teaching Purposes

       Marianthi Batsila, Charilaos Tsihouridis

       Abstract

       The present study constitutes the first part of a study about the use of the online game-based of Kahoot as a tool for teaching practices and ways to do this. This first part, described in this paper, focuses on investigating teachers’ views on the use of Kahoot. A number of 149 secondary education teachers participated for this reason in workshops where they were introduced to Kahoot and were asked to design their own tasks. Upon completion of the workshops a questionnaire was delivered to them to evaluate the tool and focus group discussions were conducted to detect their in-depth thoughts. The teachers’ opinions were positive as they considered Kahoot a motivating tool for teaching and assessment purposes which can make learning fun and a creative process. The teachers revealed their intention to use the tool in their future teaching practices with their classes to a great extent.

   20. Introducing “Kodu” to Implement Cross Curricular Based Scenarios in English for K-12 Learners

       Marianthi Batsila, Charilaos Tsihouridis, Anastasios Tsichouridis

       Abstract

       In the present study the programming language of Kodu was used as a tool to implement a cross-curricular series of lessons combining the subjects of English and Computer Science. The purpose was to see the extent to which Kodu can be used as a creative and effective tool to enhance learners´ English language skills. A number of 74 Junior High School learners participated in the research, with a control group of 35, and an experimental group of 39 learners. The latter were introduced to the tool and implemented programming tasks with Kodu. A pre and post-test was delivered to the learners to detect their level before and after the intervention and informal discussions were conducted with them. The results revealed that Kodu made the lessons for the experimental group more vivid, creating a lively atmosphere which kept them active in class enhancing their use of English which they employed to follow the instructions, work with one another and implement the tasks assigned to them.

   21. On Legal Support for Engineering Activities: A New Managerial Project

       Svetlana Barabanova, Vasily G. Ivanov, Raushaniya Zinurova, Maria Suntsova

       Abstract

       The paper has been prepared on the basis of its authors’ great experiences in working in various areas at a technical university. It represents the result of long-term research and reflections on improving the legal support for engineering activities through developing the new forms of interaction between legal experts and engineers or between teaching staff and the management of engineering universities. The authors estimate the conventional approaches to organizing the teaching of future engineers legal disciplines as non-complying with the requirements of the modern engineering activities, and propose to both revise the contents of the existing courses and modify the organizational set-up of universities. Particularly, we propose to depart from traditional dividing into socio-humanistic and technical departments and create an interdisciplinary department. Teaching legal disciplines at an engineering university is, in our opinion, necessary and actual. However, they should be taught focusing on developing legal literacy in students as future experts in engineering. This would require retraining the teachers of law, their active interacting with the representatives of engineering sciences, and conducting relevant scientific and applied research. Training of humanities majors studying at engineering universities should be transformed in a similar way: They must acquire the basics of engineering knowledge to increase their competitiveness on the labor market.

   22. ICT Used to Teach Geography to Primary School Children – An Alternative Teaching Approach

       Despina M. Garyfallidou, George S. Ioannidis

       Abstract

       Nowadays a huge number of ICT-based tools such as Google Earth, Google maps, search engines, crosswords, as well as word processors, presentation software and more can be used in Geography teaching and learning. Creating school presentations containing locational sightseeing or school magazines, be they printed or electronic, referring to monuments, famous people originating from a locality, customs etc. are also tools that can be used for this purpose. The educational trial presented herein aims to: (a) encourage pupils learn geography in a more creative and interesting way; (b) to familiarize students with basic ICT skills; (c) teach students to seek and evaluate information about specific topics; (d) and perhaps more importantly show students ways to use computers for self-education. The trial took place in two different school years and the participants 42 altogether aged 10–11 years (grade E). The school was an ordinary one in the suburbs of Athens. An impromptu computer lab was setup in classroom with rudimentary networking utilising a projector. Most students were so excited that they were willing to sacrifice part of their break to create another crossword or complete a presentation. At the end of the test, most students had acquired basic skills in using general purpose software. They learned to carefully evaluate information content found on the internet and try checking its relevance to geography. This approach has also improved students’ communicative and cooperative skills.

   23. Assessing the Learning Process Playing with Kahoot – A Study with Upper Secondary School Pupils Learning Electrical Circuits

       Charilaos Tsihouridis, Dennis Vavougios, George S. Ioannidis

       Abstract

       The present study investigates the extent to which the popular game-based online platform of Kahoot can be used as a creative and effective tool in the teaching practice and specifically in the teaching of basic concepts of electric circuits. A comparative study was conducted for this reason with two groups of 67 learners in total, where the experimental group participated in the design of their own questions within the framework of formative assessment with the use of Kahoot, whereas the second group followed a traditional way for their assessment. According to the results, the integration of Kahoot in the teaching process improved learners’ understanding of certain concepts on electric circuits, enhanced their active participation in the lesson, motivated them towards learning and constituted a creative and fun-tool to use for teaching purposes.

   24. Concept Proposal for Integrating Awareness of Sustainability Through Student Assignments

       Monika Dávideková, Michal Greguš ml.

       Abstract

       Globalization has changed the economy of the whole world: today, products are being transported all over the globe to arrive at the place of sale whereas before many articles, food and drink products in particular, were mostly supplied by nearby producers. Goods often cover distances over the whole continent or even across oceans by travelling to the destined store. This logistic network creates jobs and commercial connections by transporting the product supply to its demand. It enables the availability of various articles everywhere at any season of the year not obtainable otherwise. However, the transport with all its attributes are impacting the nature. These adverse effects are often not included in the calculated end price – occurrence called tragedy of commons. The aim of this paper is to propose a concept of assignments in a course intending to enhance students’ awareness of the impact of industrial globalization on nature to include sustainability in their consumer behavior.

   25. Interactive Teaching Methods as Human Factors Management Tool in Dangerous Goods Transport on Roads

       Jelizaveta Janno, Ott Koppel

       Abstract

       This paper studies the methodological essence of ADR regulations training courses for drivers and safety advisers. The aim of research is to advance existing teacher-centred course model in Estonia with learner-centred methods that best suit specific objectives and meet expected learning outcomes. In Estonia, ADR regulations training courses are formed based on teacher-centred course design mainly. This methodological approach is outdated as the concept of learner is changing rapidly. The aim of this research is to make study based proposals, what kind of interactive methodological approach training course model meets the best trainees’ expectations in Estonia.

       The paper presents a combined development research strategy based on studies regarding ADR regulations training courses in Estonia as well as on analysis of teaching methods applied in professional training of adults. Data collecting on learners’ attitude and preferences regarding current methodological format of courses is collected by implementing questionnaires with structured questions from consignors/consignees, freight forwarders carrier companies and drivers. Based on learners’ needs and expectations, different interactive teaching methods are examined. Implementing methodology of qualitative comparison analysis (QCA) combination of best suitable teaching methods are identified.

       Theoretical outcomes represent detailed review of existing ADR training courses system, training opportunities and so far implemented methods. Empirical outcomes focus on introducing suitable interactive teaching methods within the existing format of ADR regulations training courses. Finally developed ADR training course model with a new learner-centred methodological approach considers all major parties involved into transportation chain of dangerous goods. Further researches related to this issue include discussions with ADR training courses providers and introducing an actual action plan regarding the implementation of new interactive methodological approach of ADR regulations training courses in Estonia. There is also a need for measuring exact impact of new methodological approach on operational risk management.

   26. The IntersTICES-Type Activity (ITA) and Its Impact on Pre-service Teacher Trainers’ e-Learning Culture

       Genny Villa

       Abstract

       In today’s knowledge-based society, Information and communication technology (ICT) has become a must for teachers and learners. Their pedagogical potential is immense. However, when we consider the common pedagogical practices reported by the research, as well as the small impact observed on learning despite significant material investments, we can only question the reasons for such a situation. Research shows that there is a gap between how people use new technologies in their everyday lives and how they are integrated –or not in the classroom. This gap is still causing distress among teachers and even dropping-outs from the profession. One of the causes identified in the literature is the training of teachers. Professional development activities do not train teacher trainers on their e-learning culture. These training activities focus mainly on ICT use. There is lack of actual inclusion of reflective exercises regarding ICT integration.

   27. A Look-Back to Jump Forward: From an Ancient Innovation Culture to the Exploration of Emerging Pedagogies in Engineering

       Francisca Barrios, Melanie Cornejo, Brian O’Hara, Francisco Tarazona-Vasquez

       Abstract

       From its inception, Universidad de Ingeniería y Tecnología (UTEC) has had the vision of causing a disruptive change in society by educating a new generation of holistic engineers. The university has recently embarked on a radical transformation of its educational model, in order to deliver its promise. A flexible curriculum provides students not only with a strong STHEAM backbone imparted in a student-centered, active-learning format, but also exposes them to real engineering challenges and promotes the acquisition of professional skills from the onset. For this radical change to be implemented successfully, UTEC has decided to design and launch a Laboratory for Educational Innovation, called Moray. Moray has been conceived as an open platform, consisting of a common space and a set of protocols through which faculty, students, staff, and experts from top universities worldwide can work interdisciplinarily and collaboratively, towards the enhancement of learning experiences in higher education.

   28. Student Performance and Learning Experience in MOOCs: The Possibilities of Interactive Activity-Based Online Learning Materials

       János Ollé, Žolt Namestovski

       Abstract

       The most common criticisms against the effectiveness of MOOCs usually point out the high attrition rates and the low level of learning effectiveness. Open courses generally require self-regulation (self-regulated learning), task awareness and learning methodology at a level most students cannot achieve. To increase the effectiveness of open courses, the planning process should focus on the stronger control over students’ activities; another important factor is that the learning materials should be able to ensure the continuous activity of the learners. The application of appropriate activity-based instructional design solutions can largely increase the effectiveness of open courses. Our research focuses on the possibilities of activity-based learning material development for online education purposes.

   29. Work in Progress: An Investigation on the Use of SCORM Based Pre-class Activities in the Flipped Classrooms

       R. D. Senthilkumar

       Abstract

       An investigation has been made to study the usefulness of SCORM based education in flipped classroom through a quasi-experimental design. The coursework assessments are used as a measuring instrument and the coursework assessment scores are statistically analysed. The results of Levene’s test, t-test and Mann-Whitney test reveal that mean of coursework assessment scores of the experimental and control groups are statistically significant. This confirms the Alternate Hypothesis that students who studied using SCORM based lessons (experimental group) attained higher learning compared to the students who did not use the SCORM based lessons (control group).

   30. Collaborative Learning Supported with Mediawiki Platform in Technical University Environment

       Ján Mojžiš, Štefan Balogh, Michal Ásványi, Ivana Budinská

       Abstract

       According to several studies, student collaboration can be helpful in learning process. In this paper, we propose collaborative learning for students of a technical university as part of courses on “Computer criminality”. We have prepared a base platform, MediaWiki, to support the collaborative approach. The MediaWiki is a free open source platform originally used for Wikipedia. We also prepared a questionnaire for students about their opinion on using collaborative learning as part of the school courses. We assume, based on the responses given by the students, that they prefer knowledge sharing among other collaborative learning approaches. The paper summarizes findings about students’ attitude to collaborative learning and suggests some improvements for the design and development of a collaborative learning tool. A case study - a course on Computer criminality, is briefly described. Preliminary results indicate, that students can highly benefit from collaboration.

   31. Openness of Academic Staff for Educational Innovation in Hungarian HEIs

       Maria Kocsis Baan, Edina Espán, Adrienn Nehézy

       Abstract

       Dated from 2016 the Digital Educational Strategy of Hungary [1] concluded, that adaptation of advanced pedagogic methodology and ICT is generally at low level in HEIs, its progress is slow and very much uneven not only regarding different institutions but even within the same faculty or department. Working for the e-Learning Centre at a provincial university of Hungary, we launched a comprehensive survey on the openness of our colleagues for educational innovation. Teaching staff at the six different faculties at our university were asked to fill in a questionnaire, asking them about their digital competencies and habits, about the different teaching/learning tools they know/apply. Answers were also analyzed to compare the teaching practice of different faculties and different cohort of teachers. In our poster, we wish to give detailed analysis of our first findings by attractive infographics.

   32. A Remote Mode Master Degree Program in Sustainable Energy Engineering: Student Perception and Future Direction

       Udalamattha Gamage Kithsiri, Ambaga Pathirage Thanushka Sandaruwan Peiris, Tharanga Wickramarathna, Kumudu Amarawardhana, Ruchira Abeyweera, Nihal N. Senanayake, Jeevan Jayasuriya, Torsten H. Fransson

       Abstract

       Remote mode higher education at postgraduate level is becoming popular among students because of flexible learning opportunity and the accessibility to study programs offered by renowned universities in the world. Fast development of internet facilities and learner management systems along with the development of remote educational pedagogy have been the driving force behind the acceptance and development of distant mode study programs. The success of such a study programs is largely affected by several factors that are unique to the university that offers the study program and the demography of participants as well as infrastructure and the student support available at the receiving end.

       In the present study, the successes and the drawbacks as perceived by the participants of a distant master study program are evaluated. The study program considered was the Sustainable Energy Engineering Worldwide (SEEW) master degree program which was offered by the Royal Institute of Technology (KTH) in Sweden to students in Sri Lanka (Apart from Sri Lanka, SEEW was offered by KTH to some other countries; Zimbabwe, Ethiopia, Mauritius). The objective of offering the SEEW master program was to assist the developing nations to build up human resources with expertise in sustainable energy generation and utilization, hence contributing to national development. As such the program also generally contributes to global efforts of alleviating unfavourable environmental impacts connected with power generation and utilization. The SEEW master program consisted of 120 ECTS (ECTS: European Credit Transfer System) and the courses were offered over three semesters followed by a research project of 30 ECTS during the fourth semester. Lectures were delivered synchronous with the parallel KTH on-campus study program in real time through internet with the support of a learner management system. The students were attached to the Open University of Sri Lanka (OUSL) for providing academic support where necessary and for the supervision of written and online examinations. The first enrolment consisted of 21 students in intake 2008 and the program was conducted with varying student numbers until the intake 2010. A total of 72 students have successfully completed the SEEW program and they are at presently employed in key organizations in the energy sector as well as in national universities in Sri Lanka.

       The paper focusses on eight key areas that the students have identified as vital for success for this type of programs. These key areas are the effectiveness of web tools used, standard of teaching, standard of course content, examination procedures, online assessment, thesis projects, benefit to the students, and benefits to facilitating university. In the study 36 students responded to survey and overall rating of the program successfulness was identified as 72%.

   33. An Empirical Study on the Use of Gamification on IT Courses at Higher Education

       Balázs Barna, Szabina Fodor

       Abstract

       The aim of this work is to evaluate the effectiveness of a gamification platform during an IT course at Corvinus University of Budapest. A total of more than 2500 students attended the course during 2015 and 2016. We used a gamification environment within the Moodle e-learning platform during the course. Gamification steps included a reward system, alternative learning paths, various feedback options and social interaction platforms. Course quality was assessed based on students’ willingness to participate in voluntary on-line tests, completion and results of final exams, as well as results of student satisfaction surveys. Our results indicate that gamification is able to improve IT course quality though it cannot solve all possible problems arising during such courses.