Teaching and Learning in a Digital World

Inhaltsverzeichnis

1. Academic-Industry Partnerships

   1. Frontmatter

   2. Research Oriented Learning in a Research Association – Evaluated in a Maturity Model

      Kerstin Haas, Jürgen Mottok

      Abstract

      Research-oriented learning provides students the opportunity to develop their research competences by experiencing research practice, this often happens in the surrounding of research associations with different universities and companies. This paper introduces a two-step approach to evaluate the research-oriented learning within a research association. First we conduct the evaluation of the research environment with the instrument of the adapted Collaboration Maturity Model (Col-MM) to see whether the collaboration network and the management is able to support the students in their learning process. Additionally, we take into account the evaluation of the students’ research competence. This approach targets the assessment of the starting conditions of the students and to compare their performance level until the end of the research association project phase. These two evaluation phases provide the potential to create an ideal research environment and consequently enable the students to develop and improve their research competence.

   3. Preparing Future Career Ready Professionals: A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching

      Jennifer Rowley, Jennifer Munday, Patsie Polly

      Abstract

      It is uncommon to learn, work and grow up in a world without technology and so it is pertinent to explore exactly how digital learning assists in preparing our future workforce. Employers often note that new graduates (or the ‘new’ employees) lack critical thinking and problem solving skills and have poor communication, as their experience is often restricted to a worldview limited by a digital communication lens. This brief paper argues, therefore, that the need for developing critical thinking skills has never been more apparent as graduates/new workers transition to employment. The conference theme is Teaching and Learning in a Digital World and this paper investigates the what, how and why technology benefits learning. The Rowley and Munday (2014) Sense of Self model underpins the theoretical paradigm that encourages individuals to experience digital technologies to support critical thinking by exploring their own self-efficacy as a learner. Authentic learning is discussed via a simulated learner setting where individuals create evidence of their own professional or personal identity (or a hybrid of both) and discuss how utilising a reflexive process to create a portfolio (as both a learning and teaching tool) can support improvements in critical thinking. The paper concludes with strategies for exploring how we encourage students and/or new employees to reflect on the what, how, why and who of themselves through a critical thinking process associated with self-reflection and portfolio creation. Understanding the progressive ways portfolio process and products can be used to develop a professional identity through encouraging students to reflect and connect themselves to multi faceted professional identities benefits life long learning for future work readiness.

   4. A Creative Ecosystem to Improve the Students Adaptation to Current Trends in IT Companies

      František Babič, Vladimír Gašpar

      Abstract

      An intellectual capital represents all resources that determine the value of an organization, and the competitiveness of an enterprise. We would like to develop the intellectual capital of our students to simplify their adaptation to ways of working in IT companies. This paper presents a proposal to design a creative ecosystem for helping students to become more prepared for the real-life work on IT projects. We started with the SCRUM methodology; next, we applied some selected methods of active learning and continued with supporting software tools Slack and Sli.do. Our motivation was to achieve better students’ performance, timely delivery of the results and a high employment rate of our graduates. We discussed our preliminary results with participated IT companies and based on their positive feedback, we agreed on extended collaborations, e.g. invited lectures, interactive workshops or competitions for students.

   5. Development of the Intelligent System of Engineering Education for Corporate Use in the University and Enterprises

      Alexander Afanasyev, Nikolay Voit, Irina Ionova, Maria Ukhanova, Vyacheslav Yepifanov

      Abstract

      In order to increase an effectiveness of the practice-oriented and dual training, the joint computer-based corporate training systems for educational institutions’ students and companies’ employees shall be developed. In practice of the Russian education this activity is carried out via the basic departments created by universities and colleges at industrial works and companies. Such projects use modern computer-based training systems as a software information base.

      However, the modern training systems do not take into account the specifics of training in project activities, such systems are not integrated with CAD packages and project repositories, and the designers’ project activity is not assessed.

      A goal of this research work is to enhance the competences of trainees (students and employees) through the development and implementation of methods, models and tools for project solutions’ analysis, and through the formation of personalized training on basis of the uniform intelligent project repository.

   6. Innopolis University, a Center of a Newly-Developed IT Hub in Russia: The Results of Four Years of Academic Operation

      Tanya Stanko, Oksana Zhirosh, Petr Grachev

      Abstract

      In 2013, a new IT university was launched in the Republic of Tatarstan, Russia, to contribute to the improvement of Computer Science education in Russia. The project is being supervised by the Ministry of Communications of the Russian Federation, and by the government of the Republic of Tatarstan. At ICL2013 in Kazan, Innopolis University (IU) announced its development plans, based on research findings [2], regarding instructional approach and curriculum development [3]. This paper aims to report on the current situation at Innopolis University, which is now in its 5th year of operation and is about to produce its first BSc graduates. The paper also presents Innopolis University’s plans in terms of partnerships with academia and industry, faculty profile, curriculum development, instructional methods, student profile, student recruitment practices.

   7. A Design Framework for Interdisciplinary Communities of Practice Towards STEM Learning in 2nd Level Education

      Kieran Delaney, Michelle O’Keeffe, Olga Fragou

      Abstract

      Modern societies need young people who are able to think creatively, to collaborate well across multiple disciplines and to use new scientific, technical and engineering knowledge to achieve effective results. This brings a requirement for better teaching and learning approaches that can operate through a real world perspective where complex systems and problems are all around us. This paper describes the development of a framework designed to empower 2^nd level teachers to achieve this by using Ubiquitous, Mobile, and Internet of Things technologies to enhance their approaches to teaching engineering and science subjects to their students. We provide a methodology and design approach towards forming and developing a Community of Practice (CoP), as a knowledge management schema for this and we describe exemplars from the engineering domain to illustrate the approach.

2. Adaptive and Intuitive Environments

   1. Frontmatter

   2. An Approach for Ontologically Supporting of Space Orientation Teaching of Blind Pupils Using Virtual Sound Reality

      Dariusz Mikulowski

      Abstract

      The blind encounter great difficulties in independent movement in an open environment. There are various systems that support their orientation usually based on devices such as suitably adapted GPS, cameras, RFIDs and their respective software. But there are no computer-assisted systems that would help with teaching blind children to move without exposing them to danger. It seems that a good idea for constructing such an assistant system would be to replace a physical reality with the help of suitable computer software in which the semantic technologies are used.

   3. Implementation of Mobile Testing System for Control of Students’ Educational Outcomes

      Tetiana Bondarenko, Oleksandr Kupriyanov

      Abstract

      This paper deals with the problem of automated testing of students in the absence of a computer room. A computer system that meets the basic requirements for the simultaneous testing of groups of students is mobile and inexpensive due to its single-computer-based design has been developed and described. The system has sufficient options to conduct testing and questioning of students.

   4. Cloud Monitoring of Students’ Educational Outcomes on Basis of Use of BYOD Concept

      Denys Kovalenko, Tetiana Bondarenko

      Abstract

      This paper proposes the technology of using own mobile devices based on BYOD concept for testing educational outcomes of students. The technology is based on Google cloud services, which provide a comprehensive support to the testing system from the creation of appropriate forms and storage of results in cloud data storage to the processing of test results and management of the testing system through the use of Google-Calendar service. The stages and types of testing of the educational outcomes based on Google search services using BYOD concept are described. It is noted that the use of BYOD concept extends the testing frameworks in space and in time, makes the testing procedure more flexible and systematic, adds elements of gameplay to it.

   5. A Concept for an Intelligent Tutoring System to Support Individual Learning Paths in Software Development Courses

      Veronika Thurner, Philipp Chavaroche, Axel Böttcher, Daniela Zehetmeier

      Abstract

      Freshmen students of computer science usually are a highly heterogeneous set, especially regarding their initial programming skills, which range from none to professional. As well, students are unequally equipped with essential base competencies, and differ in their respective pace of learning and the amount of practice they need to get new skills under their belt. As a consequence, every student requires an individual learning path to meet his or her specific needs. To ensure an efficient learning progress, it is crucial to select additional exercises for the students’ self-study phases appropriately, so that they really meet the individual student’s current need. Therefore, we developed a concept and implemented a prototype for a tutoring system that supports individual learning paths by providing each student with exercises that specifically address his or her specific needs and take existing skills and competencies into account.

   6. Problems and Educational Responses in the Age of Digital Technologies

      Educational Robotics like Pedagogical Philosophy Anita Gramigna, Giorgio Poletti

      Abstract

      According to recent research [1, 2], the latest generation technology causes disturbing forms of dependence on children, young people and adolescents, as well as increasing concentration and abstinence problems with obvious cognitive consequences and school behaviors. Moreover, subtle forms of solipsism would affect our young people; young people would try to solve such solipsism in virtual relationships that are consumed predominantly in social networks.

      Our thesis is that educative and cognitive training of new technologies implies knowledge of the thinking that supports its use, which in turn is the basis of a young person’s creative action and effective learning. We have identified the operational strategies in Educational Robotics. This article represents a reflection based on the work done with the teachers who participated in the course on Educational Robotics held at the Summer School organized by the Epistemology Laboratory of Euresis Training at the University of Ferrara and by the Robocup jr Italia State Network in Stresa (Italy) in August Of 2016. Chapters 1 and 3 are assigned to Prof. Anita Gramigna and Chaps. 2 and 4 to Dr. Poletti.

   7. Model of M-Learning by Multimedia Content Delivery from mCloud to Mobile Devices

      Danco Davcev, Goran Jakimovski, Snezana Scepanovic

      Abstract

      Integration of mobile devices in the multimedia delivery systems provides the users (learners or business people) with access to multimedia content outside the classroom (workplace). It allows them to easily store, record and deliver multimedia content in real-time. Process of delivering multimedia content to the users requires more computational resources than mobile device can provide. In order to provide users with multimedia content that is suitable for their mobile devices and according to their needs we introduce the mobile cloud (mCloud) computing environment as paradigm that is ideal to overcome these problems. The proposed interactive mCloud system should provide high scale collaboration and interaction between the users. The system is designed for delivery of multimedia learning content to the users according to the user’s cognitive style. The content is adapted according to the context-aware network conditions. In this paper, we provide some experimental results based on experience of 90 users (students) that participated in the m-learning cooperative process. After completing the course of Database Systems, the users estimated the Quality of Experience (QoE) by using a Learning Scenario Questionnaire.

   8. Assess and Enhancing Attention in Learning Activities

      Dalila Durães, Javier Bajo, Paulo Novais

      Abstract

      The rapid progress of technologies has enabled the development of innovative environment in learning activities when the student used computer devices with access to Internet. The goal of this paper is to propose an ambient intelligent (AmI) system, directed at the teacher that indicates the level of attention of the students in the class when it requires the use of the computer connected to the Internet. This AmI system captures, measures, and supervises the interaction of each student with the computer (or laptop) and indicates the level of attention of students in the activities proposed by the teacher. When the teacher has big class, he/she can visualize in real time the level of engagement of the students in the proposed activities and act accordingly when necessary. Measurements of attention level are obtained by a proposed model, and user for training a decision support system that in a real scenario makes recommendations for the teachers so as to prevent undesirable behaviour and change the learning styles.

   9. The General Model of the Cloud-Based Learning and Research Environment of Educational Personnel Training

      Mariya Shyshkina

      Abstract

      The article highlights the promising ways of providing access to the cloud-based learning and research software in higher educational institutions. It is emphasized that the cloud computing services implementation is the actual trend of modern ICT pedagogical systems development. The analysis and evaluation of existing experience and educational research of different types of software packages use are proposed. The general model of formation and development of the cloud-based learning and research environment of educational personnel training is substantiated. The reasonable ways of methods selection on the basis of the proposed model are considered and the prospects for their use in educational systems of higher education are described. The analysis and assessment of the prospects of the cloud-based educational and research environment development is fulfilled.