Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Big Five Technologies in Aeronautical Engineering Education: Scoping Review

The constant demands that technology creates in aerospace engineering also influence education. The identification of the technologies with practical application in aerospace engineering is of current interest to decision makers in both universities and industry. A social network approach enhances this scoping review of the research literature to identify the main topics using the Big Five technologies in aerospace engineering education. The conceptual structure of the dataset (n=447) was analyzed from different approaches: at macro-level, a comparative of the digital technology identified by cluster analysis with the number of co-words established in 3 and 8 and, a keyword central structure (n=8) at micro-level. The articles were categorized by the type of digital technology and, those related to the educational context (n=86) were co-word analyzed to study the relationships between basic and applied research. A total of 18 selected studies were analyzed from a design-based research approach. Findings reveal that Big Data, IoT (2002-2008) and, cloud computing (2010-) were initially applied in the aerospace engineering field. Only Cloud computing (2012) and, Big Data (2017) were transferred towards more educational research. Cloud computer appears related to collaborative work and classroom education. Big data is related to computer-aided design in engineering education. Only Web 2.0 (n=3) is used in the teaching of aeronautical engineering, without any interaction identified in the basic research. Most of the selected studies addressed the undergraduates students and the instructional approach strategy with the result of the potential for improved student learning

Practical or data-based projects? Types of undergraduate capstone projects chosen by distance-learning biology and environmental science students at the Open University

The COVID-19 pandemic challenged universities to develop online undergraduate research project opportunities for students that could provide an authentic research experience. As a result, many universities have now broadened their capstone project offerings to include online, data projects and are deciding whether to return to their traditional model. Furthermore, heads of biosciences at several universities have been “reimagining” the capstone experience. Jones et al. (2020) suggested that by offering students a choice to allow them to select a project type that best fits their skills, experience, and aspirations their learning experience would be improved. Until 2020, students studying biology and environmental science degrees by distance learning at the Open University completed primarily literature and field-based research projects respectively. Students commencing field-based projects in February 2020, supported by the module team, were required to make a quick switch to online data-based projects due to COVID-19 lockdown restrictions. This change met the accreditation requirements for the degree, meeting the same learning outcomes. Encouragingly, the achievement of this cohort was not negatively affected. Coincidentally, at the start of the pandemic, we were already working to move from literature-based to practical and data-based project options for biology students to better meet sector and accrediting body expectations. As a result, in February 2021 we decided to give students studying both biology and environmental science degrees the choice of completing data-based, field-based or home (e.g., potted plant) investigations. In addition, a small number of students completed work-based laboratory projects. As part of a larger project, we are evaluating the impact of introducing these new project options on student achievement, and both student and tutor experience over two years (2021 and 2022 student cohorts) to help inform further development of our undergraduate science capstone project module. Here we share initial findings from the 2021 cohort relating to the students’ project choice - which project types do students choose and why? Project type (field-based, data-based, combined field and data or lab-based) was recorded for 98 biology and 143 environmental sciences students who completed their projects in 2021. Survey data collected from biology (n=24) and environmental science (n=16) students following completion of their projects provides insight into reasons for their project choice. As part of a larger survey (of 320 undergraduate science students, 16% response rate) other factors affecting their choice of project were assessed including their career aspirations, the development of their project idea and whether they felt completing their project had helped them progress towards their goals. In addition, student characteristics data such as ethnicity, disability and employment status were obtained to investigate any association with choice of project type. An understanding of undergraduate students’ preferred project options will help to ensure we are providing options that are suitable and accessible for our students and will inform further development of undergraduate project modules at the Open University and at other institutions. Jones S., Lewis D. and Payne M. (2020). Reimagining the final year project. The Biologist. Online. https://thebiologist.rsb.org.uk/biologist-features/reshaping-education-reimagining-the-final-year-project (accessed 11/2/22)

Exploring different styles of online tuition to enhance student experience

Evidence from educational research projects and internal quality control processes indicated that students who attend online tutorials are reluctant to fully participate (Butler et al, 2018). Online tuition can often result in a didactic, transmissive style of teaching, which can leave students passive and disengaged. This was a concern at our institution because active engagement has been shown to support deeper learning (Rüschoff and Ritter, 2001; Herrmann, 2014) and meaningful interaction is associated with student satisfaction (Kuo et al, 2014). Furthermore, the importance of online tuition and its additional role in helping students feel part of an academic community of learners became more crucial since the start of the Covid pandemic when all tuition moved online. The focus of this work was to develop and explore different styles of online tutorials in an attempt to increase student engagement and participation, and to appeal to a more diverse cross-section of students. The alternative models of tuition included informal drop-in sessions, module wide workshops and enrichment Q & A tutorials; these were trialled across all levels of the undergraduate programme within the school of Life, Health and Chemical Sciences at the Open University. Following a preliminary review of attendance data and informal feedback from participating students and tutors, several of these alternative tuition events have subsequently been embedded into our regular online offering to students and we are intending to undertake a comprehensive survey of participating students and tutors over the next couple of years. During the workshop we will describe several different tuition styles and share the experiences of lecturers who facilitated, and students who attended, these alternative tuition events. Delegates will be invited to discuss potential pedagogical benefits associated with these alternative tuition styles and to share their experiences of providing a variety of models of online tuition. We hope that this discursive workshop will facilitate reflection and a refresh of online tuition strategies within the HEI context. Butler, D. Cook, L and Haley-Mirnar, V. (2018) Achieving student-centred facilitation in online synchronous tutorials, eSTeEM Final report. Herrmann, K.J. (2014) Learning from tutorials: a qualitative study of approaches to learning and perceptions of tutorial interaction. Higher Education, Vol. 68, No. 4 pp. 591-606 Kuo, Y., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2014). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distance Learning, 14(1), 16-39. Rüschoff, Bernd, and Markus Ritter. Technology-enhanced language learning: Construction of knowledge and template-based learning in the foreign language classroom. Computer assisted language learning 14.3-4 (2001): 219-232

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Using open ended, ill formed problems to develop and assess Engineering Mathematics competencies.

The purpose of this paper is to report upon how an engineering mathematics class was used to provide a vehicle for students to develop mathematical competencies and hence higher order thinking skills within the broader field of engineering education. Specifically it provided students with the opportunities to think mathematically, reason mathematically, pose and resolve mathematical problems, to use technology to model resolutions, interpret and handle mathematical symbolism and to communicate their resolutions to peers and staff. Using the report produced by the Mathematics Working Group of SEFI (European Society for Engineering Education), which details a framework for mathematics curricula in engineering education (SEFI, 2013), a methodology was identified. This methodology was also based on work previously undertaken by the author (Peters, 2017; Peters, 2015). In section 2.1 (p 13) the report lists and describes a set of eight mathematical competencies: (1) Thinking mathematically, (2) reasoning mathematically, (3) posing and solving mathematical problems, (4) modelling mathematically, (5) representing mathematical entities, (6) handling mathematical symbols and formalism, (7) communicating in, with, and about mathematics and, (8) making use of aids and tools. The report also points out the importance of developing assessment procedures pertinent to competency acquisition (p7). The evidence from this investigation concludes that the majority of students found the experience challenging but worthwhile. They considered they had learnt important skills including the ability to form assumptions, persistence, time management, project management and an enhancement of their mathematical skills in relation to engineering

Challenges for engineering students working with authentic complex problems

Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting

Exploring the practical use of a collaborative robot for academic purposes

This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.Postprint (published version