Short Videos to Communicate Effectively to Engineering Students

[EN] The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.The authors would like to acknowledge the financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.Arrambide-Leal, E.; Lara-Prieto, V.; García-García, R. (2021). Short Videos to Communicate Effectively to Engineering Students. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 509-517. https://doi.org/10.4995/HEAd21.2021.13002OCS50951

A Distributed Collaborative System for Flexible Learning Content Production and Management

Authoring learning content is an area under pressure due to conflicting requirements. Adaptive, templatebased, highly interactive, multimedia-rich content is desired for current learning environments. At the same time, authors need a system supporting collaboration, easy re-purposing, and continuous updates with a lower adoption barrier to keep the production process simple, specially for high enrollment learning scenarios. Other areas such as software development have adopted effective methodologies to cope with a similar increase in complexity. In this paper an authoring system is presented to support a community of authors in the creation of learning content. A set of pre-defined production rules and templates are offered. Following the single source approach, authors create documents that are then automatically processed to obtain various derived resources. The toolkit allows for simple continuous updates, the re-use and re-purpose of course material, as well as the adaptation of resources to different target groups and scenarios. The toolkit has been validated by analyzing its use over a three year period in two high enrollment engineering courses. The results show effective support and simplification of the production process as well as its sustainability over time.Work partially funded by the EEE project, “Plan Nacional de I+D+I TIN2011-28308-C03-01”, and the “Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650).Publicad

Educational applications of augmented reality: A bibliometric study

[EN] Augmented Reality (AR) has been used successfully in several industries; one of these is education. A systematic understanding of how AR contributes to education still lacks studies about the content type and its effects on learning outcomes. This article systematically analyzes the AR state-of-the-art in education, determines productivity and publication indicators in this field, and identifies research works that have studied how content type affects the learning outcomes. The methodology was performed through a bibliometric analysis using the Scopus database, focusing on AR's educational uses. Engineering education is the primary research trend, followed by simulation, tracking, and virtual reality. Education and e-learning also have leading roles within this analysis, along with gamification and human-computer interaction, whose impacts are further explored. There is no preferred design methodology for creating AR content. In its absence, most of the works suggest a design based on the developers' and researchers' experience.The authors thank the editors and two anonymous reviewers for their highly constructive feedback. The authors also would like to acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this workHincapié, M.; Díaz, C.; Valencia, A.; Contero, M.; Güemes-Castorena, D. (2021). Educational applications of augmented reality: A bibliometric study. Computers & Electrical Engineering. 93:1-11. https://doi.org/10.1016/j.compeleceng.2021.1072891119

Integrating e-Learning Modules into Engineering Courses to Develop an Entrepreneurial Mindset in Students

Engineering graduates who will be leaders in today’s rapidly changing environment must possess an entrepreneurial mindset and a variety of professional skills in addition to technical knowledge and skills. An entrepreneurial mindset applies to all aspects of life, beginning with curiosity about our changing world, integrating information from various resources to gain insight, and identifying unexpected opportunities to create value. The Kern Entrepreneurial Engineering Network (KEEN) defines curiosity, connections and creating value as three core components of an entrepreneurial mindset. These 3Cs coupled with associated engineering skills forms KEEN’s entrepreneurial mindset framework. An entrepreneurial mindset enables engineers to develop sound technical solutions that address customer needs, are feasible from a business perspective, and have societal benefit. The Tagliatela College of Engineering at the University of New Haven is working to develop an entrepreneurial mindset in its engineering students through a four-faceted framework based on KEEN’s constructs that includes: 1) developing an entrepreneurial mindset amongst faculty; 2) providing curricular components that develop specific student knowledge and skills; 3) structuring the physical environment to promote entrepreneurial minded learning; and 4) providing opportunities for students to engage in meaningful extra-curricular activities. This paper focuses on the curricular component of this framework. As part of these curricular activities, 18 short, self-paced, e-learning modules will be developed and integrated into courses spanning all four years across all engineering and computer science disciplines. Each module contains readings, short videos and self-assessment exercises. Five of these e-learning modules were developed in fall 2014, four of these five were piloted in the Spring 2015 semester, and all five modules were broadly deployed in the Fall 2015 semester. A flipped classroom instructional model is used to integrate the modules into courses. Content is delivered via a short online module outside the class, and student learning is improved by reinforcing the content covered in the module through class discussions and contextual activities. Direct and indirect assessment is performed through formative and summative class assessments and module specific pre and post surveys, respectively. The five integrated e-learning modules presented in this paper are: 1) Developing customer awareness and quickly testing concepts through customer engagement, 2) Learning from failure, 3) Cost of production and market conditions, 4) Building, sustaining and leading effective teams and establishing performance goals, and 5) Applying systems thinking to solve complex problems. The first two modules were integrated into freshman classes, the third into a sophomore class, the fourth into third year laboratory courses, and the fifth into senior design courses. This paper describes the learning outcomes and the reinforcement activities conducted in the courses into which they were integrated for two of these modules. The findings of the module specific surveys and the assessment results are also presented

THE USE OF ICT IN THE DIDACTIC PROCESS OF STUDENTS' EDUCATION

The modern education process requires introduction of modern information and communication technologies (ICT) in order to make classes more attractive, to properly implement curricular content and, as a consequence, to provide students with education compliant with applicable standards. Some didactic classes are more predisposed to the use of ICT, and others to a lesser extent. The Faculty of Production and Power Engineering of the University of Agriculture in Krakow has been using modern IT solutions to support the teaching process for many years. The mentioned ICT tools include the e-learning platform Moodle, office packages (Microsoft Office, Open Office), groupware tools, Internet platform Google Apps, Microsoft IT Academy and many specialized software. This study presents a case study of the use of ICT tools during selected subjects at the faculty

The Knowledge Life Cycle for e-learning

In this paper, we examine the semantic aspects of e-learning from both pedagogical and technological points of view. We suggest that if semantics are to fulfil their potential in the learning domain then a paradigm shift in perspective is necessary, from information-based content delivery to knowledge-based collaborative learning services. We propose a semantics driven Knowledge Life Cycle that characterises the key phases in managing semantics and knowledge, show how this can be applied to the learning domain and demonstrate the value of semantics via an example of knowledge reuse in learning assessment management

Інноваційні моделі навчання і підготовки кадрів для індустрії високих технологій в Україні

The problems of development of innovative learning environment of continuous education and training of skilled personnel for high-tech industry are described. Aspects of organization of ICT based learning environment of vocational and technical school on the basis of cloud computing and outsourcing are revealed. The three-stage conceptual model for perspective education and training of workers for high-tech industries is proposed. The model of cloud-based solution for design of learning environment for vocational education and training of skilled workers is introduced.У статті висвітлено проблеми розвитку інноваційного середовища навчання, неперервної освіти і підготовки кадрів для високотехнологічних галузей промисловості. Виявлено особливості організації інформаційно-освітнього середовища професійно-технічних навчальних закладів на основі технології хмарних обчислень і механізму аутсорсингу. Запропонована триступенева концептуальна модель навчання та підготовки кадрів для високотехнологічних галузей виробництва. Обґрунтовано моделі хмарних рішень для проектування середовища навчання для професійної освіти і підготовки високо кваліфікованих робітникі

Deep Character-Level Click-Through Rate Prediction for Sponsored Search

Predicting the click-through rate of an advertisement is a critical component of online advertising platforms. In sponsored search, the click-through rate estimates the probability that a displayed advertisement is clicked by a user after she submits a query to the search engine. Commercial search engines typically rely on machine learning models trained with a large number of features to make such predictions. This is inevitably requires a lot of engineering efforts to define, compute, and select the appropriate features. In this paper, we propose two novel approaches (one working at character level and the other working at word level) that use deep convolutional neural networks to predict the click-through rate of a query-advertisement pair. Specially, the proposed architectures only consider the textual content appearing in a query-advertisement pair as input, and produce as output a click-through rate prediction. By comparing the character-level model with the word-level model, we show that language representation can be learnt from scratch at character level when trained on enough data. Through extensive experiments using billions of query-advertisement pairs of a popular commercial search engine, we demonstrate that both approaches significantly outperform a baseline model built on well-selected text features and a state-of-the-art word2vec-based approach. Finally, by combining the predictions of the deep models introduced in this study with the prediction of the model in production of the same commercial search engine, we significantly improve the accuracy and the calibration of the click-through rate prediction of the production system.Comment: SIGIR2017, 10 page