A Model-Driven Architecture based Evolution Method and Its Application in An Electronic Learning System

Software products have been racing against aging problem for most of their lifecycles, and evolution is the most effective and efficient solution to this problem. Model-Driven Architecture (MDA) is a new technique for software product for evolving development and reengineering methods. The main steps for MDA are to establish models in different levels and phases, therefore to solve the challenges of requirement and technology change. However, there is only a standard established by Object Management Group (OMG) but without a formal method and approach. Presently, MDA is widely researched in both industrial and research areas, however, there is still without a smooth approach to realise it especially in electronic learning (e-learning) system due to the following reasons: (1) models’ transformations are hard to realise because of lack of tools, (2) most of existing mature research results are working for business and government services but not education area, and (3) most of existing model-driven researches are based on Model-Driven Development (MDD) but not MDA because of OMG standard’s preciseness. Hence, it is worth to investigate an MDA-based method and approach to improve the existing software development approach for e-learning system. Due to the features of MDA actuality, a MDA-based evolution method and approach is proposed in this thesis. The fundamental theories of this research are OMG’s MDA standard and education pedagogical knowledge. Unified Modelling Language (UML) and Unified Modelling Language Profile are hired to represent the information of software system from different aspects. This study can be divided into three main parts: MDA-based evolution method and approach research, Platform-Independent Model (PIM) to Platform-Specific Model (PSM) transformation development, and MDA-based electronic learning system evolution. Top-down approach is explored to develop models for e-learning system. A transformation approach is developed to generate Computation Independent Model (CIM), Platform-Independent Model (PIM), and Platform-Specific Model (PSM); while a set of transformation rules are defined following MDA standard to support PSM’ s generation. In addition, proposed method is applied in an e-learning system as a case study with the prototype rules support. In the end, conclusions are drawn based on analysis and further research directions are discussed as well. The kernel contributions are the proposed transformation rules and its application in electronic learning system

Production and Utilization of Moodle-Based e-Learning to Enhance Higher-Order Thinking Skills with the STEM Approach

This study aimed to develop a Moodle-based e-learning platform with a valid, practical, and effective STEM approach to enhance Higher-Order Thinking Skills (HOTS). The research methodology employed for development purposes was the ADDIE model, consisting of five distinct phases: Analysis, Design, Development, Implementation, and Evaluation. The selection of research subjects for the field trial was conducted through cluster random sampling, wherein experimental and control classes were chosen. The experimental class utilized a Moodle-based e-learning solution for instructional purposes, while the control class adhered to traditional learning methods. Data were collected using validated questionnaires and written tests. The findings indicated that the Moodle-based e-learning products with a STEM approach are effective in enhancing students’ higher-order thinking skills. This was evident from the average n-Gain gain falling in the "medium" category at 0.62 and an effect size also in the "medium" category at 0.43. Student responses to the Moodle-based e-learning were very positive. Based on the research findings, the researcher offers some recommendations. Teachers aiming to utilize this product could enhance its effectiveness by incorporating additional platforms into their learning activities and resources. Additionally, other researchers interested in advancing further studies can introduce problem-solving activities to stimulate higher-order thinking skills (HOTS) in everyday situations. In conclusion, the Moodle-based STEM e-learning product is effective in enhancing students' HOTS

Student modeling for learning of object-oriented programming in e-learning environment

E-Learning environment offers some interesting benefits over traditional learning environments. Students’ learning in e-learning environment can be independent of distance, time, computing platform and classroom size. E-Learning also provides diversity and completeness of knowledge. In an e-learning environment, students learn by going through learning materials provided through a web-based learning management system. However, most of the learning management systems are nothing more than a network of statically linked hypertext pages. To better support the learning activities of a large number of students with different learning styles, and diverse background and learning goals, there is a need for a more adaptive and intelligence learning management system. To achieve this objective, this system must be able to provide a more personalised approach for learners. This is particularly important in the learning of programming, since different learner would normally face with different problem. The most important component for developing a more adaptive and intelligent learning management system is the students model. The purpose of this paper is to investigate and then to propose a students model for learning of object-oriented programming in an e-learning environment. The development of this model is based on our experience in handling courses on object-oriented programming at Open University Malaysia (OUM) over more than four years. (Authors' abstract

Stress prevention in adolescence: evaluation of a multimodal training approach

Subject and aims: This paper reports on the development and evaluation of a stress prevention program for adolescents of grades 8 and 9. The program is based on the problem-solving approach and was developed on the basis of several evaluation studies. It consists of eight weekly training sessions with durations of 90 min each and is accompanied by an e-learning platform. Evaluation studies: The first section of the paper reports on a preceding demand analysis and the initial development and evaluation of the stress prevention program. The second section summarizes the results of providing an additional e-learning platform. Eight online-lessons were designed in correspondence to the training sessions of the face-to-face intervention. The last section of the paper focuses on the results of an evaluation of an optimized training version including the successful elements of the face-to-face and the e-learning platform. Results and conclusion: The results of the final evaluation study showed clear knowledge and self-efficacy improvement and reduction of stress symptoms. Moreover, the training led to positive assessments by most adolescents. Possible actions in contributing to an increase of the training effects beyond those already apparent in the current evaluation studies are additionally discussed

Problem-Based E-Module Integrated with STEM and Assisted by LMS to Foster Creative Thinking Ability

Appropriate learning resources are required when delivering problem-based physics materials integrated with STEM (Science, Technology, Engineering, and Mathematics). This research aims to create a valid, practical, and effective problem-based e-module integrated with STEM and supported by an LMS (Learning Management System) to train creative thinking skills on harmonic vibration material. The 4-D development model was used in this research (define, design, development, and disseminate). The study of tenth-grade students from class MIA 1 at SMA Muhammadiyah 1 Purbolinggo revealed that the developed e-module had a content validity test result of 89 % and a constructs test result of 88%. The practicality test of the readability aspect yielded an 80% result, and the implementation yielded a 79.07% result.Furthermore, the n-gain value for the effectiveness test based on improvement was 0.54 in the medium category. Furthermore, there was a difference in average pretest and posttest scores with less than 0.05. It is possible to conclude that the developed e-module is appropriate for training students' creative thinking skills. Further researchers are expected to develop platform-assisted e-modules that are more interactive and easier to use in future research

Development of an e-learning platform for improving and assessing the student outcomes in electrical engineering

[EN] In the European Higher Education Area, the concept of `education¿ can be defined as a process that facilitates learning. The process will culminate successfully if our students have really learned and not necessarily because we have taught them. Taking into account the educational environment in which we are immersed, the learning process must be turned into a process where the students become aware of their goals and the teacher is transformed into a guide that escorts the students towards the achievement of the objectives. The organization of teaching in this environment involves developing new conceptualizations and methodologies, which can be applied jointly to classical methodologies, acting in a complementary and also synergistic manner. Currently, all academic institutions use virtual campus platforms for educational purposes. At the Universitat Politècnica de València (Spain), this virtual system can be used as a repository of academic material but also has tools for the development of applications based on e-learning. In the present paper, an e-learning platform has been designed for students of electronic engineering that guide the learners to understand theoretical concepts, integrate theory and practice, and apply knowledge and skills to develop a viable solution to specific problems. The importance of defining and assessing learning outcomes, that is, the competences that students should have acquired and can use, have also been considered. To achieve this goal, a problem-based learning approach has been used so the students learn to identify and interpret data and design strategies to solve problems applying concepts of analysis of electrical circuits. First, the most relevant competences that the students must achieve has been analysed (`Knowledge and use of the principles of theory of circuits and electric machines¿, `Applied knowledge of electrical engineering¿ and `Analysis and resolution of problems¿). Based on them, a battery of tests and tasks has been designed, in order to reinforce the theoretic concepts and analyse and solve problems. The `Test & Quizzes¿ tool of the system has been used to develop the e-learning platform, in which selfevaluation has been also integrated in order to become an effective instrument for learning. The focus has been put on the design of the strategy in relation to the competences that students should acquire, the experience gained during the development of the e-learning platform and the students¿ satisfaction after the implementation.This project is supported by Universitat Politècnica de València through the Project of Innovation and Educational Improvement Program (PIME 2018-2019/B26).Pons Llinares, J.; Bernal-Perez, S.; García-Sánchez, TM.; Bonet-Jara, J.; Sabater I Serra, R. (2019). Development of an e-learning platform for improving and assessing the student outcomes in electrical engineering. IATED. 9169-9176. https://doi.org/10.21125/inted.2019.2276S9169917

(MU-CTL-01-12) Towards Model Driven Game Engineering in SimSYS: Requirements for the Agile Software Development Process Game

Software Engineering (SE) and Systems Engineering (Sys) are knowledge intensive, specialized, rapidly changing disciplines; their educational infrastructure faces significant challenges including the need to rapidly, widely, and cost effectively introduce new or revised course material; encourage the broad participation of students; address changing student motivations and attitudes; support undergraduate, graduate and lifelong learning; and incorporate the skills needed by industry. Games have a reputation for being fun and engaging; more importantly immersive, requiring deep thinking and complex problem solving. We believe educational games are essential in the next generation of e-learning tools. An extensible, freely available, engaging, problem-based game platform that provides students with an interactive simulated experience closely resembling the activities performed in a (real) industry development project would transform the SE/Sys education infrastructure. Our goal is to extend the state-of-the-art research in SE/Sys education by investigating a game development platform (GDP) from an interdisciplinary perspective (education, game research, and software/systems engineering). A meta-model has been proposed to provide a rigourous foundation that integrates the three disciplines. The GDP is intended to support the semi-automated development of collections of scripted games and their execution, where each game embodies a specific set of learning objectives. The games are scripted using a template based approach. The templates integrate three approaches: use cases; storyboards; and state machines (timed, concurrent, hierarchical state machines). The specification templates capture the structure of the game (Game, Acts, Scenes, Screens, Challenges), storyline, characters (player, non-player, external), graphics, music/sound effects, rules, and so on. The instantiated templates are (manually) transformed into XML game scripts that can be loaded into the SimSYS Game Play Engine. As a game is played, the game play events are logged; they are analyzed to automatically assess a player’s accomplishments and automatically adapt the game play script. Currently, we are manually defining a collection of games. The games are being used to ensure the GDP is flexible and reliable (i.e., the prototype can load and correctly run a variety of game scripts), the ontology is comprehensive, and the templates assist in defining well-organized, modular game scripts. In this report, we present the initial part of an Agile Software Development Process game (Act I, Scenes 1 and 2) that embodies learning objectives related to SE fundamentals (requirements, architecture, testing, process); planning with Gantt charts; working with budgets; and selecting a team for an agile development project. A student player is rewarded in the game by getting hired, scoring points, or getting promoted to lead a project. The game has a variety of settings including a classroom, job fair, and a work environment with meeting rooms, cubicles, and a water cooler station. The main non-player characters include a teacher, boss, and an evil peer. In the future, semi-automated support for creating new game scripts will be explored using a wizard interface. The templates will be formally defined, supporting automated transformation into XML game scripts that can be loaded into the SimSYS Game Engine. We also plan to explore transforming the requirements into a notation that can be imported into a commercial tool that supports Statechart simulation

Soft Skills in the Development of Team-Based Electronic Learning Portfolio

AbstractThe top qualities of an effective engineer include not only technical competence but also soft skills which may be hard to acquire while already on the job. Fulfilling stakeholders’ demand, educators design the curriculum for engineering programs with the objectives of producing graduates capable in not only technical competence but also possess the equally important soft skills. This calls for a good variety of assessment techniques of student learning in order to ensure a more comprehensive measurement of performance. With the limitations of the traditional pen and paper assessment approach, the electronic learning portfolio is one alternative that is integrated in the assessment of Differential Equations course in Universiti Teknologi PETRONAS, Malaysia. Two hundred and forty two engineering undergraduates are involved in the study and are randomly grouped into fifty one teams to develop team-based electronic Differential Equations Learning Portfolio, acronym e-DELP. In the process of developing the portfolio electronically, each team strategizes collectively in conformance to the criteria explicitly transcribed on the course e-learning portal. Objectively, e-DELP development creates a platform that provides participants the opportunity to exercise their soft skills while exploring the applications of Differential Equations in the real world and new skills in using Equation Editor and Power Point Presentation Skills. The participants’ major task is to design a learning portfolio, team-based and problem-based within 7 weeks of a fourteen-week semester. The deliverable is a four-component learning portfolio, comprising members’ demographic details, solutions to five modelling problems involving Ordinary Differential Equations, their evaluation of the course and delivery, and reflections of their learning experience; electronic-based and saved on a compact disc. A questionnaire is employed to measure the general attitude towards the integration of e-DELP, and individual interview sessions are conducted to further confirm the data obtained. The objective of this paper is to present some qualitative findings of the soft skills that participants acquire through the process of working on e-DELP, retrieved from the verbatim written comments in their evaluation and reflections, verbal and non-verbal feedback during the interviews. The results indicate that there is more to the learning than just skills in solving Ordinary Differential Equations which are of great value in the preparation of the future well-rounded engineers