HCI expertise needed! Personalisation and feedback optimisation in online education

Two key challenges in education relate to how traditional educational providers can personalise online provisions to the students’ skill level, optimise the use of tools and increase both the generation and utilisation of feedback (in terms of timing, content, and subsequent use by students). The application of traditional programmes in the online setting is often complicated by the legacy of traditional universities infrastructures, knowledge bases (or lack thereof in the human-computer-interaction/HCI realm), and pedagogical priorities. It is here that HCI experts (designers and researchers) can have real-world impact in line with macro-HCI, while also being able to test new innovations in collaboration with educators (e.g., the practitioners in such education settings). In this note, we make a case that the HCI community is in a situation where it can make a significant contribution to traditional providers in two prospective areas: personalisation, feedback generation and increased feedback utilisation

Lessons Learned from a Decade of Providing Interactive, On-Demand High Performance Computing to Scientists and Engineers

For decades, the use of HPC systems was limited to those in the physical sciences who had mastered their domain in conjunction with a deep understanding of HPC architectures and algorithms. During these same decades, consumer computing device advances produced tablets and smartphones that allow millions of children to interactively develop and share code projects across the globe. As the HPC community faces the challenges associated with guiding researchers from disciplines using high productivity interactive tools to effective use of HPC systems, it seems appropriate to revisit the assumptions surrounding the necessary skills required for access to large computational systems. For over a decade, MIT Lincoln Laboratory has been supporting interactive, on-demand high performance computing by seamlessly integrating familiar high productivity tools to provide users with an increased number of design turns, rapid prototyping capability, and faster time to insight. In this paper, we discuss the lessons learned while supporting interactive, on-demand high performance computing from the perspectives of the users and the team supporting the users and the system. Building on these lessons, we present an overview of current needs and the technical solutions we are building to lower the barrier to entry for new users from the humanities, social, and biological sciences.Comment: 15 pages, 3 figures, First Workshop on Interactive High Performance Computing (WIHPC) 2018 held in conjunction with ISC High Performance 2018 in Frankfurt, German

Bibliometric Analysis in Astrophysics: Overview of Education, Religion, and Local Wisdom in 2016-2021*

Astrophysics education is one of the subjects in the physics education study program which is also part of astronomy. Astrology is the structure and epistemology of Islamic law that studies the sun, moon, stars, and celestial bodies related to aspects of Islamic law. Indonesian Muslims cannot be separated from local wisdom which is the wealth of the Indonesian nation. This article intends to provide a comprehensive explanation through bibliometric analysis of literature on astrophysics education, religion, and local wisdom. Article searches are performed by Publish or Perish (PoP) software on the Google Scholar database. The search and sorting results found 23 of the 200 articles found in the 2016-2021* range. The results of data processing by PoP software are then edited through the Mendeley Desktop software. The editing results are then processed using VOSviewer software to obtain a visualization of the distribution pattern and data mapping. Broadly speaking, this research shows the projected direction of astrophysics education research if it is studied with religious content based on the Qur'an and local wisdom and its further development. The implications of this research can inspire researchers to study astrophysics education in universities with the content of the Qur'an and local wisdom so that studying science can help increase faith in God

Wearable Technology in Education to Enhance Technical MOOCs

The low completion rate issue in MOOCs has become one of the main highlights by researchers. It is reported that only 10 to 15 percent of the students were able to complete the MOOCs. This low completion rate is due to the students are less engaged with the MOOCs content causing them to become demotivated to complete the whole MOOCs. Engaging students in MOOCs environment, especially for non-technical subjects, suited very well. However, for technical MOOCs, it involves significant challenges because technical MOOCs must be able to offer the students with practice-oriented learning outcome in-order for the MOOCs to be effective and engaging. Due to the above issue, this paper discussed an improvised MOOCs model for teaching technical subjects with the intervention in the use of wearable technology. A discussion on the e-content and e-activity of the technical MOOC learning design was presented. This study implemented the proposed technical MOOC model through the MOOC development. The students’ perception of the technical MOOC was then evaluated, and all the results were explained in the discussion part. Results of the correlation test revealed that all of the technical MOOC variables correlated substantially and held a positive relationship with students’ perception variable with r=.3 to 1.0, p < .0005. In addition, this result also suggests that the learning materials produced by wearable technology do contribute towards the positive effect of students’ perception when learning technical MOOC

Framework for Enhancing Learning Experience with Wearable Technology in Technical MOOC

The use of wearable technology in education can significantly help educators to engage the students more with the learning. By providing users with hands-free access to contextually relevant knowledge, wearable technologies are poised to inspire a new generation of mobile learning design. However, for educators to harness the pedagogical opportunities of wearable technologies and to implement it in MOOC platform, this paper proposes a framework for enhancing the learning experience in technical MOOC using wearable technology. In addition, we also identify the elements of wearable technology that is suitable to be implemented in teaching and learning, elements of technical MOOC to be combined with wearable technology elements and student engagement elements. The main measurement for enhancing learning experience is based on the level of students’ engagement (measure through course completion) and students’ skill development (measure through direct observation, interview, and questionnaire). The students reflected as fully engaged with the online course when they able to actively participate and complete the course and in contrast, when the students are unable to complete the course, this reflects that they are not engaged with the online learning. Thus, the proposed framework will work as a guideline for lecturers and educators to create effective and engaging MOOC learning design, especially for technical courses

Análisis y evaluación del uso de la supercomputación en la mejora del desempeño formativo = Analysis and evaluation of supercomputing for training performance improvement

205 p.Los recursos de supercomputación son en la actualidad el pilar fundamental para el desarrollo de la investigación en diversos campos. Su impacto se basa en la capacidad de cálculo, que permite realizar simulaciones computacionales que permiten mejorar la precisión de los experimentos. La presente Tesis Doctoral pretende, en primer lugar, realizar un estudio de la evolución de la supercomputación y su aplicación a diversos campos para, posteriormente, estudiar los factores determinantes que permitan analizar los aspectos más relevantes a la hora de estudiar la relación existente entre los estudios de supercomputación con los aspectos pedagógicos, de conocimiento y de contenido, basándose en el modelo TPACK. El estudio se realizó con información procedente de la base de datos de estudiantes del Centro de Supercomputación de Castilla y León (SCAYLE), de la que se obtuvieron 97 participantes. En el estudio se realizó un análisis factorial para comprobar que la estructura de datos obtenida era coherente con el modelo TPACK usado como referencia. Los resultados obtenidos del análisis relacionan las dimensiones tecnológicas con las de conocimiento, pedagógicas y de contenido