Design model for integrating learning management systems and massive open online courses on a digital e-Learning platform: implications for Zimbabwean universities.

Doctoral Degree. University of KwaZulu-Natal, Durban.Available affordances for learning provide opportunities for advanced technology-enhanced teaching and learning. Digital learning environments can make relevant learning content available to students using existing infrastructure. This creates an environment which requires different learning management systems (LMS) to interact with, and exchange information. Increasing use of mobile devices, digital learning platforms, LMS, and massive open online courses (MOOCs), has necessitated integration design approaches. However, ignorance of resources offered and discouragement and frustrations arising from the economic situation in Zimbabwe regarding regulated access to electronic services make automation of teaching processes a great challenge. In this thesis, a design model for integrating LMS and MOOCs on a digital learning platform is proposed. From an e-learning point of view, the study contributes to the working of e-learning management systems through automation process of uploading content to LMS. From a computer science point of view, the study contributes to software engineering principles where it puts together three different platforms; LMS, MOOCs and digital learning platforms under one design. Methodologically, the study uses design science research (DSR) framework with software modelling language to address challenges in teaching and learning. This study describes how the Technology Adoption Model (TAM) and Task-Technology Fit (TTF) model can be used together with DSR in relation to design model evaluation. A software modeling language was used to create the logical designs, which were evaluated using experimental design approach. Software engineering experts and lecturers were invited to validate proposed logical designs. The key deliverables of the study include requirements specifications for the design model for integrated learning management systems, as well as the logical designs for the design model. The design model, as per requirements specification and the evaluation thereof, are based on TAM and TTF. The hybrid model proposed was further validated using structural equation modeling via the partial least squares and path modeling. In our views, the interventions of integration work would support decision making, which influences choices made by policy makers when taking decisions about higher education technological infrastructure

PENGEMBANGAN SMART SCHOOL DALAM PENINGKATAN KUALITAS PEMBELAJARAN

ABSTRACT In the era of Industry 4.0 information technology in the world is developing rapidly, these developments are supported by the device industry, both hardware (hardware) and software (software) as well as the continuously increasing ability of the Internet network (Network) which allows to get data access well, quickly, and easily. Smart School is considered a place of education of the future equipped with a variety of modern equipment in its organization. Intelligent schools, based on ICT, are oriented towards the use of technology and information in their learning mechanisms. Implementing smart technology in the school environment is meant to improve the quality of learning, focusing on convenience, speed of access to information, and ease in absorbing and following the learning and teaching process, it is related to the network infrastructure and physical design of a school building. Using qualitative methods, leading to an approach to learning patterns user is the center of design, how to improve the communication pattern in dealing with problems in the teaching-learning process, between students with teachers as guides. The study aims to examine the role of educators with students in the use of smart technologies (smartboards, computers, tablets, or smartphones) in the classroom. The research location is located at SMKN 6 Bandung, it was chosen because it has a major in Building Information and Modeling Design (DPIB), this major is a branch of architectural science at the secondary level of education. During their education here, students were introduced to Architecture and built the foundations of Architecture education. The results of the research showed in these major already available smart device facilities based on Information Technology and Computer (ICT), in the learning in the major DPIB, smart devices (computers and laptops) used to help in the implementation of the students' tasks, whether it is the execution of drawing tasks and practical skills. Traditional classroom designs have not yet adopted smart technology, so need to be designed by adapting smart devices to improve ICT-based learning patterns. Keyword: Smart School, Smart Technology, DPI

Propuesta de un proceso de enseñanza-aprendizaje para la asignatura Diseño de Software como proceso de software

La cátedra Diseño de Software se dicta actualmente en 4º año de las carreras del Departamento de Informática de la Facultad de Ciencias Exactas, Físicas y Naturales (FCEFN) de la Universidad Nacional de San Juan (UNSJ). Esta materia se enfoca principalmente al Diseño Orientado a Objetos (DOO), brindando conceptos y conocimientos desarrollados en forma teórica y con un fuerte componente práctico, de todos los diagramas de modelado de software que provee el Lenguaje de Modelado Unificado (UML), con el fin de comprender acabadamente el objetivo que se persigue con cada uno de ellos y en qué casos es conveniente o útil aplicarlos. El presente trabajo se sustenta de la experiencia adquirida en la práctica aplicada para la enseñanza de DOO, utilizando UML para el modelado, donde las actividades prácticas abarcan desde el análisis hasta llegar a una propuesta de diseño de implementación. Se presenta un modelo de proceso de enseñanza aprendizaje, como proceso de software, y los artefactos utilizados para guiar al alumno en la resolución de un problema de desarrollo de software específico, utilizando para su especificación el lenguaje de metamodelado de procesos SPEM 2.0 y para generar el modelado del proceso de software la herramienta Eclipse Process Framework Composer (EPFC).The Software Design Chair is currently being taught in 4th year of the study programs offered by the Computing Science Department in the School of Hard, Physical and Natural Sciences (FCEFyN) of the National University of San Juan (UNSJ). This course mainly focuses on Object Oriented Design (OOD). It offers a theoretical development as well as a practical approach of the concepts and principles for all the software modeling diagrams provided by the Unified Modeling Language (UML). It aims at thoroughly understanding the objectives pursued by each model and in which cases they are more suitable or useful to be applied. The present paper is based on the experience gained through the practical activities applied to the teaching of OOD by using UML for Modeling as well as learning tasks ranging from its analysis to a proposal for an implementation design. In addition a model for the teaching-learning process is presented, as software process, with all the artifacts used to steer the student in the resolution of a specific software development problem. The language used for specification is the process meta-modeling language SPEM 2.0 and the tool to generate the software process modeling is Eclipse Process Framework Composer (EPFC).Facultad de Informátic

Engaging students for the learning and assessment of the advanced computer graphics module using the latest technologies

© WIARS, 2017The advanced computer graphics has been one of the most basic and landmark modules in the field of computer science. It usually covers such topics as core mathematics, lighting and shading, texture mapping, colour and depth, and advanced modeling. All such topics involve mathematics for object modeling and transformation, and programming for object visualization and interaction. While some students are not as good in either mathematics or programming, it is usually a challenge to teach computer graphics to these students effectively. This is because it is difficult for students to link mathematics and programming with what they used to see in video games and the TV advertisements for example and thus they can easily be put off. In this paper, we investigate how the latest technologies can help alleviate the teaching and learning tasks. Instead of selecting the low level programming languages for demonstration and assignment such as Java, Java 3D, C++, or OpenGL, we selected Three.js, which is one of the latest and freely accessible 3D graphics libraries. It has a unique advantage that it provides a seamless interface between the main stream web browsers and 2D/3D graphics. The developed code can be run on a web browser such as Firefox, Chrome, or Safari for testing, debugging and visualization without code changing. The unique design patterns and objectives of Three.js can be very attractive to third party software houses to develop auxiliary functions, methods and tutorials and to make them freely available for the public. Such a unique property of Three.js and its widely available supporting resources are especially helpful to engage students, inspire their learning and facilitate teaching. To evaluate the effectiveness for using Three.js in teaching computer graphics we have set up an assignment for scene modeling in the last 4 years with focuses on the quality of the simulated scene (50%) and the quality of the assignment report (50%). We have evaluated different assessment forms of the module that we taught in the last four years: in 2013-2014 the module consisted of 20% assignment and 80% exam based on Java 3D; in 2014-2015 the same proportion of assignment/exam but based on WebGL, in 2015-2016 the module was 50-50% of assignment and exam but based on Three.js; and in this year the module is 100% assignment based on Three.js. The effectiveness of the module delivery has been evaluated both qualitatively and quantitatively from five aspects: a) average marks of students, b) moderator report, c) module evaluation questionnaire, d) external examiner’s comments and e) examination board recommendations. The results have shown that Three.js is indeed more successful in engaging students for learning and the 100% assignment assessment enables students to focus more on the design and development. This four year result is really encouraging to us as an educational institute to embrace the latest technologies for the delivery of such challenging modules as computer graphics and machine learning

The Need for Research-Grade Systems Modeling Technologies for Life Science Education

The coronavirus disease 2019 (COVID-19) pandemic not only challenged deeply-rooted daily patterns but also put a spotlight on the role of computational modeling in science and society. Amid the impromptu upheaval of in-person education across the world, this article aims to articulate the need to train students in computational and systems biology using research-grade technologies. ... Life sciences education needs multiple technical infrastructures explicitly designed to support this field’s vast computational needs. Developing and sustaining effective, scientifically authentic educational technologies is not easy. It requires expertise in software development and the scientific domain as well as in education and education research. Discipline-based education research (DBER) is an emerging field defined as ‘an empirical approach to investigating learning and teaching that is informed by an expert understanding of (STEM) disciplinary knowledge and practice’ [14]. In life sciences education, DBER scientists, in particular, are focused on the integration of systems thinking concepts, computational modeling, and the use of new technologies. DBER scientists are exquisitely positioned to partner with computational systems biologists to increase the ease-of-use of existing, scientifically authentic technologies for postsecondary, secondary, and even primary educational purposes. They are also well-placed to design new research-grade technologies for life sciences education, and thus should be tasked with not only the intersection of deep disciplinary expertise and education but also codeveloping new technologies using the same tools and approaches as scientists to foster authentic competencies

The effect of project-based multimedia approach on computer science students’ learning

Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in addition to textbooks, multimedia, digital teaching and learning environments have also come to the educational support of learners. While we all know that the use of computers and multimedia alone does not have an educational effect, but combines it with a good educational and self-learning thinking that is applicable. Meanwhile, in disciplines such as computer, where teaching is software-based and the teacher is required to teach a software, at the same time provide his training directly on the relevant software, lessons and multimedia There are some that have been prepared and produced that teachers use for teaching and students for learning, along with specialized textbooks in the field, as a source of teaching aid, but the most important point in designing these tools and multimedia is not to use them. It is a suitable educational approach along with efficient educational design. One of the appropriate educational models and approaches for this purpose is the model of constructivism. This model is based on an issue, question or project as the focus and support and mental systems. The student's goal is to interpret the problem or solve the problem or complete the project. In order to reflect on action, students must imitate the performance that has been modeled for them, and teachers must re-demonstrate student performance so that students engage in action-reflecting. Modeling strategies focus on how experts work. In addition, for project-based training, there are three practice-based, position-based, and project-based models. In this study, after designing a multimedia software with a project-oriented constructivist (PBL) approach. , Which generally uses two models of practice-based and project-based learning, finally, the extent of the impact of multimedia with a project-based approach on learning memory learning of tenth grade students in the field of computer science in Birjand city has been investigated Mathods: The study design is quasi-experimental. The statistical population of this study consists of all second grade boy students of technical and vocational schools in Birjand. The sample was divided into experimental and control groups, which 25 participants in each. The experimental and control groups were trained with multimedia and traditional methods, respectively. Students' academic achievement was measured by teacher-made tests (pretests and the posttests) and their reliabilities were estimated using Cronbach's alpha estimated to be %77. Data were analyzed through inferential statistics (Analysis of variance with repeated measures and Covariance). Findings: The results indicated that the impact of project-based multimedia training on students' learning-retention had more positive effect (68.5% in comparison to the traditional method. Conclusion: The present study shows that computer-based Constructivism with project-based approach affects both low level of learning (knowledge, understanding and use)  and high level of learning ( analysis, evaluation, and creation) and retention among students in vocational and technical schools.   ===================================================================================== COPYRIGHTS  ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.  ====================================================================================

On the effects of the fix geometric constraint in 2D profiles on the reusability of parametric 3D CAD models

[EN] In order to be reusable, history-based feature-based parametric CAD models must reliably allow for modifications while maintaining their original design intent. In this paper, we demonstrate that relations that fix the location of geometric entities relative to the reference system produce inflexible profiles that reduce model reusability. We present the results of an experiment where novice students and expert CAD users performed a series of modifications in different versions of the same 2D profile, each defined with an increasingly higher number of fix geometric constraints. Results show that the amount of fix constraints in a 2D profile correlates with the time required to complete reusability tasks, i.e., the higher the number of fix constraints in a 2D profile, the less flexible and adaptable the profile becomes to changes. In addition, a pilot software tool to automatically track this type of constraints was developed and tested. Results suggest that the detection of fix constraint overuse may result in a new metric to assess poor quality models with low reusability. The tool provides immediate feedback for preventing high semantic level quality errors, and assistance to CAD users. Finally, suggestions are introduced on how to convert fix constraints in 2D profiles into a negative metric of 3D model quality.The authors would like to thank Raquel Plumed for her support in the statistical analysis. This work has been partially funded by Grant UJI-A02017-15 (Universitat Jaume I) and DPI201784526-R (MINECO/AEI/FEDER, UE), project CAL-MBE. The authors also wish to thank the editor and reviewers for their valuable comments and suggestions that helped us improve the quality of the paper.González-Lluch, C.; Company, P.; Contero, M.; Pérez Lopez, DC.; Camba, JD. (2019). On the effects of the fix geometric constraint in 2D profiles on the reusability of parametric 3D CAD models. 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Journal of Computing and Information Science in Engineering, 15(3), 031002. https://doi.org/10.1115/1.4029801 .Buckley, J., Seery, N., & Canty, D. (2017). Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-017-9423-2 .Camba, J. D., & Contero, M. (2015). Assessing the impact of geometric design intent annotations on parametric model alteration activities. Computers in Industry, 71, 35–45. https://doi.org/10.1016/j.compind.2015.03.006 .Camba, J. D., Contero, M., & Company, P. (2016). Parametric CAD modeling: An analysis of strategies for design reusability. Computer-Aided Design, 74, 18–31. https://doi.org/10.1016/j.cad.2016.01.003 .Camba, J. D., Contero, M., & Company, P. (2017). CAD reusability and the role of modeling information in the MBE context. Model-based enterprise summit 2017. 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(Colección Sapientia, Núm. 86). http://cad3dconsolidworks.uji.es .Contero, M., Company, P., Vila, C., & Aleixos, N. (2002). Product data quality and collaborative engineering. IEEE Computer Graphics Applications, 22(3), 32–42. https://doi.org/10.1109/MCG.2002.999786 .Dixon, B. M., & Dannenhoffer, J. F., III. (2014). Geometric sketch constraint solving with user feedback. Journal of Aerospace Information Systems, 11(5), 316–325. https://doi.org/10.2514/1.I010110 .Fudos, I., & Hoffmann, C. M. (1997). A graph-constructive approach to solving systems of geometric constraints. ACM Transactions on Graphics, 16(2), 179–216. https://doi.org/10.1145/248210.248223 .Ge, J. X., Chou, S. C., & Gao, X. S. (1999). Geometric constraint satisfaction using optimization methods. Computer-Aided Design, 31(14), 867–879. https://doi.org/10.1016/S0010-4485(99)00074-3 .González-Lluch, C., Company, P., Contero, M., Camba, J. D., & Colom, J. (2017a). 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Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise