Interactive Collaborative Learning

Proceedings of the 19th ICL Conference - Volume 1
 
 
Springer (Verlag)
  • erschienen am 7. Januar 2017
  • |
  • XVI, 619 Seiten
 
E-Book | PDF mit Wasserzeichen-DRM | Systemvoraussetzungen
978-3-319-50337-0 (ISBN)
 

This book presents the proceedings of the 19th International Conference on Interactive Collaborative Learning, held 21-23 September 2016 at Clayton Hotel in Belfast, UK.

We are currently witnessing a significant transformation in the development of education. The impact of globalisation on all areas of human life, the exponential acceleration of developments in both technology and the global markets, and the growing need for flexibility and agility are essential and challenging elements of this process that have to be addressed in general, but especially in the context of engineering education. To face these topical and very real challenges, higher education is called upon to find innovative responses.

Since being founded in 1998, this conference has consistently been devoted to finding new approaches to learning, with a focus on collaborative learning. Today the ICL conferences have established themselves as a vital forum for the exchange of information on key trends and findings, and of practical lessons learned while developing and testing elements of new technologies and pedagogies in learning.

1st ed. 2017
  • Englisch
  • Cham
  • |
  • Schweiz
Springer International Publishing
  • 167
  • |
  • 167 s/w Abbildungen
  • |
  • 167 schwarz-weiße Abbildungen, Bibliographie
  • 48,71 MB
978-3-319-50337-0 (9783319503370)
10.1007/978-3-319-50337-0
weitere Ausgaben werden ermittelt
  • Intro
  • Preface
  • ICL2016
  • Committees
  • General Chair
  • ICL2016 Chair
  • International Chairs
  • Program Co-chairs
  • Technical Program Chair
  • IEEE Liaison
  • Workshop and Tutorial Chair
  • Special Session Chair
  • Demonstration and Poster Chair
  • Awards Chair
  • Publication Chair
  • Senior PC Members
  • Program Committee
  • Contents
  • Collaborative Learning
  • Continuous Research and Development Partnership in Engineering Education
  • Abstract
  • 1 Introduction
  • 2 Completed Sparkling Science Projects Between TU Wien and Austrian HTLs
  • 2.1 Sparkling Science Project BLUME
  • 2.2 Sparkling Science Project PDM-UP
  • 3 Key Factors for Successful Research and Development Partnership
  • 3.1 TU View
  • 3.2 HTL View
  • 4 Current Project "Systems Engineering"
  • 5 Survey About Research and Development Partnership
  • 5.1 Research Question
  • 5.2 Survey Groups
  • 5.3 Survey Questionnaire
  • 5.4 Survey Results
  • 5.5 Interpretation
  • 6 Conclusion and Outlook
  • Acknowledgment
  • References
  • Digital Educational Mind Maps: A Computer Supported Collaborative Learning Practice on Marketing Master Program
  • Abstract
  • 1 Introduction
  • 2 The Core of Mind Mapping Approach
  • 3 CSCL Through the Mind Mapping
  • 4 CSCL Mind Mapping in "Marketing" Master Program
  • 4.1 Instructional Design
  • 4.2 Course Software Environment
  • 4.3 Mind Mapping Approach Implementation
  • 4.4 Evaluation
  • 5 The Monitoring of Mind Mapping Approach Adoption
  • 5.1 Toos and Methods
  • 5.2 Data Collection
  • 6 Results and Discussion
  • 7 Recommendations
  • 8 Future Work and Conclusion
  • Acknowledgements
  • References
  • Applying a Collaborative Learning Technique in PhD Student Groups with Multinational Structure During Foreign Language Studying in Technical University
  • Abstract
  • 1 Introduction
  • 2 Review
  • 3 The Study
  • 3.1 Objectives
  • 3.2 Methods
  • 3.3 Participants
  • 4 Data Collection
  • 4.1 The Interpersonal Diagnosis of Personality (T. Leary)
  • 4.2 The Collective Psychological Atmosphere Assessment (A.F. Fidler)
  • 4.3 Evaluation of Reading and Writing Skills
  • 4.4 Evaluation of Listening and Speaking Skills
  • 5 Data Interpretation
  • 5.1 The Interpersonal Diagnosis of Personality (T. Leary)
  • 5.2 The Collective Psychological Atmosphere Assessment (A.F. Fidler)
  • 5.3 Evaluation of Reading and Writing Skills
  • 5.4 Evaluation of Listening and Speaking Skills
  • 6 Results
  • 7 Conclusion
  • References
  • Problem-Based Learning Approach to Teach Printed Circuit Boards Test
  • Abstract
  • 1 Introduction
  • 2 Printed Circuits Boards Manufacturing and Test
  • 3 Embedded System Engineer Students @ Polytech Montpellier
  • 4 Problem Based Learning Approach
  • 4.1 Choice of the Teaching Approach
  • 4.2 Educational Approach Organization
  • 4.3 Teacher' S Role
  • 4.4 Course Progress
  • 5 Educational Approach Outcomes
  • 5.1 Analysis of Students' Skill Evaluation
  • 5.2 Analysis of the Students' Learning Self-evaluation
  • 6 Statement and Improvements
  • 6.1 Statement
  • 6.2 Improvements
  • 7 Conclusion
  • Acknowledgment
  • References
  • Fostering Math Competencies Through Online Collaborative Editing Tools
  • 1 Introduction
  • 2 Course Context
  • 3 Activity Proposed
  • 4 Discussion
  • 5 Conclusion
  • References
  • Developing Electrical Engineering Course in an Active Cooperative Learning (ACL) Platform
  • Abstract
  • 1 Introduction
  • 2 Active Collaborative Learning
  • 2.1 Team Formation
  • 2.2 Team Management
  • 2.3 Team Assessment
  • 3 "Introduction to EE" in Reputable Universities
  • 4 Course Design
  • 4.1 Introducing the Different EE Fields: Energy, Control, Electronics,.
  • 4.2 Project I: Team Research
  • 4.3 Robotics
  • 4.4 Programing with Matlab
  • 5 Conclusion
  • Acknowledgment
  • References
  • Faculty Perceptions on Publishing Research
  • Abstract
  • 1 Introduction
  • 2 Literature Review
  • 2.1 The Changing Face of Scholarly Component
  • 2.2 Maintaining the Integrity of the Specifications
  • 3 Open Access Publishing
  • 4 Predatory Publishing
  • 5 For Profit Schools
  • 6 Problem Statement
  • 7 Research Methodology
  • 8 Summary of Data
  • 9 Limitations to the Study
  • 10 Future Research and Conclusion
  • References
  • Criteria for Selection of a Web 2.0 Tool for Process Modeling Education
  • Abstract
  • 1 Introduction
  • 2 Background
  • 3 Research Methodology
  • 3.1 Domain Related Criteria
  • 3.2 General Criteria
  • 4 Research Results
  • 5 Conclusion and Future Work
  • Acknowledgments
  • References
  • Collaboration Tools for Virtual Teams in Terms of the SECI Model
  • Abstract
  • 1 Introduction
  • 2 Virtual Team
  • 3 Team Structure and Its Impacts
  • 3.1 Geographical Dispersion
  • 3.2 ICT Infrastructure
  • 3.3 Style of Communication
  • 3.4 Motivation and Leadership
  • 4 Virtual Collaboration and the SECI Model
  • 4.1 Explicit and Tacit Knowledge
  • 4.2 Transferring Knowledge
  • 4.3 The SECI Model
  • 5 Conclusions
  • Acknowledgements
  • References
  • Team-Based Projects and Peer Assessment. IT Works!
  • 1 Introduction
  • 2 Peer Assessment and Team-Based Learning
  • 3 Course Activities Overview
  • 4 Results
  • 4.1 Peer Review Between Teams
  • 4.2 Team Peer Review and Peer Assessment
  • 5 Conclusion
  • References
  • Role of the Online Tutor in Establishing Social Presence in Asynchronous Text-Based Collaborative Learning Environments
  • Abstract
  • 1 Introduction
  • 2 Related Research
  • 2.1 Social Presence
  • 2.2 Online Tutoring
  • 3 Empirical Study
  • 3.1 Affordances
  • 3.2 Context
  • 3.3 Method
  • 4 Results
  • 4.1 Course LMS and the Feeling of Social Presence
  • 4.2 Online Tutor Promoting the Feeling of Social Presence
  • 4.3 Teaching Presence
  • 5 Discussion
  • 6 Implications
  • 7 Concluding Remarks and Future Research
  • Acknowledgements
  • References
  • 3D Real-Time Collaborative Environment to Learn Teamwork and Non-technical Skills in the Operating Room
  • 1 Introduction
  • 1.1 Awareness of Healthcare Quality
  • 1.2 3D Virtual Operating Room
  • 2 Purpose and Goal
  • 3 State of the Art
  • 3.1 Virtual Environments for Learning
  • 3.2 Multiple Users in Real Time
  • 3.3 Educational Design in a Virtual Environment
  • 4 A Model to Design Collaborative Educational Objectives Including Communication and Action
  • 4.1 Different Kinds of Objectives
  • 5 Experiment
  • 5.1 Context
  • 5.2 Experimental Protocol
  • 5.3 Two Training Situations
  • 6 Results
  • 6.1 Step Objectives
  • 6.2 Educational Objectives
  • 7 Conclusion
  • References
  • Students' Motivations and Motivating Students in Study Islands
  • Abstract
  • 1 Introduction
  • 2 Dimensions of Study Island
  • 3 Goals and Potential
  • 4 Approach
  • 5 Outcomes and Lessons Learnt
  • 6 Summary
  • References
  • Using the System Usability Scale in a Classification Learning Environment
  • Abstract
  • 1 Introduction
  • 2 Background
  • 2.1 The System Usability Scale (SUS)
  • 2.2 SUS Scoring
  • 2.3 CIRCLE (Classification, Identification, and Retrieval-Based Collaborative Learning Environment)
  • 3 Methods: The First Survey
  • 4 Results: The Revisions
  • 5 Methods: The Second Survey
  • 6 Results: Measurable Improvement
  • 7 Discussion and Future Work
  • References
  • Student's Behavior in Virtual Environment
  • Abstract
  • 1 Introduction
  • 2 Related Work
  • 3 Data Source and Pre-processing
  • 4 Usage Analysis of Course Activities
  • 5 Conclusion
  • Acknowledgment
  • References
  • Learning Groups for MOOCs Lessons for Online Learning in Higher Education
  • Abstract
  • 1 Introduction
  • 2 Approaches and Methods
  • 2.1 Modules
  • 2.2 Learning Groups
  • 2.3 Student Support and Peer Feedback
  • 2.4 Differences in the MOOC
  • 2.5 Methods
  • 3 Findings and Discussions
  • 3.1 Course Organization
  • 3.2 Learning Groups and Activities
  • 3.3 Learning Group Motivation
  • 3.4 Learning Group Interactions
  • 3.5 Learning Group Peer Feedback and Assessment
  • 3.6 Learning Group Collaboration Tools
  • 4 Conclusion
  • Acknowledgment
  • References
  • Project-Based Learning
  • An Inclusive Musical Mechatronics Course
  • Abstract
  • 1 Introduction
  • 2 Background Context
  • 3 Why Project Based Learning?
  • 4 Music Inspiration
  • 5 Specific Learning Objectives
  • 6 Formative and Summative Assessment
  • 7 Managing Workload
  • 8 Extension Work
  • References
  • An Integrated Project for Freshmen Students in a Software Engineering Education
  • 1 Introduction
  • 2 General Background
  • 3 Project Description
  • 4 Results
  • 4.1 Method
  • 4.2 Scholar Results
  • 4.3 Survey Results
  • 5 Conclusion
  • References
  • Motivating Students with Bio-Fuel Student Engineering Competition Projects
  • Abstract
  • 1 Introduction
  • 2 Approach
  • 3 Use of Bio-Fuels in Transportation
  • 4 Development of the SAE Clean Snowmobile Challenge
  • 5 SAE Collegiate Design Series Challenges and Demographics
  • 6 Results
  • 7 Conclusions
  • Acknowledgment
  • References
  • Artistic Robot - An EPS@ISEP 2016 Project
  • Abstract
  • 1 Introduction
  • 2 State of the Art
  • 2.1 Related Products
  • 2.2 Comparison and Choices
  • 3 Proposed Solution
  • 3.1 Project Management
  • 3.2 Marketing
  • 3.3 Sustainability
  • 3.4 Ethics and Deontology
  • 3.5 GraphBot
  • 4 Discussion
  • 5 Tests and Results
  • 6 Conclusion
  • Acknowledgement
  • References
  • Didactic Robotic Fish - An EPS@ISEP 2016 Project
  • Abstract
  • 1 Introduction
  • 2 State of the Art
  • 2.1 Existing Products
  • 3 Project Supportive Modules
  • 3.1 Project Management
  • 3.2 Marketing
  • 3.3 Eco-Efficiency and Sustainability
  • 3.4 Ethical and Deontological Concerns
  • 4 Design Architecture
  • 4.1 Locomotion Mode
  • 4.2 Body
  • 4.3 Mechanics and Control
  • 4.4 Caudal Fin
  • 5 Programming
  • 5.1 Language
  • 5.2 Coding Architecture
  • 6 Final Prototype Testing
  • 7 Discussion
  • 8 Conclusions
  • Acknowledgment
  • Development of an Innovative Learning Environment for Engineering Education
  • Abstract
  • 1 Introduction
  • 2 Problem-Based-Learning
  • 3 Methodology
  • 3.1 Laboratory Re-design
  • 3.2 Development of a New Study Course
  • 4 Results and Discussion
  • 4.1 Survey Results of the Laboratory Re-design
  • 4.2 Observations of the Laboratory Re-design
  • 4.3 Development of a New Study Course
  • 5 Conclusion and Outlook
  • References
  • Active Pedagogy Project to Increase Bio-Industrial Process Skills
  • Abstract
  • 1 Introduction
  • 2 Methodology
  • 2.1 Padagogical Methodology
  • 2.2 Experimental Methodology
  • 2.2.1 Materials and methods
  • Materials
  • Methods
  • 3 Results
  • 3.1 Experimental Results
  • 3.2 Pedagogical Results
  • 4 Conclusion
  • References
  • Entrepreneurship Certification Concept for Higher Technical Colleges in Austria
  • Abstract
  • 1 Background
  • 2 Entrepreneurial Mind-Set
  • 3 Entrepreneurship Education at Austrian Technical Colleges
  • 4 Federal Working Group "Entrepreneurship for Engineers" for Higher Technical Colleges in Austria
  • 5 Certification Concept/Model "Entrepreneurship for Engineers" for Higher Technical Colleges in Austria
  • 6 Certification Criteria
  • 6.1 Certification Criteria for the School Management and Teachers
  • 6.2 Certification Criteria for the Entrepreneurship for Engineers Sponsor/Godparent
  • 6.3 Certification Criteria for Students
  • 7 Summary
  • Role of Project Based Learning in Education
  • Abstract
  • 1 Introduction: Education and Skills Landscape
  • 2 The Northern Ireland Policy Context
  • 3 Case Study: Young Enterprise Northern Ireland
  • 4 Conclusion
  • Engineering Pedagogy
  • Academic Readiness of Mature-Age Students
  • Abstract
  • 1 Introduction
  • 2 Conceptual Framework and Current Research
  • 3 Enhancing Academic Skills of Practical Teachers
  • 3.1 Qualitative Analysis of Graduate Attitudes: Methodology and Data
  • 3.2 Qualitative Analysis of Faculty Attitudes: Methodology and Data
  • 4 Conclusions
  • Acknowledgement
  • References
  • Who Owns the Teaching and Learning Environment?
  • Abstract
  • 1 Introduction
  • 1.1 Methodology
  • 2 The Teaching and Learning Environment
  • 2.1 Ownership of the STEM Crisis
  • 2.2 Ownership of Entry
  • 2.3 Ownership of Courses
  • 2.4 Ownership of the Teaching
  • 2.5 Ownership of Learning
  • 3 Summary
  • References
  • Application of the "Fishbone" Technology in the Organization of Independent Work of Students in Higher Mathematics
  • Abstract
  • 1 Introduction
  • 2 "Fishbone" Technology Application in Mathematics
  • 3 Data Analysis
  • 4 Conclusion
  • Acknowledgments
  • References
  • The Importance of Writing in Software Engineering Education
  • 1 Introduction
  • 2 Writing in General
  • 3 Writing Concerning Higher Education
  • 4 Domain-Specific Writing
  • 5 The Domain Software Engineering
  • 5.1 Writing in the Domain of Software Engineering
  • 5.2 Identification the Writing Areas in a Software Development Process
  • 6 Conclusion and Outlook
  • References
  • A Systematic Literature Review of the Application of the Jigsaw Technique in Engineering and Computing
  • Abstract
  • 1 Introduction
  • 2 Review Process
  • 2.1 Research Questions
  • 2.2 Search Strategy
  • 2.3 Search Process
  • 2.4 Selection of Studies
  • 3 Findings
  • 4 Conclusions and Future Work
  • References
  • Designing a Competency Framework for Graduate Levels in Computing Sciences: The Middle-East Context
  • Abstract
  • 1 Introduction
  • 2 A Collaborative Approach
  • 3 From Work and Job Analysis to Competency Frameworks Development
  • 4 A Functional Analysis Approach
  • 5 DACUM
  • 6 Benefit and Limit of Introducing Competency Framework Building Approaches in University Courses
  • 7 Building a Method Adapted to the Case of the Master of Sciences in Computing in Qatar University
  • 8 Conclusion: The Choice of the DACUM Approach
  • Acknowledgement
  • References
  • Analyzing Students' Knowledge Building Skills by Comparing Their Written Production to Syllabus
  • 1 Introduction
  • 2 Background
  • 2.1 Symmetric Similarity vs. Asymmetric Similarity
  • 2.2 Similarity Measures for Text Processing
  • 3 Methodology
  • 3.1 Asymmetric Coverage Hybrid Measure (ACHM)
  • 3.2 Alignment of Students' Texts vs. Syllabus Texts
  • 4 Results
  • 5 Discussion
  • 6 Conclusions
  • References
  • Advanced Training of Engineers in Research University: Traditions and Innovations
  • Abstract
  • 1 Introduction
  • 2 New Experience and Its Development
  • 3 Regional Innovations at the Federal Foundation as a Result of University Activity
  • 4 A New Format of Education Innovation
  • References
  • Quality of Study Programmes or Quality of Education
  • Abstract
  • 1 Introduction
  • 2 Terminology
  • 3 Discussion
  • 4 Justification
  • 5 Conclusions
  • References
  • Socio-Psychological Readiness for Academic Mobility of Engineering Students
  • Abstract
  • 1 Introduction
  • 2 Approach and Research Concept
  • 3 Pedagogical Conditions for the SPRAM Development
  • 4 Research Methodology
  • 5 Findings of the Study
  • 6 Discussion
  • 7 Conclusion
  • References
  • Educational Process at the Technical University Through the Eyes of Its Participants
  • Abstract
  • 1 Introduction
  • 2 Review
  • 3 The Study
  • 3.1 Objectives
  • 3.2 Methods
  • 3.3 Participants
  • 3.4 Data Acquisition
  • 4 Interpreting the Data
  • 4.1 The Pilot Study to Identify the Shortlist of the Personal and Professional Qualities of the Teachers
  • 4.2 Summary Results of the Ranking of Professional Qualities of an Effective Teacher at the Technical University
  • 4.3 Summary Ranking of Personal Qualities of an Effective Teacher at the Technical University
  • 4.4 Distribution of Teaching Time Among the Organizational Forms
  • 5 Results
  • 6 Conclusion
  • Acknowledgments
  • References
  • Learning Engineering Through Teams
  • Abstract
  • 1 Introduction
  • 2 Context
  • 3 Action Due
  • 4 A Case Study on Engineering Learning
  • 5 Summary and Possibilities for Further Research
  • Acknowledgment
  • References
  • Entrepreneurship in Engineering Education
  • Abstract
  • 1 Introduction
  • 2 Methodologies for Theories in Teaching
  • 2.1 Social Constructivist Learning Process
  • 2.2 Project Based Learning
  • 3 Curriculum Modules
  • 3.1 Personal Development
  • 3.2 Idea to Innovation
  • 3.3 Public Relations and Media
  • 3.4 Business Plan
  • 4 Curriculum Application
  • 5 Analysis of the Results
  • 6 Conclusion
  • References
  • Analysis of STEM Teaching - Most Common Strategies and Methods Enabling Deep Understanding and Interactive Learning Applied by Graduates of Technical Teacher Initial and Continuing Education Programs in Estonia
  • Abstract
  • 1 Introduction
  • 2 Technical Teacher Education at TUT
  • 3 Methodology and Results of the Research
  • 4 Discussion
  • 5 Conclusions
  • References
  • A Self-Reflection on the Importance of Project Activities in Engineering Education
  • 1 Introduction
  • 2 Mechanical Engineering Student
  • 2.1 Numeric Simulations and Structural Mechanics
  • 3 Final Year as an Automation Student
  • 3.1 Industrial Computing
  • 3.2 Industrial Robotics
  • 3.3 Master Thesis
  • 3.4 Tutor of Junior University (U. Jr)
  • 4 While Fellowship Researcher
  • 4.1 Network Management of Door Locks Project
  • 4.2 Instrumented Glove Project
  • 5 Conclusion
  • References
  • K-12 and Pre-university Programs
  • Model for Improving the Quality of Graduates and Job Applicants in European Labour Market
  • Abstract
  • 1 Introduction
  • 2 The Project Goals
  • 3 Methods and Material
  • 4 Current Status Report
  • 5 Research Results
  • 6 Conclusion
  • Acknowledgment
  • References
  • Ciberlandia: An Educational Robotics Program to Promote STEM Careers in Primary and Secondary Schools
  • Abstract
  • 1 Introduction
  • 2 Discussion of Related Work
  • 3 Objectives
  • 4 Methodology
  • 5 Academic Program Design
  • 5.1 Themes
  • 5.2 Educational Content - Adaptation to School Curriculum
  • 5.3 Telematics Training
  • 5.4 Workshops
  • 5.5 Preparation of Activities
  • 5.6 Meeting Event Between Schools
  • 5.7 Workshops Prior to the Final
  • 5.8 Ciberlandia Grand Final
  • 5.9 Administrative Management, Planning and Dissemination
  • 6 Results
  • 6.1 Impact
  • 6.2 Materials Generated
  • 7 Conclusions
  • Acknowledgments
  • References
  • Creating New Learning Environment to Foster Enrollment in Engineering Programs
  • Abstract
  • 1 Introduction
  • 2 Current K12 Education Status
  • 3 STEM Education
  • 4 Brazilian Education System
  • 5 STEM in the Country
  • 6 COPEC - Science and Education Research Council Research Team
  • 7 The Project
  • 8 Teachers
  • 9 Some Details
  • 10 Conclusions
  • Acknowledgment
  • References
  • T-Learning: Proposal of an Innovative Pedagogical Approach on the Basis of Theatrical Techniques and Competition Spirit for Technical Modules Teaching
  • Abstract
  • 1 Introduction
  • 2 Problematic and State of the Art
  • 2.1 Summary Table
  • 3 Our Approach
  • 4 Validations
  • 4.1 First Group
  • 4.2 Second Group
  • 4.3 Third Group
  • 5 To Go a Little Further!
  • 6 Conclusions and Perspectives
  • References
  • Can MOOCs Support Secondary Education in Computer Science?
  • Abstract
  • 1 Introduction
  • 2 Purpose and Goal
  • 3 Literature Review
  • 4 Approach
  • 5 Collaborative Learning in MOOCs
  • 6 Outcomes
  • 6.1 Current Situation of Computer Science in Secondary Education
  • 6.2 Pupils' Experiences with MOOCs
  • 6.3 Teachers' and School Administrators' Point of View
  • 6.4 Teachers' Requirements for Using MOOCs in Schools
  • 6.5 Useful Scenarios for MOOCs in Secondary Education
  • 7 Discussion and Future Work
  • 8 Conclusions and Recommendations
  • References
  • Professional and General Education - Curricular Bridges Building
  • Abstract
  • 1 Introduction
  • 2 Approach and Methodology
  • 3 Detected Outcomes
  • 4 Conclusions
  • Acknowledgment
  • References
  • The Effect of Switching the Order of Experimental Teaching in the Study of Simple Gravity Pendulum - A Study with Junior High-School Learners
  • Abstract
  • 1 Introduction
  • 2 Rationale of the Present Study
  • 3 The Research
  • 3.1 Research Question - The Sample
  • 3.2 The Research Tools
  • 3.3 The Purpose of the Research
  • 3.4 Research Stages
  • 4 Results
  • 4.1 Method of Processing the Experimental Data
  • 4.2 Statistical Analysis - Data Analysis
  • 4.3 Discussion of the Results
  • 5 Conclusions/Recommendations/Summary
  • References
  • Model of Network Interaction for Involvement of Children and Youth into Scientific and Engineering Creativity (Through the Example of Tomsk Regional Children Non-Governmental Organization "Hobbycenter" Practice)
  • Abstract
  • 1 Introduction
  • 2 Model of Network Interaction for Involvement of Children and Youth into Scientific and Engineering Creativity
  • 3 Realisation of the Model of Network Interaction for Involvement of Children and Youth into Scientific and Engineering Creativity in Tomsk Regional Children Non-Governmental Organization "Hobby-Center" Practice
  • 4 Replication of the Model in Other Regions
  • 5 Conclusion
  • References
  • Learning Culture, Diversity and Ethics
  • Technical Student Electronic Cheating on Examination
  • Abstract
  • 1 Introduction
  • 2 Conceptual Framework + Current Research
  • 3 Research Target, Questions, Methods, Research Sample
  • 4 Results and Discussion
  • 5 Conclusions
  • Acknowledgement
  • References
  • Work in Progress: A Culturally Specific System to Improve Student Academic Integrity
  • Abstract
  • 1 Introduction
  • 2 Creation
  • 3 Design and Content
  • 4 Deployment
  • 5 Challenges
  • 6 Future Work
  • References
  • International Comparison of Media Usage Among University Students
  • Abstract
  • 1 Introduction
  • 2 Research Methodology
  • 3 Results and Discussions
  • 3.1 Frequency of Usage of Social Networks Related Applications
  • 3.2 Frequency of Printed vs Electronic Media Usage
  • 3.3 Frequency of University-Internal vs External Media
  • 3.4 Frequency of e-Learning Application Usage
  • References
  • Lifelong Learning and Academic-Industry Partnerships
  • Collaboration Among Educational Institutes, Industries and Citizens in a Local Community for Realizing Enhanced Science Literacy Through Successful Science Events
  • Abstract
  • 1 Introduction
  • 2 Youngster's Science Festivals in Japan
  • 3 Youngster's Science Festival in Chitose
  • 3.1 The History of the Science Festival in Chitose
  • 3.2 Unique Aspects of the Science Festival in Chitose
  • 4 Obtainable Advantages
  • 4.1 Responses from the Audiences
  • 4.2 Advantageous Effect Obtainable from Collaborations
  • 5 Summary
  • References
  • Public Investment on Education in Sardinia - The "Tutti a Iscol@" Project
  • Abstract
  • 1 Introduction
  • 2 Main Objectives
  • 3 Method
  • 4 Pedagogical Aspects
  • 5 Procedures Followed and First Results
  • 6 Monitoring
  • 7 Conclusions and Future Work
  • Acknowledgment
  • References
  • Structural Development of Substance in Engineering Education: Method of Cornerstones
  • Abstract
  • 1 Introduction
  • 2 Method of Cornerstones
  • 2.1 Background
  • 2.2 Implementation of Cornerstones on Engineering Education
  • 2.3 Clarification of Immediate Engineering Skills
  • 2.4 Promoting Higher Learning and Long-Term Engineering Skills
  • 3 Coherent and Interconnected Structure in Engineering Education
  • 4 Discussion
  • 5 Conclusions
  • References
  • SLA as a Vital Part of Continuous Professional Development Among Academics
  • Abstract
  • 1 Introduction
  • 2 Literature Review
  • 2.1 Adult Learning
  • 2.2 Continuous Professional Development
  • 2.3 Lifelong Learning
  • 3 Metacognition
  • 4 Methodology
  • 5 Results
  • 6 Conclusion
  • Acknowledgements
  • References
  • Innovations in Enterprise Informatics Subjects
  • Abstract
  • 1 Introduction
  • 2 Innovations in the Group of Enterprise Informatics Subjects
  • 2.1 Employers' Requirements on Graduates
  • 2.2 Innovative Contents in Single Subjects
  • 2.3 E-Learning Support to the Subjects
  • 2.4 Expert Evaluation of Subjects
  • 3 The Success Rate in the Subject Versus the Visit Rate to the Course
  • 4 Summary of Results, Discussions and Conclusions
  • Acknowledgment
  • References
  • Contribution Studies of Engineering Alumni on the Quality of the End of Project Studies of the Following Promotions
  • Abstract
  • 1 Introduction
  • 2 Problematic and State of the Art
  • 3 Our Approach
  • 4 Validations
  • 4.1 The First Talk
  • 4.2 The Third Talk
  • 4.3 The Fourth Talk
  • 5 Evaluations
  • 6 Conclusions and Perspectives
  • References
  • Participatory Development of a Bachelor's Degree Program in Industrial Engineering for Non-traditional Students
  • Abstract
  • 1 Introduction
  • 2 Approach
  • 3 Results
  • 3.1 Requirements Analysis
  • 3.2 Skills and Competencies
  • 3.3 Curriculum
  • 3.4 Instructional Design
  • 4 Conclusion
  • Acknowledgments
  • References
  • The Impact of Academic Staff Development on the University Internationalization
  • Abstract
  • 1 Introduction
  • 2 Academic Staff Development at Tomsk Polytechnic University: Internationalization Focus
  • 3 Language Training
  • 3.1 Language Training Development
  • 3.2 Principles and Structure of Language Training
  • 3.3 Validation of Training Results
  • 3.4 Results
  • 4 Conclusions
  • References
  • Author Index

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Das Dateiformat PDF zeigt auf jeder Hardware eine Buchseite stets identisch an. Daher ist eine PDF auch für ein komplexes Layout geeignet, wie es bei Lehr- und Fachbüchern verwendet wird (Bilder, Tabellen, Spalten, Fußnoten). Bei kleinen Displays von E-Readern oder Smartphones sind PDF leider eher nervig, weil zu viel Scrollen notwendig ist. Mit Wasserzeichen-DRM wird hier ein "weicher" Kopierschutz verwendet. Daher ist technisch zwar alles möglich - sogar eine unzulässige Weitergabe. Aber an sichtbaren und unsichtbaren Stellen wird der Käufer des E-Books als Wasserzeichen hinterlegt, sodass im Falle eines Missbrauchs die Spur zurückverfolgt werden kann.

Weitere Informationen finden Sie in unserer E-Book Hilfe.


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