Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 21st Sept 2021, 02:40:17pm CST

 
 
Session Overview
All times are on Guatemala time - CST = MDT (see above)

Session
Ses-8: Session VIII - Engineering Education and Personal Vision II
Time:
Friday, 02/Oct/2020:
1:00pm - 3:00pm

Session Chair: Johann M. Marquez-Barja, University of Antwerp & imec
Session Chair: Maria Mercedes Larrondo Petrie, LACCEI and Florida Atlantic University
Session Chair: Héctor R. Amado-Salvatierra, Universidad Galileo
Location: online videoconference inside of Zoom Conference System
ID to email/eventbrite space/Teams


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Presentations

Key Aspects for the Implementation of Virtual Mobility

Carlos Delgado Kloos, Carlos Alario-Hoyos

Universidad Carlos III de Madrid, Spain

MOOCs and SPOCs have been key elements in accelerating the digital transformation of many higher education institutions. The fact that higher education institutions can offer online courses, such as MOOCs or SPOCs, facilitates also the virtual mobility of students so that a student enrolled in one university can take online courses from other universities at the same time. Nevertheless, there are numerous aspects that should be considered when implementing a virtual mobility. These aspects affect several stakeholders besides students: teaching staff, teaching support services, IT services, library services, etc. This paper discusses nine of these key aspects: 1) course selection, 2) teaching, 3) lab, 4) office hours, 5) communication, 6) documentation, 7) exam, 8) transcripts, and 9) sport & leisure. For each of these nine aspects the who (students’ identity), the what (contents) and the how (tools) are analyzed, based on the experience gained in the European Virtual exchange (EVE) project, and proposing new improvements for these aspects.



Teaching Online in 2020: Experiments, Empathy, Discovery

Maxwell Bigman, John Mitchell

Stanford University, United States of America

The rapid shift to fully online university courses in response to the global pandemic led to widespread instructor-based experimentation on an unprecedented scale. We summarize the experience of a full term of instruction in Spring 2020 in a Computer Science department serving close to 2000 declared undergraduate majors and graduate students. Three themes emerge:

(1) there is extensive experimentation;

(2) tracking the progress and well-being of students takes center stage; and

(3) many instructors draw heavily on the toolbox assembled over the last decade of progress in online learning.

We summarize recommendations for university instructors and course designers based on our findings, as well as for others interested in how to best serve learners in the emergent era of online learning.



The Search for the MOOC Credit Hour

James J. Lohse, Filipe Altoe, Jasmine Jose, Andrew N. Nowotarski, Farrukh Rahman, Robert C. Tuck, David A. Joyner

Georgia Institute of Technology, United States of America

Over the past decade, MOOCs have risen to prominence in part because most do not carry heavy requirements regarding accreditation, scope, and evaluation. While this has allowed MOOCs to proliferate, it has led to difficulty under-standing what completing a particular MOOC means. Individual MOOCs can vary tremendously in their quantity of content, their depth of assessment, and their mechanisms to ensure academic integrity. In order for MOOC credentials to have value in academia and the workplace, however, there must be some trust in what a particular credential means about the learner. In this work, we perform a study to understand the variety of MOOCs available, then pro-pose a MOOC Content Matrix as a short, objective way to summarize what a particular MOOC entails and, in turn, what value its certificate gives.



Using MOOCs for Developing Skills of Enginners

Urvashi Kaushal

Sardar Vallabhbhai National Institute of Technology, India

In the last few decade workplace of engineers have become global and the employers expect them to acquire skills that will prepare them to meet the complex challenges of global workplaces. Many studies have pointed out that the gap between the expectations of the industry and academic preparation is widening due to the engineers’ lack of employability skills. Employability skills are important as they help an individual prepare and sustain in a job. But finding a suitable place and pedagogy for them in engineering curriculum has been a matter of debate in academia.

This paper is a work in progress model proposed in an institute in India. It proposes to include MOOCs in the curriculum with the aim to inculcate the skillsets required in the 21st century engineers. It argues that the inclusion of MOOCs will provide many benefits for the engineering graduates, teachers and recruiters from the industry.



Introducing knowledge based augmented reality environment in engineering learning – a comparative study

Venkatesh Chennam Vijay, Melvyn Lees, Edlira Vakaj Kalemi

Birmingham City University, United Kingdom

The technology advancement has changed distance learning teaching and learning approaches, for example, virtual laboratories are increasingly used to deliver engineering courses. These advancements enhance the distance learners practical experience of engineering courses. While most of these efforts’ emphasis the importance of the technology, few have sought to understand the techniques for capturing, modelling and automating the on-campus laboratory tutors’ knowledge. The lack of automation of tutors’ knowledge has also affected the practical learning outcomes of engineering distance learners. Hence, there is a need to explore further on how to integrate the tutor's knowledge, which is necessary for imparting and assessing practical skills through current technological advances in distance learning. In this study, we propose a Knowledge Based Educational (KBEd) framework that facilitates the capturing, modelling and automating on-campus tutors’ knowledge and introduces it to wearable technology. Our study investigates the benefits of using artificial intelligent (AI) and augmented reality (AR) environment in teaching and assessing engineering practical skills. Further the study determined the usefulness of the proposed system by evaluating through first year engineering undergraduate students with no prior experience of welding from Birmingham City University. The results of the evaluation indicate that students who trained with the AI through proposed KBEd system successfully gained the practical skills equivalent to those in the real laboratory environment who trained with the on-campus tutor.



 
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