Sunday, November 15, 2009
M. S. Wald / 419 / Editorial
K. K. Tan and A. Ibrahim / 420 / Guest Editorial
N.-S. Chen, Kinshu and Y.-H. Wang / pp. 421-433 / Cyber Schooling Framework: Improving Mobility And Situated Learning
E-learning has enabled a variety of ways for teachers to give instruction and students to learn that were not possible in a traditional education environment. This paper describes the Cyber Schooling framework that enhances the familiar traditional school paradigm by identifying different modes in which technology is able to serve the learning process. The Cyber Schooling framework includes four elements: Cyber School, Cyber Classroom, Cyber Teacher Desk (teacher's WiFi laptop) and Cyber Student Desk (student's WiFi laptop). The paper describes the principle of the Cyber Schooling framework and provides case studies for various possible modes.
Keywords: international education; cyber schooling; mobile learning; educational administration; distance education; e-learning
R. Valdivia and M. Nussbaum / pp. 434-440 / Face-to-Face Collaborative Learning In Computer Science Classes
This study describes the application and effects of technological support for collaboration in a computer science course for engineering students. The technology in question is based on a wireless network of PDAs that implements a classroom dynamic to stimulate communication, discussion while arriving at agreement on questions put to students. The results obtained permit us to conclude that permanent use of Mobile Computer Supported Collaborative Learning (MCSCL) sessions improves the performance of students and their interest in the course. Furthermore, they demonstrated a greater ability to communicate both with their fellows and the professor, thus bettering their course results.
Keywords: face-to-face collaborative learning; assessment; computer science teaching
J. Hey, J. S. Sandhu, C. Newman, J.-S. Hsu, C. Daniels, E. Datta and A. M. Agogino / pp. 441-453 / Designing Mobile Digital Library Services For Pre-Engineering and Technology Literacy
The potential of new developments in mobile technology, with capabilities for anytime, anywhere wireless access, to affect preengineering education and technical literacy at the K-12 level remains poorly understood. Mobile access to digital libraries provides unique opportunities for leveraging valuable experiences outside of the classroom. This paper presents a user needs analysis of teachers, students and parents with regard to understanding the potential of such mobile digital library services to enhance science and technology learning in informal environments for students in U.S. grades 4-5 and middle school. To study this area we discuss a methodology at the intersection of design and research that borrows from qualitative research methods and traditional user-centered design, together with frameworks for translating qualitative data into concrete user needs. We present a summary of twelve need themes' that emerged from the analysis together with recommendations for how these themes inform the development of a mobile digital library infrastructure and its digital learning resources. The recommendations are illustrated on an informal learning scenario intended for a pre-engineering exercise using resources from the NEEDS engineering education digital library at http://www.needs.org/.
Keywords: mobile learning; engineering education; mobile devices; digital library; mobile library; K-12; informal learning; science education
R. Barchino, J. M. GutieÂrrez, S. OtoÂn and L. JimeÂnez / pp. 454-459 / Experiences In Applying Mobile Technologies In An E-learning Environment
The present paper introduces two computer science projects related to experiences in the use of mobile technologies in higher education and training, particularly in e-learning systems. The first project, called `Learning Messages Notification System', is a new communication tool that can be added to any learning management system. With this tool the students will receive educational messages in their mobile devices: phone or PDA. The second project is the `Mobile Assessment System', which can help us in the assessment process of the knowledge acquired by the student in a virtual environment.
Keywords: mobile technologies; PDA; learning management system; mobile assessment
F. Naya, M. Contero and N. Aleixos / pp. 460-467 / The Mobile Drawing Assistant
This paper presents a prototype system that combines novel kinds of hardware devices, such as wireless multimedia players and wireless projectors, with an intelligent sketch-based drawing application running on wireless Tablet-PCs. It provides a mobile assistant that can be used by a teacher to communicate graphic information to students in a very intuitive and friendly way, allowing the creation of exact geometric constructions using freehand drawings. Hardware requirements to support this application are described and a pilot experience where the prototype system was used is presented.
Keywords: freehand sketching; sketching recognition; wireless projection
S. A. Kazi / pp. 468-473 / MILE: Mobile Intelligent Learning Environment: A Conceptual Framework For mLearning
In recent years the fast growth of mobile technologies has opened up new opportunities in CAL (Computer Aided Learning)Ðmobile learning and mLearning. Although still in its infancy, mLearning is taking off very fast as it gives both teachers and learners the `true' freedom of space and time. It also provides a new way of interaction for teaching and learning. This paper reviews the state-of-the-art of mLearning technology, underlines the potential of mLearning, and discusses the appropriate use of mLearning. Finally, it introduces a Mobile Intelligent Learning Environment or MILE, a conceptual framework for an authentic mLeanrning situation, explains its system architecture and describes the various pedagogical features implemented in this framework.
Keywords: mobile learning; CAL; e-Learning; learning paradigms
R. Devon, S. G. BileÂn, A Gordon H. Nguyen and C. D. Cox / pp. 474-482 / Rapid And Flexible Graphical Communication For Conceptual Design
Professionals who work in conceptual design spaces have very different communication needs than those who work in design spaces for detail design. In the conceptual design stage, people, ideas and technologies are typically mobile, fluid and distributedÐeven when relatively co-located. While our approach is exploratory, we hope that this endeavour can help organize a new family of techniques and ideas in the engineering design community. Some key concepts that we deploy are conceptual design, informal graphics, rapid graphical communication and optimal ignorance in the graphical communication process. We will illustrate what we mean by describing a few new methods such as feature-based sketching and edited/annotated photos. We will also discuss preliminary trials using new mobile technologies, such as digital ink pens since 2004, and our research plans for student design teams using Tablet PCs.
Keywords: conceptual design; informal graphics; rapid graphical communication; optimal ignorance; feature-based representations; digital link
M. K. Markey, A. Holmes Jr., T. F. Edgara nd K. J. Schmidt / pp. 483-490 / Student-Driven Learning In Integrated Lecture-Lab Classroom Environments: The Role Of Mobile Computing
This paper presents a critical overview of our experiences in using mobile computing for supporting both faculty and students in integrated lecture±lab classroom environments. Three case studies describe how handhelds, laptop carts, tablet PCs, and student-owned laptops/tablets can enable adaptive, active, applied learning. We identify the remaining challenges to be overcome before the potential of mobile computing can be fully realized. Some of those challenges are specific to mobile computing; however, many others are broader problems in engineering education, such as the need for involvement beyond the primary instructors (e.g., technical staff) and modern classroom facilities.
Keywords: mobile computing; integrated classroom; technology literacy
A. Valera, M. Weiss, M. ValleÂs and J. L. DõÂez / pp. 491-498 / Control Of Mobile Robots Using Mobile Technologies
Nowadays, many educational and research objectives can be achieved through the use of configurable, small, low-cost mobile robot kits.
Using these systems, students must learn to work in teams and deal with topics such as real-world issues, integrated systems buildingand multidisciplinary information. This paper deals with mobile robot control. It presents a low cost laboratory experiment based on LEGO Mindstorms. In order to avoid the limitations of the original communication system, a new one is proposed. This system is based on Bluetooth and establishes communication between a host computer and/or mobile robots. With this environment a wide variety of robot activities can be developed due to its flexibility, power, and simplicity of use. The paper also presents examples of these activities related with robot control design, artificial vision, trajectories planning, etc.
Keywords: mobile robots; Bluetooth; LEGO
M. M. Inceoglu, B. Ciloglugil and K. Karabulut4 / pp. 499-501 / MOGRAPH: Mobile Graph Algorithms Library For Engineering Students
In this study, a mobile application called MOGRAPH, which has been developed for the teaching graphs, is presented. By usin MOGRAPH, students can draw and edit previously formed graphs, apply Depth First Search (DFS), Breadth First Search (BFS), Dijkstra's Shortest Path, Euler Path/Circuit, Hamilton Path/Circuit and Graph Coloring algorithms on the undirected (weighted or unweighted) graphs created by them and take a quiz to test their knowledge. Results show that at least 79% of the students have liked the educational features of the MOGRAPH package and have thought it would be beneficial for future use.
Keywords: mobile learning; graph algorithms; PDA
A. Kaw and M. Hess / pp. 508-516 / Comparing Effectiveness Of Instructional Delivery Modalities In An Engineering Course
The effectiveness of four instructional delivery modalities, (i) traditional lecture, (ii) Web-enhanced lecture, (iii) Web-based self-study and (iv) Web-based self-study and classroom discussion, was investigated for a single instructional unit (Non-linear Equations) over separate administrations of an undergraduate engineering course in Numerical Methods. Two assessment instrumentsÐstudent performance on a multiple-choice examination and a student satisfaction surveyÐwere used to gather relevant data to compare the delivery modalities. Statistical analysis of the assessment data indicates that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.
Keywords: assessment; distance learning; instructional modes; numerical methods; web-based resources
J. W. Wesner, C. H. Amon, M. W. Bigrigg ,E. Subrahmanian, A. W. Westerberg and K. Filipski / pp. 517-526 / Student Team Formation And Assignment In A AMulti-disciplinaryEngineering Design Projects Course: A Pair Of Suggested Best Practices
Over the 7 years in which Carnegie Mellon University's multi-disciplinary Engineering Design Projects course has been offered, the processes for forming the student teams and then associating the teams with client-sponsored projects have matured into what we believe are a pair of best practices. This paper describes our suggested best practices for team formation and associating teams with projects. Further sections describe the path we followed developing these processes and compare our processes with some benchmarks.
Keywords: Design Projects; Multi-discipline Teams; Student Teams
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!!! Thanks To My ISU Colleage / Dr. Jacob D. Schroeder / For The Original HeadsUp !!!
IJEE Special Issue > Mobile Technologies In Engineering Education > I I
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