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This paper presents the “Multi-Role Project” method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously. [ABSTRACT FROM PUBLISHER]

Medical imaging systems (MIS) constitute an important emergent subdiscipline of engineering studies. In the context of electrical and electronics engineering (EEE) education, MIS courses cover physics, instrumentation, data acquisition, image formation, modeling, and quality assessment of various modalities. Many well-structured MIS courses are available for EEE curricula, providing introduction to all modern diagnostic imaging systems. However, in these courses the laboratory component is limited to image formation and analysis. This paper proposes a wide range of experiments that incorporate various disciplines of EEE education into MIS courses. These experiments are designed to integrate knowledge that students have acquired previously from key EEE courses (such as circuit theory, differential equations, wave theory, energy conversion, control theory, and signal processing) into their new MIS knowledge. The proposed laboratory was adapted to a senior-year MIS class in the EEE Department of Dokuz Eylül University, Turkey. This paper presents the application of these new laboratory experiments, along with the assessment results. [ABSTRACT FROM PUBLISHER]

This paper describes a knowledge-based strategy for recommending educational resources—worked problems, exercises, quiz questions, and lecture notes—to learners in the first two courses in the introductory sequence of a computer science major (CS1 and CS2). The goal of the recommendation strategy is to provide support for personalized access to the resources that exist in open educational repositories. The strategy uses: 1) a description of the resources based on metadata standards enriched by ontology-based semantic indexing, and 2) contextual information about the user (her knowledge of that particular field of learning). The results of an experimental analysis of the strategy's performance are presented. These demonstrate that the proposed strategy offers a high level of personalization and can be adapted to the user. An application of the strategy to a repository of computer science open educational resources was well received by both educators and students and had promising effects on the student performance and dropout rates. [ABSTRACT FROM AUTHOR]

Blended learning has become an increasingly popular form of e-learning, and is particularly suitable to the process of transitioning towards e-learning from traditional forms of learning and teaching. This paper describes the use of the blended e-learning model, which is based on a mixture of collaborative learning, problem-based learning (PBL) and independent learning, in a course "Teaching Methods in Information Science," given at the University of Rijeka, Rijeka, Croatia. This model is realized as a combination of a face-to-face environment and online learning, using a proprietary learning management system (LMS) named adaptive hypermedia courseware (AHyCo). AHyCo is based on adaptive hypermedia and in addition to supporting learning and testing, introduces completely new constructivist and cognitivist elements to education. By supporting collaborative and project-oriented activities AHyCo promotes students' motivation for learning and establishes learning as an active and interactive process. This paper describes both the technology for, and the methodological approach to, course design and development which is aimed at supporting the evolution from traditional teaching to active learning, and raising interest in the topics of e-learning and Web courseware development among IT students. A survey conducted in the end of the course showed that students were satisfied with the pedagogical approach, and their academic achievements were also better than expected. Particularly important is that the dropout rate was greatly diminished, which could be related to students' satisfaction with the support they received from the instructor and the system. [ABSTRACT FROM AUTHOR]

In recent years, many universities have opened courses to increase students' knowledge in the field of nanotechnology. These have been shown to increase students' knowledge of nanotechnology, but beyond this, advanced and applied nanotechnology courses should also focus on learning motivation and scientific enquiry abilities to equip students to develop the deeper knowledge and skills required for scientific application. This paper addresses this challenge. Due to the abstract nature of many nanotechnology concepts and in order to move from abstract knowledge to hands-on learning, an inquiry-based learning approach was adopted. Among the diverse inquiry-based learning models proposed, the 5E mobile inquiry-based approach, including the steps of engagement, exploration, explanation, elaboration, and evaluation, was considered most effective to enhance learners' understanding of nanotechnology. To evaluate the effectiveness of this proposed approach, a pretest–posttest quasi-experimental design was adopted with a total of 32 university students. Two sections of Nanotechnology Engineering, a general education course, were randomly assigned as either the comparison group (18 students; receiving lecture-based instruction, and using mobile devices) or the experimental group (14 students; receiving 5E inquiry learning, and using mobile devices). Mobile devices were adopted to enhance learners' experience, provide immediate access to information online, and provide enhanced hands-on learning. The empirical results demonstrate that the experimental condition, 5E mobile inquiry learning, had a positive impact on participants' learning motivation and scientific inquiry abilities. [ABSTRACT FROM PUBLISHER]

This paper describes a controlled experiment concerning the use of a learning aid during the instructional procedure. The core issue of investigation is whether this instructional aid can augment the cognitive transfer of the learners by personalizing the offered knowledge. For this purpose, a controlled experiment was conducted with the participation of 79 undergraduate students. The taught domain was two lessons concerning human-computer interaction: the first in usability engineering and the second in interface evaluation methodologies. A test session was also conducted to collect data on the assessment of the augmentation of the students' knowledge on the domain. Descriptive and inferential statistics were applied to the collected data to test the research hypotheses. The results showed that with regard to the transfer of simple information, this "lesson sheet" does not provide any statistically significant advantage, yet for complex information, a significant statistically improved performance was observed for the student group that used the tool. Finally, concerns about the application of the tool and further research in the area are also presented. [ABSTRACT FROM AUTHOR]

Presents the table of contents for this issue of the publication. [ABSTRACT FROM PUBLISHER]

Editorial. Comments on the relationship of engineering education to the practice of engineering in nonacademic settings. Basis for preparing students to be practicing engineers in an industrial environment; Role of engineers in the development of new knowledge; Application of known knowledge to solve the problems of mankind.

Many curricula include separate classes in both digital signal processing (DSP) theory and very high-speed integtrated circuit hardware description language (VHDL) modeling; however, there are few opportunities given to students to combine these two skills into a working knowledge of DSP hardware design. A pedagogical framework has been developed whereby students can leverage their previous knowledge of DSP theory and VHDL hardware design techniques to design, simulate, synthesize, and test digital signal processing systems. The synthesized hardware is implemented on field-programmable gate arrays (FPGAs), which provide a fast and cost-effective way of prototyping hardware systems in a laboratory environment. This framework allows students to expand their previous knowledge into a more complete understanding of the entire design process from specification and simulation through synthesis and verification. Students are exposed to different aspects of signal processing design, including finite precision, parallel implementation, and implementation cost tradeoffs. [ABSTRACT FROM AUTHOR]