Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 2 3031261895, 9783031261893

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Lecture Notes in Networks and Systems 634

Michael E. Auer Wolfgang Pachatz Tiia Rüütmann   Editors

Learning in the Age of Digital and Green Transition Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 2

Lecture Notes in Networks and Systems

634

Series Editor Janusz Kacprzyk, Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland

Advisory Editors Fernando Gomide, Department of Computer Engineering and Automation—DCA, School of Electrical and Computer Engineering—FEEC, University of Campinas—UNICAMP, São Paulo, Brazil Okyay Kaynak, Department of Electrical and Electronic Engineering, Bogazici University, Istanbul, Turkey Derong Liu, Department of Electrical and Computer Engineering, University of Illinois at Chicago, Chicago, USA Institute of Automation, Chinese Academy of Sciences, Beijing, China Witold Pedrycz, Department of Electrical and Computer Engineering, University of Alberta, Alberta, Canada Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Marios M. Polycarpou, Department of Electrical and Computer Engineering, KIOS Research Center for Intelligent Systems and Networks, University of Cyprus, Nicosia, Cyprus Imre J. Rudas, Óbuda University, Budapest, Hungary Jun Wang, Department of Computer Science, City University of Hong Kong, Kowloon, Hong Kong

The series “Lecture Notes in Networks and Systems” publishes the latest developments in Networks and Systems—quickly, informally and with high quality. Original research reported in proceedings and post-proceedings represents the core of LNNS. Volumes published in LNNS embrace all aspects and subfields of, as well as new challenges in, Networks and Systems. The series contains proceedings and edited volumes in systems and networks, spanning the areas of Cyber-Physical Systems, Autonomous Systems, Sensor Networks, Control Systems, Energy Systems, Automotive Systems, Biological Systems, Vehicular Networking and Connected Vehicles, Aerospace Systems, Automation, Manufacturing, Smart Grids, Nonlinear Systems, Power Systems, Robotics, Social Systems, Economic Systems and other. Of particular value to both the contributors and the readership are the short publication timeframe and the world-wide distribution and exposure which enable both a wide and rapid dissemination of research output. The series covers the theory, applications, and perspectives on the state of the art and future developments relevant to systems and networks, decision making, control, complex processes and related areas, as embedded in the fields of interdisciplinary and applied sciences, engineering, computer science, physics, economics, social, and life sciences, as well as the paradigms and methodologies behind them. Indexed by SCOPUS, INSPEC, WTI Frankfurt eG, zbMATH, SCImago. All books published in the series are submitted for consideration in Web of Science. For proposals from Asia please contact Aninda Bose ([email protected]).

Michael E. Auer · Wolfgang Pachatz · Tiia Rüütmann Editors

Learning in the Age of Digital and Green Transition Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 2

Editors Michael E. Auer CTI Global Frankfurt/Main, Germany

Wolfgang Pachatz Federal Ministry of Education, Science and Research Vienna, Austria

Tiia Rüütmann Tallinn University of Technology Tallinn, Estonia

ISSN 2367-3370 ISSN 2367-3389 (electronic) Lecture Notes in Networks and Systems ISBN 978-3-031-26189-3 ISBN 978-3-031-26190-9 (eBook) https://doi.org/10.1007/978-3-031-26190-9 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Preface

ICL2022 was the 25th edition of the International Conference on Interactive Collaborative Learning and the 51st edition of the IGIP International Conference on Engineering Pedagogy. This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy. ICL2022 has taken place in Vienna, Austria, during September 27–30, 2022, and was supported by TU Vienna and the University of Applied Sciences Technikum Vienna. This year’s theme of the conference was “Learning in the Age of Digital and Green Transition”. Again, outstanding scientists from around the world accepted the invitation: Guest of Honor • Hans Juergen Hoyer, Secretary General of the International Federation of Engineering Education Societies (IFEES) and the Global Engineering Deans Council (GEDC) Special Invited Guests • • • •

Jenna Carpenter, President American Society of Engineering Education - ASEE David Guralnick, President International E-Learning Association - IELA Dominik May, President International Association of Online Engineering - IAOE Edmundo Tovar, President IEEE Education Society

Keynotes Stephanie Farrell President International Federation of Engineering Education Societies – IFEES

Michael Fors Executive Leader, Corporate Division and Business Unit Development, Boeing Airplane Company

Xavier Fouger Senior Director, Global Academia Programs, Dassault Systèmes

Paul Gilbert CEO Quanser Canada

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Sabine Herlitschka CEO Infineon Technologies Austria AG

Tarmo Soomere Tallinn University of Technology, President of the Estonian Academy of Sciences

Araceli Venegas-Gomez CEO of QURECA, European Industry Group on Skills and Education for Quantum Computing The following very interesting workshops have been held: The IEECP: A 180º Turnaround Towards Innovative STEAM Education Uriel Ruben Cukierman1 , Eduardo Vendrell Vidal2 1 Universidad Tecnológica Nacional, Argentina; 2 Universitat Politècnica de València, Spain Augmented Reality in Business – Incorporating Innovative, Immersive Pedagogies to Engage 21st Century Learners Matt Glowatz, University College Dublin, Ireland Publish or Perish: Scientific Writing for a Top Journal Matthias Gottlieb, Matthias Utesch, TU Munich, Germany Peace Engineering (PENG) for a Sustainable Planet by 2030 Ramiro Jordan, University of New Mexico - ISTEC, USA OnLabEdu – Online Laboratories for School Education in Austria Christian Kreiter, Ingrid Krumphals, Thomas Klinger, Ruwan Perera, Thomas Steinmetz, FH Kaernten, Austria Hybrid Teaching and Learning in Mathematics and Physics: Technical Equipment, Use Cases, and Opportunities for the Future of Education Gerd Christian Krizek, FH Technikum Wien, Austria Implementing Scalable, Accessible, and Engaging Student Learning Experiences Peter Martin, Director of R&D, Quanser, Canada IAOE Special Topic Workshop: Overcoming Instructional Boundaries Through Online Laboratories in Engineering Education Dominik May, María Isabel Pozzo, Alexander A. Kist, Gustavo R. Alves, Igor M. Verner, Kristian Skytt, IAOE Vienna, Austria Programmatic Accreditation in the STEM Disciplines and the Assessment of Student Learning & Outcomes Michael Milligan, Executive Director, Chief Executive Officer ABET, USA Workshop on Learning Objectives in Laboratories for Industry 4.0 Tobias R. Ortelt, Claudius Terkowsky, Konrad Boettcher, TU Dortmund University, Germany A Game-Based Approach to Teaching Calculus: Implications of the Research for STEM Courses

Preface

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Andre Thomas, Texas A&M University, Department of Visualization, USA The Future Engineering Classroom: Introducing New Types Of Learning, Executive Function Processes, and the Effective Use of Practical Strategies Genny Villa, Université de Montréal, Canada We would like to thank the organizers of the following Special Sessions: • Games in Engineering Education (GinEE) Chairs Andre Thomas, Department of Visualization, Texas A&M University, United States of America Matthias C. Utesch, Technical University of Munich, Germany • Entrepreneurship in Engineering Education 2020 (EiEE’20) Chairs Jürgen Jantschgi, Higher College for Engineering Wolfsberg, Austria Stefan Vorbach, University of Technology Graz Thomas Wala, FH Technikum Wien, Austria • DIGITALIZATION Trends in MASTER and DOCTORAL Research Chairs Doru Ursutiu, “Transilvania” University of Brasov, Romania Cornel Samoila, “Transilvania” University of Brasov, Romania • Technology Enhanced Learning Chairs Jyotsna Kumar Mandal, University of Kalyani, Kalyani, India [email protected] Ranjan Dasgupta, National Institute of Technical Teachers Training & Research, Kolkata, India, [email protected] Saibal Sarkar, NIC, West Bengal, Kolkata, India • European Parameters of Engineering Pedagogy Chair Juraj Miština, University of Ss. Cyril and Methodius in Trnava, Slovakia • Advances in Machine and Technology Enhanced Learning Chairs Walid Hussein, The British University in Egypt, Egypt Samir El-Seoud, The British University in Egypt, Egypt Since its beginning, this conference is devoted to new approaches in learning with a focus to collaborative learning and engineering education. We are currently witnessing a significant transformation in the development of education. There are at least three essential and challenging elements of this transformation process that have to be tackled in education:

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• the impact of globalization and digitalization on all areas of human life, and • the exponential acceleration of the developments in technology as well as of the global markets and the necessity of flexibility and agility in education • the new generation of students, who are always online and don’t know live without Internet • the increasing interdependence between the different sectors of education (secondary and post-secondary education, vocational education) Therefore, the following main themes have been discussed in detail: Collaborative Learning Digital Transition in Education Technology Enhanced Learning Advances in Machine and Technology Enhanced Learning Educational Virtual Environments Flipped Classrooms Games in Engineering Education New Learning Models and Applications Project Based Learning Engineering Pedagogy Education Entrepreneurship in Engineering Education Research in Engineering Pedagogy Teaching Best Practices Real World Experiences Academia-Industry Partnerships Trends in Master and Doctoral Research As submission types have been accepted: Full Paper, Short Paper Work in Progress, Poster Special Sessions Workshops, Tutorials All contributions were subject to a two-step double-blind review. The review process was very competitive. We had to review more than 500 submissions. A team of about 260 reviewers did this terrific job. Our special thanks goes to all of them. Due to the time and conference schedule restrictions, we could finally accept only the best 141 submissions for presentation. The conference had more than 320 participants from 39 countries from all continents. We thank Sebastian Schreiter for the technical editing of this proceedings. ICL2023 will be held in Madrid, Spain. Michael E. Auer ICL General Chair Tiia Rüütmann Wolfgang Pachatz ICL2021 Co-chairs

Committees

General Chair Michael E. Auer

CTI, Frankfurt/Main, Germany

ICL2022 Conference Chairs Wolfgang Pachatz Tiia Rüütmann

Ministry of Education, Science and Research, Austria Tallinn Technical University, Estonia

Honorary Advisors Sabine Seidler Sylvia Geyer Hans J. Hoyer Xavier Fougier Hanno Hortsch Manuel Castro Viacheslav Prikhodko

Rector TU Vienna, Austria Rector FH Technikum Vienna, Austria IFEES/GEDC General Secretary Dassault Systems, France TU Dresden, Germany UNED, Spain Moscow Technical University, Russia

International Chairs Alaa Ashmawy Uriel Cukierman Samir A. El-Seoud David Guralnick Alexander Kist Deepak Waikar Xiao-Guang Yue

American University Dubai, Middle East UTN Buenos Aires Argentina, Latin America The British University in Egypt, Africa Kaleidoscope Learning New York, USA, North America University of Southern Queensland, Australia/Oceania EduEnergy, Singapore/Asia Wuhan, China

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Committees

Technical Program Chairs Axel Zafoschnig Sebastian Schreiter

IGIP Austria IAOE France

Workshop and Tutorial Chairs Barbara Kerr Gabriele Schachinger

Ottawa University, Canada Austria

Special Sessions Chair Matthias Utesch

TU Munich, Germany

Publication Chair Sebastian Schreiter

IAOE France

Award Chair Andreas Pester

The British University in Egypt

Senior Program Committee Members Eleonore Lickl Andreas Pester Tatiana Polyakova Herwig Rehatschek Cornel Samoila Thrasovolous Tssiatsos Doru Ursutiu Axel Zafoschnig

IGIP Vienna, Austria The British University in Egypt Moscow State Technical University, Russia Medical University Graz, Austria Romania Aristotle University Thessaloniki, Greece University of Brasov, Romania IGIP, Austria

Committees

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Program Committee Members Pavel Andres Nael Barakat Santi Caballé Uriel Cukierman Christian Guetl Hants Kipper Despo Ktoridou Jürgen Mottok Stavros Nikou Stamatios Papadakis Rauno Pirinen Teresa Restivo Demetrios Sampson Istvan Simonics Ivana Simonova Alexander Soloviev Matthias Utesch James Wolfer

Czech Technical University in Prague, Czech Republic University of Texas at Tyler, TX, USA Universitat Oberta de Catalunya, Spain Universidad Tecnologica Nacional, Buenos Aires, Argentina Graz University of Technology, Graz, Austria TalTech, Tallinn, Estonia University of Nicosia, Cyprus OTH Regensburg, Germany University of Strathclyde, UK University of Crete, Greece Laurea University of Applied Sciences, Espoo, Finland University of Porto, Portugal University of Piraeus, Greece Óbuda University, Hungary University of Ostrava, Czech Republic MADI, Moscow, Russia TU Munich, Germany Indiana University South Bend, IN, USA

Local Organizing Committee Gabriele Schachinger Gerald Kalteis Rudolf Razka Karl Heinz Zolda Thomas Wala

Federal Ministry of Defence, Austria Higher Technical College TGM, Austria Higher Technical College, Mödling, Austria Mas, Higher Technical College Mödling, Austria University of Applied Science Technikum Wien, Austria

Contents

New Learning Models and Applications PBL-Oriented Teaching as a Necessity - Implementation of the COMET Competence Measurement Procedure for Recording Individual Competence Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ralph Dreher Design and Implementation of Online Leadership Education Using Meeting Simulator and Peer Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Masahiro Inoue and Tomoko Maruyama Limits and Benefits of Using Telepresence Robots for Educational Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Polina Häfner, Thomas Wernbacher, Alexander Pfeiffer, Natalie Denk, Anastasios Economides, Maria Perifanou, Andre Attard, Clifford DeRaffaele, and Helena Sigurðardóttir Development of Reflection Ability Required as a Lifelong Learner . . . . . . . . . . Tomoko Maruyama and Masahiro Inoue Developing Students’ Emotional Intelligence in English Classes Taught in the Speaking Club Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yuliia Fedorova, Hanna Korniush, Olena Lutsenko, and Viktoriia Tsokota

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A Comprehensive Model for Augmented Confidence Based Learning (ACBL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rajeev Chatterjee, Jyotsna Kumar Mandal, and Sadhu Prasad Kar

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Analysis of Classroom Interaction Using Speaker Diarization and Discourse Features from Audio Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . Oscar Canovas and Felix J. Garcia

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How the Pandemic Helped and Hindered Student-Centered Learning . . . . . . . . . Alexandra Posekany, Dominik Dolezal, and Gottfried Koppensteiner Integrated and Virtual Learning as Element of Coping with Multiple Transitions in Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harald Kviecien

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Evaluating Online Engagement and Narrative Feedback as Indicators of Student Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Philip Winfield, Charmain Cilliers, and Barend van Wyk

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Emotional Intelligence in the Development of Entrepreneurial Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Juraj Mikuš, Anna Pilková, Marian Holienka, and Yuliia Fedorova

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Teaching English in Universities for IT Students . . . . . . . . . . . . . . . . . . . . . . . . . . Giniyatullina Diana, Ermolenko Alena, Gina Ryabkova, Gataullina Rosa, and Ovsyannikova Marya A Disinformation Training Course Using the PROVENANCE Verification Indicator Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alexander Nussbaumer, Sylvia M. Ebner, Inès Dinant, Óscar Espiritusanto, Eileen Culloty, Kirsty Park, and Christian Gütl Use Case Driven Educational Content Engineering . . . . . . . . . . . . . . . . . . . . . . . . Ján Lang “In Vivo” Science Learning - Academic Teaching Through a Game-Based Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Charilaos Tsihouridis, Marianthi Batsila, Dennis Vavougios, and Anastasios Tsichouridis

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Towards User2Machine Model for Higher Education - Enforced by Covid19 Pandemic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ferial Khaddage, Christoph Lattemann, and Pia Gebbing

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Adult Learners’ Impressions About Intelligent Tutorial System: A Case Study of Adult Basic Education and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ntima Mabanza

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Contribution of Artificial Intelligence in Counselling: Study Case on Self-control of Adolescents Studying Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . Alina-Mihaela Munteanu, Teodor-Cristian R˘adoi, Constantin B˘al˘aceanu-Stolnici, Cristiana Glavce, and Adriana Borosanu

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Project Based Learning POSTER: Proposing a Microlearning Approach to Enhance Digital Story Telling Skills with Rich Media in the PBL-Based Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kazuya Takemata, Sumio Nakamura, Akiyuki Minamide, and Toshiyuki Yamamoto How to Flip a Classroom? Project Based and Collaborative Learning with Learner-Centered Methods and Its Impact on Technical Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ibolya Tomory Project Based Learning Approach to Developing Presentation Skills . . . . . . . . . Diana Giliazova and Elvira Valeeva Integrating Sustainable Aspects to Robotic Application and Its Impact on Course Design in Human-Machine Interaction . . . . . . . . . . . . . . . . . . . . . . . . . Andrea Dederichs-Koch and Ulrich Zwiers Workshop on Modelling and Computer Simulation of Phase Change Material Backup Systems for Solar Energy Harvesting . . . . . . . . . . . . . . . . . . . . . Faustino Yescas-Martínez, Rubén Darío Santiago-Acosta, José Antonio Otero, and Ernesto Manuel Hernández-Cooper The Role of Group Project-Based Learning in Engineering Training . . . . . . . . . Svetlana Karstina Competence-Based Support for Project-Based Learning in Virtual Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nargiza Mikhridinova, Bertha Joseph Ngereja, Bassam Hussein, Wim Van Petegem, Jose Ramon Otegi-Olaso, and Carsten Wolff Work-in-Progress: DIY Ventilator - A CoVID-19 Action . . . . . . . . . . . . . . . . . . . Walter Koch, Gerda Koch, Ramiro Ortiz, and Dietmar Rafolt Poster: Design Project in Kanazawa Technical College Implemented with Reference to Project Design Programs in Kanazawa Institute of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Akiyuki Minamide, Kazuya Takemata, and Satoshi Fujishima Work in Progress: Implementing and Evaluating a Competency-Oriented Assessment in an Innovative Application-Oriented Course of Mechanical Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Iris Groß, Alexandra Reher, Leona Brust, and Doerthe Vieten

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Work-in-Progress: Building Up Employability Skills and Social Responsibility in the University of La Rioja Industrial Engineering Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alpha Pernia-Espinoza, Andres Sanz-Garcia, F. Javier Martinez-de-Pison-Ascacibar, Fermin Navaridas-Nalda, and Julio Blanco-Fernandez How Interdisciplinary Hackathons Foster the Linking of Teaching and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Daniel Beigel, Isabella Blaurock, and Victoria Sauter

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Engineering Pedagogy Education Preparation of Students of Engineering and Pedagogical Specialties for the Development and Implementation of Interdisciplinary Didactic Projects Using IT-Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olena Kovalenko, Juergen Koeberlein-Kerler, Nataliia Briukhanova, Nataliia Korolova, Nataliia Bozhko, and Olha Lytvyn Didactic Adaptation of Medical Information for the Formation of Valeological Competence in Engineering and Pedagogical Training . . . . . . . Denys Kovalenko, Alexander Shevchenko, Juergen Koeberlein-Kerler, Liudmyla Shtefan, and Viktoriia Kovalska Video Content Creation Technology to Provide Web Resources for Distance Learning and Evaluation, Using Qualimetric Tools . . . . . . . . . . . . . Larysa Bachiieva, Juergen Koeberlein-Kerler, Denys Kovalenko, Halyna Yelnykova, and Larysa Karpova Preparing Engineering Teacher Students for the Challenges of Vocational Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ildikó Holik Teaching and Learning Transferable Skills in Engineering Education via Service Learning: Case Study of a University of Technology in South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Elisha Didam Markus and Nereshnee Govender New Forms of Pedagogical Assessment in Engineering Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . István Dániel Sanda Students’ Behaviour in Stressful Situations in Diverse Cultures . . . . . . . . . . . . . Judit Módné Takács, Monika Pogátsnik, and István Simonics

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Contents

Why is It so Difficult to Apply Student-Centered Approach? . . . . . . . . . . . . . . . . Silviano Rafael and Júlia Justino

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Which Pathway Towards Mathematics’ Assessment in Engineering Education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Júlia Justino and Silviano Rafael

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Improving the Digital and Pedagogical Competence in Engineering Educational Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Claudia Galarce-Miranda, Diego Gormaz-Lobos, and Thomas Köhler

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The Impact of the Computational Pedagogy STEAM Model on Prospective Teachers’ Computational Thinking Practices and Computational Experiment Capacities. A Case Study in a Training Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sarantos Psycharis, Paraskevi Iatrou, Konstantinos Kalovrektis, and Apostolos Xenakis Modeling the Learning Activities of Future IT Specialists with Using of Fuzzy Logic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tatjana Yaschun, Tetiana Bondarenko, Oleksandr Kupriyanov, Sevinc Gulsecen, and Iryna Khotchenko The Use of Computerized Laboratory and Training Complexes in Engineering and Pedagogical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olena Kovalenko, Tetiana Bondarenko, Evhenyi Hromov, Luís Cardoso, and Hennadii Zelenin Potential of the Learning Project’s Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gesine Haseloff and Tiana Christin Weiß Teaching Interchange – An Interactive Online Event for Peer Learning Among Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Linda Bücking, Stefanie Hürkamp, and Paula Carstens Training Engineering University Students to Participate in Academic Mobility Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Natalia V. Kraysman, Farida T. Shageeva, Julia Ziyatdinova, and Andrei B. Pichugin Student Associations as a Way of Improving Professional Competencies and Soft Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Julia Lopukhova, Elena Makeeva, Ekaterina Gorlova, and Tatyana Rudneva

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Work-in-Progress: Interrelation Between Types of Social and Psychological Adaptation and Personal Identity in the Age of Digitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Elena Yu Dvoinikova, Natalia A. Gridneva, Ksenia S. Oparina, Elena Makeeva, and Ludmila Kurilenko Work-in-Progress: The Impact of Computational Thinking on Introducing Programming: Quasi-experiment and Student Perception . . . . . Mewati Ayub, Oscar Karnalim, Maresha Caroline Wijanto, Robby Tan, Risal, and Rossevine Artha Nathasya Improving Secondary School Engineering Education Access in Rural Ohio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R. F. A. Hamilton, Colin Doolittle, Kelly Cichy, and Marianna Doolittle

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Research in Engineering Pedagogy Undergraduate Students’ Attitudes Toward an Engineering Course that Integrates Several Levels of Abstraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Aharon Gero, Mohammed Ali Hadish, and Shahar Kvatinsky

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Interdisciplinarity as a Means of Promoting Learning in Electrical and Computer Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Aharon Gero and Beto Catz

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Research Perspectives and Innovative Applications for Sustainable Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brit-Maren Block and Marie Gillian Guerne

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Impact of Students’ Initial Abstract Thinking Competence on Successfully Studying Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Axel Böttcher, Veronika Thurner, Daniela Zehetmeier, and Tanja Häfner

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E-Portfolio as a Component of the Information and Analytical System of Scientific Staff Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marina Rostoka, Gennadii Cherevychnyi, and Olha Kuzmenko

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Students’ Feedback on Teaching and Learning English for Specific Purposes Before, During, and After the Covid-19 Pandemic . . . . . . . . . . . . . . . . Ludmila Faltynkova, Ivana Simonova, and Katerina Kostolanyova

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The Relationships Between Career Image and Teaching Intention Among First-Year Engineering Teacher Training Students . . . . . . . . . . . . . . . . . . Zsófia-Irén Horváth, Erzsébet Szentes, and Katalin Harangus

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New Generation of Engineering Students: Do We Know How to Teach Them? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tatiana Polyakova Computer Aided Technologies in Learning Foreign Languages for Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R. S. Valeeva, E. I. Murtazina, G. N. Fakhretdinova, L. P. Dulalaeva, and Diana Giliazova A Study About the Effects of Educational Robotics Activities on Students’ Self-efficacy Regarding STEM Career Decisions . . . . . . . . . . . . . . Georg Jäggle, Wilfried Lepuschitz, Peter Wachter, Richard Balogh, Tanja Tomitsch, and Markus Vincze Online Distance Instruction in Higher Education Through the Lens of Students’ Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Katerina Kostolanyova, Slavomira Klimszova, Tereza Guziurova, Tomas Javorcik, Beata Jelinkova, and Ivana Simonova Work-in-Progress: Exploring Psychological and Behavioural Differences Between University IT Student Segments Formed Based on Dropout Time and Academic Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . Eerik Sven Puudist, Ago Luberg, and Kati Aus Vocational Education and Training in Context of Industry 4.0: Development Strategy of Study Branches Transport and Automotive Service and Repair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alena Hašková, Dominik Zatkalík, and Martin Zatkalík Teachers’ Digital Literacy as a Prerequisite for Technology-Enhanced Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ján Záhorec, Alena Hašková, and Ján Gunˇcaga

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Teaching Best Practices Simulation-Based Learning in Higher Education: 5 Reasons Why Gamification Completes Online Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Max Monauni and Sascha Götte

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Development of Engineering Skills Through Low-Cost Miniature Autonomous Guided Vehicles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roberto J. Mora-Salinas and David Antonio-Torres

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Development of Teachers’ Judgement Skills as a Component of Preand In-Service Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tiia Rüütmann, Urve Läänemets, Kadi Kaja, and Kristi Kiilu Didactic Tool for Intuitive Random Process Visualization . . . . . . . . . . . . . . . . . . András Kakucs and Katalin Harangus Creating Environmental Awareness in Education Through IoT and Gamification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Christos Rodosthenous, Efstathios Mavrotheris, Wolfgang Greller, and Bernardo Tabuenca Sustainability Development Goals in English for Specific Purposes . . . . . . . . . . G. N. Fakhretdinova, L. M. Zinnatullina, M. A. Mayakina, F. T. Galeeva, and R. S. Valeeva Role, Audience, Format, and Topic Strategy in the Improvement of the Writing Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lorena Fernanda Parra Gavilánez, Jennifer Manzano Aguilar, and Ximena Alexandra Calero Sánchez The Prospect of Inclusive Pedagogy in Efficiency-Centric Governance Paradigm: Business and Entrepreneurship Teachers’ Perspectives . . . . . . . . . . . . Tarvo Niine, Merle Küttim, and Kristin Semm Digital Learning Ecosystem Based on the STEAM Gamification Concept to Develop Innovator Characteristics of Vocational Learners . . . . . . . . Jiraphorn Kummanee, Prachyanun Nilsook, Pallop Piriyasurawong, and Panita Wannapiroon Work-in-Progress TO2 YS – Teaching Online with Objects from Youth to Seniors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . James Wolfer

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Real World Experiences Experiences and Challenges of Building up an Open Source Based Livestreaming System with Back Channel to Implement a Hybrid Classroom Scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Herwig Rehatschek Victims of Educator-Targeted Bullying: A Qualitative Study on Teacher Harmful Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pavel Andres, Dana Dobrovská, and David Vanˇecˇ ek

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Women in Forestry Engineering School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Angeles Cancela, Xana Alvarez, Carolina Acuña-Alonso, and Clara Miguez Automated Assessment - An Application in Authentic Learning Using Bloom’s Taxonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sadhu Prasad Kar, Rajeev Chatterjee, and Jyotsna Kumar Mandal Building a Digital Bridge Across Cultures and Continents: Exploring New Vistas in Virtual Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Neelakshi Chandrasena Premawardhena, Amr Saleh, and Agron Kurtishi

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Mathematical Model for Estimating Mother Tongue Competencies and Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Katalin Harangus, András Kakucs, and Gabriella Kovács

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Cleaning Up: Interplay Between European Standards and Verifiable Credentials for Higher Education Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Matthias Gottlieb and Guido Bacharach

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The Intersection Between the CS Students’ Perceived Ideal Workspace and the Actual One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hamna Aslam, Eleonora Ilina, Joseph Alexander Brown, and Jean-Michel Bruel Strategic Viewpoints for the Awareness of Educational Competition in Response to New World Order (NWO): Case Study: The Fraction Project as an Example for Higher Education (HE) Partnerships Between Asia and Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adisorn Ode-sri, Thomas Köhler, Peeratham Techapalokul, Pisit Wimonthanasit, and Panom Kaewphadee Integrating Code Reviews into Online Lessons to Support Software Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Juan Carlos Farah, Basile Spaenlehauer, María Jesús Rodríguez-Triana, Sandy Ingram, and Denis Gillet The Application of Academic Article Writing Techniques for Content Creation for the Promotion of Buddhist-Based Learning Communities and the Conservation of Buddhism via Online Communities: Case Study: A Fund-Raising Project to Establish the Meditation Center at Mahavana Ashram, Nepal Using Facebook Page . . . . . . . . . . . . . . . . . . . . . . . . Adisorn Ode-sri, Thomas Köhler, Panom Kaewphadee, Pisit Wimonthanasit, and Peeratham Techapalokul

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Expanding Access to Computer Science Education–The FDU CS Hub . . . . . . . Laila Khreisat, Kiron Sharma, and Neelu Sinha Work-in-Progress: Decision Support System for the Process of Student Academic Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Luis Silvestre, Fabian Olivares, Ruth Garrido, Daniel Moreno, and Renzo Angles

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Academia-Industry Partnershipss Implementing the Practically-Oriented Curricular in the Field of Cyber-Physical Systems: A Case Study of the School for Ukrainian Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anatolijs Zabasta, Joan Peuteman, Nadezda Kunicina, Volodymyr Kazymyr, Andrii Hnatov, Volodymyr Sistuk, and Martins Bisenieks Perception of the Internationalization Process by the University Employees: The Case Study of Innopolis University . . . . . . . . . . . . . . . . . . . . . . . Hamna Aslam, Maria Naumcheva, Petr Zhdanov, Iouri Kotorov, Manuel Mazzara, Elmira Akhmetgaraeva, Radik Valiev, and Yuliya Krasylnykova Learning Vehicular Wireless Connectivity in Steps: From Theory to Vehicle Protocol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Julia Maria Engelbrecht, Sven Grunwald, Oliver Michler, Koteshwara Raju, and Wilson Lee A Model of the Thai Educational Standard (B.Tech.) Integration with the International Professional Standard Demanding from the Industrial Sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adisorn Ode-sri, Thomas Köhler, Panarit Sethakul, Sumit Koschawong, and Sukanjana Lekapat Contributing to the Green Transition with Interdisciplinary Learning Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Judit Klein-Wiele, Yannik Knau, Marc Kuhn, Harald Mandel, and Daniel Beigel Development of KALCEA Novel Collaborative Platform for Sustainable Development of Western Balkan Countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anatolijs Zabasta, Aleksandra Petrovic, Aphrodite Ktena, Nadezda Kunicina, Nebojsa Arsic, and Amela Ajanovic

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A Practical Approach to an Undergraduate Computer Science Senior Design Project Experience: Partnering with Industry to Create an Effective Transition from Academia to the Next Chapter . . . . . . . . . . . . . . . . . Margaret R. Scaturro Heil and Ignacio X. Domínguez Integrating Higher Education, Science and Industry: Towards a Partnership for Training Competitive Financial Managers . . . . . . . . . . . . . . . . . Petr Osipov, Elena Girfanova, Julia Ziyatdinova, and Natalia V. Kraysman Work-in-Progress: Framework for Academia-Industry Partnership in Ukraine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Galyna Tabunshchyk, Anzhelika Parkhomenko, Sergey Subbotin, Andrii Karpenko, Oleksandr Yurchak, and Eduard Trotsenko Work in Progress: Importance of Industry Involvement and Interaction Component and Its Weightage and Impact in Assessment and Evaluation Process of National Board of Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Milind Madhav Khanapurkar

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Trends in Master and Doctoral Research New Challenges for Remote Experiment Design in the Digitalization Era (Industry 4.0) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cornel Samoil˘a, Doru Ursut, iu, Horia Alexandru Modran, and Tinashe Chamunorwa

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Digital Tools and Energy Harvesting in IoT Education . . . . . . . . . . . . . . . . . . . . . Doru Ursut, iu, Horia Alexandru Modran, Tinashe Chamunorwa, Cornel Samoil˘a, and Patrick Kane

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Embedded Student Board for Digitalization of Engineering Education . . . . . . . Tinashe Chamunorwa, Horia Alexandru Modran, Doru Ursut, iu, and Cornel Samoil˘a

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Uploading Files to a Course Through the Command Line Run from Outside the Moodle e-Learning Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vasile Banes, and Cristian Ravariu

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The Development of an IoT Standard Package for Carinthian Municipalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Julia Kositz, Andreas Probst, and Maximilian Lackner

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Experts’ View on AR/VR in Engineering Education at Universities . . . . . . . . . . 1010 Juliane Maria Probst and Horst Orsolits

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Wildfires Detection System for Low-Income Economies . . . . . . . . . . . . . . . . . . . 1023 Mirella Elias, James Sora, Ronald Musona, and Tinashe Chamunorwa Creating Mobile VR Visualisations of 3D Objects from the Area of the Silk Road . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1032 Jerzy Montusiewicz, Stanisław Skulimowski, Marcin Barszcz, and Rahim Kayumov Modes of Interaction with the Digital Environment in Music Composition; Lateral Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1044 Laurent, iu Beldean and Fulvia Anca Constantin A LabVIEW Based Brain-Computer Interface Training Environment by Controlling Yoda Holograms Using Eye-Blinks According to an Interactive Game Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1056 Oana Andreea Rus, anu and Ileana Constanta Ros, ca Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1069

New Learning Models and Applications

PBL-Oriented Teaching as a Necessity Implementation of the COMET Competence Measurement Procedure for Recording Individual Competence Development Ralph Dreher(B) University of Siegen, TVD, Breite Strasse 11, 57076 Siegen, Germany [email protected]

Abstract. The concept of learning according to the principle of holistic action with the effect of parallel knowledge acquisition and competence gain has found a high degree of acceptance in engineering didactics. But it is not an established form of teaching in reality; the reason often given for this is the doubt that within PBL-based teaching-learning arrangements there are uncertainties as to how student performance can be sufficiently validly, objectively and reliably assessed To solve this problem, the idea arose to implement the COMET procedure. Methodologically, a DBR-based (DBR: Design Based Research) procedure of concept development and multiple reflexive-based concept evaluation with subsequent concept revision was chosen and tested. The results: It has been possible to close an essential gap that has so far prevented the increased adoption of PBL-based forms of learning: Their poor assessability. The system of rating in COMET works with a reliability of more then 80% between two raters. At the same time, however, it is also apparent that COMET, by revealing the actual potential of a study programme to have a competence-promoting effect, initiate the necessary discussion on the part of lecturers. Keywords: PBL · COMET · Competence-measurement · Leonardic Oath

1 On the Necessity of Project Based Learning (PBL) in Engineering Education 1.1 PBL as the Key to Promoting Sustainability It has long been established that engineering work is to be understood as design work (cf. For example the justification of the Leonardian Oath for engineering work according to [1]). In the extreme case, engineering work is seen as design-oriented social work because of what it does for society as a construct, the development of the working and living environment it supports, and the freedoms for the individual that result from engineering solutions (for example: mobility, communication, control of chronic diseases) [2, 3]. If this claim to design, like the will to design, is understood as the most essential characteristic of engineering work, two things follow from this: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer et al. (Eds.): ICL 2022, LNNS 634, pp. 3–15, 2023. https://doi.org/10.1007/978-3-031-26190-9_1

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The result of engineering work must inevitably be measured against the aspect of sustainability, which initially meant economically balancing the creation/operating costs and functional life of an engineering construct on the part of the customer and the company (durability of the construction in line with the value of the desired functional performance). However, at the latest with the onset of mass production (today referred to as “Industry 2.0”), it became clear that both the ecological effects of highly efficient production and the consequences of broad and comprehensive use of the products thus produced must be considered with their respective ecological consequences. And at the latest with the use or better replacement of human labour by an efficient form of automation (use of more programmable logic controllers and industrial robotics in the course of “Industry 3.0”) that the aforementioned view that engineering work is socially shaping work is not so far-fetched. The result is: engineering work as shaping work is particularly committed to the “triangle of sustainability” [4], professionalisation processes in the engineering sciences - vulgo study programmes - must face up to this task or be measured against the fulfilment of these tasks. For engineering didactics, this means that professionalisation described above can only succeed if students are given the opportunity to develop their own design, their own problem(!) solution, with the strict requirement that this, their design, is then also considered from the point of view of a factor analysis of the sustainability triangle (which factor have I taken into account and how? How does this distort the ideal isosceles triangle and why do I allow this to happen?) Project-based learning, which always creates a concrete product for action (as a concept or prototype) and requires the necessary reflection on the decisions made (cf. The concept of PBE - Project Based Education [5]), thus appears to be a compelling teaching methodological construct for engineering education. An “engineering education” designed in this way then also does justice to the promotion of the assumption of responsibility in engineering work that has been recognised as necessary in advance - in contrast to a course of study that corresponds more to the concept of “Vocational Training for Engineers”, whose inappropriate focus on unreflected professional applicability also does not correspond to the meaning of a Bachelor’s degree course qualifying for a profession, provided that the ability to design and the assumption of responsibility are recognised as vocational elements of engineering work that shape the profession [6]. 1.2 PBL as a Prerequisite for Promoting “New Enlightenment” Engineering work - as in many other fields of work - will continue to be strongly characterised by the tools that digitalisation makes seamlessly available at the most diverse levels (essentially, as things presently stand, office programmes and AR applications for explaining/visualising concepts and work processes, construction/design programmes for representation, simulation programmes for checking solutions, social media solutions for exchanging experiences and reflecting on proposed solutions) coupled with ever more comprehensive network access with ever higher bandwidth. On the one hand, this has a blurring effect - as a problem that has already been recognised – on the clear separation between the world of work and the world of life; being able to not only individually design a work-life balance that can be shaped by oneself (cf. The following Sect. 1.3), but also to be able to implement it, will be an essential step

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towards securing personal freedom and avoiding self-exploitation or asserting oneself against this economic will. Engineering work must be viewed here as a Janus-faced process - on the one hand as the professionalised user of all these systems outlined above, and on the other hand as the creator and implementer of these systems [7]. For it is often engineers (insofar as the field of computer science, which de facto must always move at the interface between hardware and software and also has a high design potential for all our working and living environments, is assigned to the engineering sciences) who bring these systems into concrete use for the working world. The recurring rapid development of new social media applications, each with rapidly increasing user numbers, can serve as an example of how engineering work shapes the world of life (as an overall system of application terminal device - network supply). Since they are both users and creators, people who work in an engineering capacity have a special role to play in the responsible use and (!) shaping of digitalisation [8]. Or, as Stalder describes it: “Digitalisation” may be the term for technological development, the consequence of this development is a culture of digitality [9], which is characterised by three features: • Communality: As the amount of information generated by digital media has become unmanageable, there is a need for orientation about what is essential for me in my life world as well as what, how, has value and what is worthy of attention. I will not succeed in this through the mere consumption of information, but through an orientation based on exchange [10] - and the responsible and reflexive creation of self. • Referentiality: A personal network is needed to enable the exchange identified in advance as necessary and the nodes of this network can be other people as well as information channels. Only: As part of this, my network, I must be aware of the intentions and viewpoints of the other nodes when I exchange with them [11] - and be prepared to expand or restrict my network if certain nodes become morally divergent for me or no longer correspond to my ethical concept (after reflexive examination of myself). • Algorithmicity: The transfer of decisions through the formulation of corresponding algorithms [12] to a machine system (e.g. as the core feature of today’s “Industry 4.0” or IoT conception) or as a rule-based action specification for the executing human being promises more objectivity on the one hand, but requires more control on the other hand in view of the diagnosed increase in complexity of what we call the “world” as a social system. For the more complex a subject area becomes, the more complex it becomes at the same time to determine the individual case “fairly” (whatever then may be as a fact or as a feeling). Creating and using algorithms therefore requires constant reflection on what is to be decided and why, how decisions are actually made and whether the subsystem of algorithmicity that I am currently using does justice to the decision at hand with its subjective or individual factors, because it is sufficiently differentiated. Two things become clear in this discussion about the culture of digitality: On the one hand, digitalisation requires control over its effects on the culture of digitality. According to the bottom-up principle, this control is the responsibility of every user. The user, in

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turn, must see himself in the role of a citoyen, i.e. an enlightened citizen, who also assumes this control function as actively shaping - which in turn leads to the already known demand that the revolutionary initiated age of enlightenment is now followed by an evolutionary and thus no longer to be understood as a phase, but as a continuous process towards a “New Enlightenment” as a basic element of education [13]. On the other hand, in view of the characteristics mentioned by Stalder, it becomes clear: this “New Enlightenment” is based above all on a reflexive assessment of what I stand for and what I perceive. However, the ability for reflexive judgement can be promoted most comprehensively, especially for people working in an engineering capacity in their dual function, by recognising the need to reflect on their own behaviour as users (user level) or to put it up for discussion in their role as developers (design level). This means from a didactic perspective: Just as PBL (insofar as it works as a PBE with an explicit reflection phase) emphatically demands the evaluation of the sustainability of engineering work, PBL as a PBE can contribute to the role of the citoyen as a user and designer of digitality and to accepting this as a personal necessity for shaping one’s own life. 1.3 PBL as a Key to the Disclosure of Purpose Engineering has always been regarded as a subject that is as attractive as it is difficult which, in view of the ever-increasing range of interdisciplinary subjects on offer, means that prospective students make a very differentiated choice of study - and often decide against studying engineering [14]. A major factor here is likely to the increasing purpose orientation of prospective students, whereby purpose is not to be understood in the classic categories of career prestige and earning potential, but much more broadly as the question of the meaningfulness (the purpose) of the future professional activity [15] and the possibility of self-determination in terms of time and content (work-life balance combined with the question, what does my workload do). The assumption that such a high degree of purpose and self-determination is more or less self-evident from the potential of engineering design work with a high impact on the world of work and life is not seen by prospective students in view of the often-traditional study structure with a series of abstract core subjects in the basic study period, the application of which is often only implicitly revealed in the main study period [16]. This diagnosis is especially true for those HEIs that not use PBL-based learning, • With the aim to creates a link between basic knowledge and its application • To realize the opportunity for self-reflection already presented with the aim of a differentiated analysis of what I want to do, what I can do and where I do not see myself professionally. The very positive results in terms of demand and educational success of a high PBL-based approach, as the Scandinavian universities have demonstrably achieved by (almost) completely switching to PBL or case-structured study programmes [17], should be understood here as a clear signal when addressing not only future, but sustainable conceptions of study programmes in the engineering sciences.

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1.4 Interim Conclusion The use of PBL in the engineering sciences seems obvious, as described above, both with regard to the educational goal and in terms of increasing the attractiveness of the courses offered. Or expressed the other way round (a thesis that has yet to be empirically proven): first-year students, with their own sharpened view of the purpose of their future actions, recognise the didactic shortcoming of many engineering degree programmes: these prepare students to design technology, but not to assume responsibility through these design actions. The increased use of PBL-based teaching - or more precisely: teaching that includes acts of reflection in accordance with the demand for PBE (Project Based Education) with the focus on understanding the act of reflection as an act of education [18] - therefore seems appropriate. However, for this focus to be successful in classroom practice, two things are necessary: • An instrument is needed that objectively, reliably and validly evaluates project performance, and thus at the same time • Can serve as an instrument whose assessment result is the basis for reflection with the aim of personal development (and thus triggers an educational act). Such an instrument was developed with the COMET competence measurement procedure for vocational education and training. In the course of implementing the projectbased learning field concept as a structural standard for teaching-learning situations, vocational education and training was faced with the same problem: the need for a feedback instrument and the use of feedback as an occasion for reflection. The functioning of this tool and its implementation for academic engineering programmes are described below.

2 On the Conception of COMET as a Reflexive Competence Measurement Procedure 2.1 The Concept of Competence in COMET The concept of competence used within the COMET instrument stems from the idea that vocational education and training should enable people to help shape the world of work and life in a sustainable way [19]. It follows from this that the solution of a project task designed according to the principle of open-ended development tasks [20] (therefore also called a shaping task here for clarification – see Sect. 2.3) must serve three levels at the same time: • Ensure problem solving/technical functionality and its organisational implementation; • Presentation and documentation of the solution to users and the general public; • Disclosure and justification of the achieved and missing sustainability potential of the solution (according to the triangle of sustainability). Based on these preliminary considerations, Rauner, as the creator of the COMET instrument, develops the competence model he uses as follows:

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• A distinction must be made between functional competence, processual competence and a holistic design model - competence is developed by a person, i.e. in stages and taxonomically ordered, according to a shortened principle, the principle of developmental logic [21; here three instead of five developmental stages are defined]…; • In order to arrive at a discipline-independent model, Rauner assigns certain universal criteria of a professional action to these levels: – Functional: functionality, clarity/presentation; – Processural: economic efficiency, utility orientation, business and work process orientation; – Designing: environmental compatibility, creativity, social compatibility. The goal of the COMET model is to enable an overall feedback through a universal description of all eight criteria, which on the one hand assesses the pure result of an engineering work (functionality, economic efficiency), but also its marketability (utility value orientation, business and work process orientation, creativity), but also its disclosure to society and impact (clarity/presentation, environmental compatibility, social compatibility). This enables comprehensive feedback on the personal impact as a responsibly acting engineer. 2.2 Design Tasks as a Basis for Testing Design tasks that are suitable for inclusion in a COMET test environment are project tasks from the respective technical discipline that must meet the following requirements and have the following function [see 24]: • • • • • • • • •

Realistic problem definition; Correspondence to characteristic professional tasks; As much scope for design as possible for specific occupations; Openness of design (there is no “right” or “wrong” solution; but a proposed solution); All competence criteria are addressed - design spaces require conceptual decisions that are used creatively with regard to economic efficiency, social compatibility, environmental compatibility; A conceptual approach typical of the profession is just as possible as the use of familiar solution schemes, which must, however, be questioned; Which at the same time means: In the sense of professionalism, reduced but sufficiently precisely justified known solutions are equally permissible; A paper-pencil concept is sufficient as a basis for assessment - a real solution implementation is not necessary; It is not about performance assessment in the sense of grading or learning success control, but is about feedback on the personal development status.

In the course of the evaluation of such a design task, a result documented by independent raters (see following chapter) is produced in the form of a network diagram:

PBL-Oriented Teaching as a Necessity - Implementation of the COMET

9

Fig. 1. Typical COMET Test Result (K1 = Functionality, K2 = Clarity, K3 = Efficiency, K4 = Utility orientation, K5 = Business process orientation, K6 = Environmental compatibility, K7 = Creativity, K8 = Social compatibility)

2.3 Rater System While the principle of the design task represents the validity of the instrument (subjectand competence-developing fit of the task) - and is of particular importance precisely for this reason - the question arises as to how reliability and objectivity can be ensured for the feedback of the task. The COMET instrument uses the idea of a rater network here by forming a network of raters in the course implementing the instrument, who were trained in advance and are able to make highly reliable assessments by comparing them on the basis of design tasks corresponding to their respective discipline. For the practice of the COMET procedure, this means that an essential task in the course of implementing the COMET instrument is the creation of a corresponding rater network and its regular evaluation. For the rating, follwing rules are compulsory. • Raters can only be raters who regularly prove that they reliably assess the solution of design tasks in comparison to other raters; • Raters should only be the one who was not involved in the project to ensure objectivity; • The rating of a design task always consists of two independent rater judgements - if these differ by more than 30%, a third rater is consulted. Based on the experience gained so far after the implementation of the instrument (which means, above all, the development of discipline-specific design tasks and the establishment of a correspondingly extensive rater network involving partner institutions), it can be assumed that the minimum value of 70% agreement is usually far exceeded and, in real cases, reaches the range of a sufficiently high correlation of the evaluations compared to the previous comparative grading (same result evaluation above 80%; see Fig. 3).

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R. Dreher

3 Adaptation of COMET for Engineering Education 3.1 Engineering Work as Design Work - A Turn Towards Engineering Education It was formulated as a fundamental assumption for the implementation of the COMET instrument that it can only succeed if the respective educational institution is not only willing to undergo the efforts of task creation and rater training (cf. Sect. 3.3), but above all is prepared to follow the concept of education that follows from the shaping effect of engineering work - because only if the study programmes are then also oriented towards the goal of engineering education instead of engineering training can the implementation succeed at all. In the course of the implementation processes, it became clear that there are fundamental concerns - on the part of the teaching staff - that are interlinked, • Whether the necessary degree of professionalism can then still be conveyed and • Whether I, as an academic teacher with a high degree of specialisation, am at all in a position to open my seminars to such design work, which must be understood as interdisciplinary simply because of the aspect of sustainability; • Whether I can then do justice to the task of counselling that also awaits me - precisely on the basis of the high degree of individuality that has characterised my academic work so far. It therefore makes no sense to start an implementation of the COMET model without broad agreement on the part of the academic community in terms of prevailing. • “This is what we want!”; • “This is what our institution is supposed to do!”; • “This is what I want!” Or, to put it another way: the implementation of COMET is a process that needs to be wanted and cannot be prescribed. 3.2 DBR-Supported Development of the Implementation Concept On the basis of the aforementioned preliminary considerations and taking into account the aforementioned framework conditions, an implementation concept was developed, which takes special account of the foreseeable difficulties (recognising engineering work as design work, getting involved with the PBL concept, the necessity of rater training, developing discipline-specific design tasks) as well as the objective of the instrument to act both as an assessment tool and to generate occasions for reflection. Based on these preliminary considerations, it seemed very likely that such a project would not be successful straight away, which is why the development of the implementation concept was designed as a multi-stage, reflexive process that corresponds to the scientific methodology of design-based research: concept development - concept implementation - impact-focused evaluation - concept modification on the basis of the evaluation results.

PBL-Oriented Teaching as a Necessity - Implementation of the COMET

11

After two complete cycles, the following concept will be used to finalise the implementation approach (Table 1): Table 1. Concept for COMET Implementation No

Step/Module

Module description

Duration

1

COMET as a system of competence measurement

Overview of the COMET process and its function within PBL

2

2

COMET as an instrument for recording teacher qualifications (I)

Subject-based COMET design tasks for professors with disclosure of the rating strategy

2

3

COMET as an instrument for recording the design competence of students

Engineering didactics-based 2 discipline-specific COMET design tasks - with disclosure of rating strategy

4

COMET advisor training

Council training on the adoption of the COMET system

2

5

COMET deployment of teachers

COMET rating for the professors on site

3

6

COMET outreach Students COMET rating tasks for students: Development and initial use

5

7

COMET as an instrument for recording the design competence of students

3 (2 days recording rating results)

Presentation of the rating results: - State of implementation PBE, - Opportunities for professorial qualification, - Strengths-Weaknesses Analysis of Teaching

3.3 Adaptation Problems Initial findings on the problems encountered during the implementation processes carried out in the context of DBR development can be summarised as follows: Necessity of COMET Deployment: The use of COMET is mostly seen as necessary when the use of PBL-oriented teaching-learning arrangements is to be increased to such an extent that they do not exist as singular elements of the curriculum, but are curricularly anchored semester by semester as self-evident elements. For at this moment it becomes clear that these phases

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R. Dreher

of professionalisation require the concretisation of the reflection phase with regard to feedback and with a view to the aforementioned educational claim of PBL. Reasons for such a curricular anchoring are typically: • Suffering pressure among teachers in the context of instructional teaching (“I am not understood”); • Dissatisfaction among students (“What’s the point of all this; it doesn’t concern me!”; purpose-doubt [Dreher purpose]); • In BA degree programmes: There is a recognisably poor fit between the claim to achieve professional competence and the actual outcome achieved. Counsellor Training: The criteria quality of the COMET instrument is strongly dependent on the quality of the rater training, which in turn means: • How well does the training succeed through appropriately high-quality rater training? • Could the rater training succeed at all given the participants and their intention. Figure 2 shows the typical learning process of an institution in the course of several rater trainings, in which the independent agreement between two raters in the assessment of the same solution of a design task was first slightly over 6% and later with a new group of raters over 80%:

Fig. 2. Development of Quality and Experience shaping the Rater training

Development of Design Tasks: The development of discipline-specific design tasks requires a high degree of theorypractice interlinkage and the involvement of engineers in the real work process. Furhermore, in a reverse process, the COMET criteria must be used to check whether such a task actually allows decisions to be made with regard to all eight criteria of the COMET competence model. The development of COMET tasks therefore requires, on the one hand, the establishment of a corresponding network (which can often only happen in international exchange) and, on the other hand, good development work in the college that is supported by creativity (cf. Also in-depth Haseloff/Weiss in this publication).

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13

4 Findings from the COMET Measurements 4.1 Holistic Engineering Education - Not the Norm Looking at the quasi-archetypical result for the evaluation of a COMET task according to Fig. 1, it becomes clear: Typically, engineers succeed in solving problems with a high degree of functionality and economic efficiency, which, however, remains just as questionable with regard to its environmental compatibility as well as their social compatibility, because as a rule it is not creative, but rather reproducing. Looking to the arguments of Sect. 1, the conclusion is that the respective educational institution often fails to realise a holistic engineering education. 4.2 Lecturer-Student-Congruence In parallel to the tasks for prospective engineers, COMET has also developed test tasks that aim to clarify the extent to which the teacher is able to develop and implement a PBE-compliant teaching-learning setting based on a design task. There is a significant amount of congruence here compared to the students taught by the teacher, who in turn worked on a discipline-related COMET task (Fig. 3):

Fig. 3. Teacher-Student congruence

This means: The promotion of a holistic engineering competence as an educational goal must be understood as an educational process that the teacher initiates and for which the teacher must be appropriately qualified - a clear indication of the need for personnel development of academic staff, as teaching staff.

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References 1. Dreher, R.: A benchmark for curricula in engineering education: the Leonardic oath. In: ICL Conference (ed.) ICL 2015 Conference Proceeding, Firenze, pp. 713–715 (2015) 2. Martin, M.W., Schinzinger, R.: Ethics in Engineering, 4th edn. McGraw Hill, New York (2005) 3. Mitcham, C.: A philosophical inadequacy of engineering. Monist 92(3), 339–356 (2009). https://doi.org/10.5840/monist200992320 4. Kleine, A.: Operationalisierung einer Nachhaltigkeitsstrategie – Ökologie, Ökonomie und Soziales integrieren; Wiesbaden, Gabler (2009) 5. Dreher, R.: Von PBL zu PBE: Notwendigkeit der Weiterentwicklung des didaktischen Konzepts des problembasierten Lernens. In: Hortsch, H., Kersten, S., Köhler, M. (eds.) Renaissance der Ingenieurpädagogik - Entwicklungslinien im Europäischen Raum. Referate der 6. IGIP-Regionaltagung an der Technischen Universität Dresden vom 27.-29.10.2011, Dresden, pp. 68–75 (2012) 6. Ibid., p. 71 ff 7. Dreher, R., Kondratyev, V.V., Kuznetsova, M.: Social-ecologic oriented curricula in engineering education: “Leonardo’s Oath” as an answer to Janus-headedness in engineering work. In: Vysshee obrazovanie v Rossii (Higher Education in Russia), vol. 30, no. 1, p. 115–124 (2021) 8. Ibid, p.117 f 9. Stalder, F.: Kultur der Digitalität, 5th edn. Suhrkamp, Berlin (2021) 10. Ibid, p. 129 ff 11. Ibid, p. 96 ff 12. Ibid, p.164 ff 13. Dreher, R.: Digitality as a challenge - digital learning as an answer? Consequences of engineering teaching. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds.) ICL 2021. LNNS, vol. 390, pp. 1035–1047. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-939076_110 14. Schindelbeck, C.: Das Ingenierstudium hat ein Imageproblem (2020). https://www.ele ktroniknet.de/karriere/uni-job/das-ingenieurstudium-hat-ein-imageproblem.178565.html. Accessed 19 May 2022 15. Dreher, R.: Zum der Ingenieurausbildung: Gedanken zur Richtzieldebatte moderner ingenieurwissenschaftlicher Lehre. In: Petersen, M., Kammasch, G. (eds.) Technische Bildung im Kontext von /. Tendenzen, Möglichkeiten, Perspektiven. Wege zu technischer Bildung. Referate der 14. Ingenieurpädagogischen Regionaltagung, p. 266 (2019) 16. Ibid, p. 267 f 17. De Graaff, E., Kolmos, A.: Characteristics of problem-based learning. Int. J. Eng. Educ. 19(5), 657–662 (2003) 18. Dreher, R.: Von PBL zu PBE, loc.cit. (2012) 19. Rauner, F., Hassler, B., Heinemann, L.: Das Kompetenzmodell: Grundlagen für das Messen beruflicher Kompetenz und Identität, p. 90. In: Rauner, F., Haasler, B., Heinemann, L., Grollmann, P. (eds.) Messen beruflicher Kompetenzen. Band I: Grundlagen und Konzeption des KOMET-Projektes, 2nd edn, pp. 77–102. LIT, Berlin (2009) 20. Dreher, E., Dreher, M.: Entwicklungsaufgaben im Jugendalter.: Bedeutsamkeit und Bewältigungskonzepte. In: Liepmann, D., Stiksrud, A. (eds.) Entwicklungsaufgaben und und Bewältigungsprobleme in der Adosleszenz, Göttingen: Hogrefe, p. 59 (1985) 21. Dreyfus, H.L., Dreyfus, S.E.: Künstliche Intelligenz. Von den Grenzen der Denkmaschine und dem Wert der Intuition. Reinbek bei Hamburg: rororo (1987)

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22. Rauner, F., Hassler, B., Heinemann, L.: Das Kompetenzmodell: Grundlagen für das Messen beruflicher Kompetenz und Identität, loc.lit. 2nd edn (2009) 23. Ibid, p. 91 24. Heinemann, L., Maurer, A., Rauner, F.: Messen beruflicher Kompetenz, p.72. In: Rauner, F., et al. (eds.) Messen beruflicher Kompetenzen, Band III: Drei Jahre KOMET-Testerfahrung. LIT, Berlin (2011)

Design and Implementation of Online Leadership Education Using Meeting Simulator and Peer Reflection Masahiro Inoue1(B)

and Tomoko Maruyama2

1 Keio University, Yokohama 223-8526, Japan

[email protected] 2 Ehime University, Matsuyama 790-8577, Japan

Abstract. Since the 2008 academic year, we have been conducting leadership education for master’s program in-person classes. In this education, simulated experiences using a conference simulator on a computer and reflection on the action in real and simulated experiences are repeated to help students implement their leadership. This class was moved online because of the COVID-19 pandemic in 2020. The challenges of online classes include how instructors can understand and guide students’ simulations on their computers, and how to conduct peer reflection by students in online classes. As a solution, we shared composite images of students’ simulation screens and student camera images, allowing the instructor to remotely monitor and support the students’ learning status. Additionally, an online reflection sheet for peer reflection among students was created. Peer reflection among students was conducted online to promote collaborative learning among students. Keywords: Leadership · Online · Simulator · Peer reflection

1 Introduction We have been conducting leadership education for master’s program students in engineering and science through systematic active learning in-person classes [1–3]. Students in this education acquire knowledge, have a simulated experience using a meeting simulator with a computer, and then compare the simulated experience with their real experience. The acquired knowledge is connected to practice, and new leadership behaviors are established by repeating a series of cycles of reflection on the results. Because of the spread of the COVID-19 in 2020, all leadership education was moved online. The challenges in implementing online classes are in enabling effective interactive and active teaching by students and faculty members, enabling faculty members to monitor and support simulations conducted by students on their home computers, and enabling peer reflection among students in the online classes.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer et al. (Eds.): ICL 2022, LNNS 634, pp. 16–22, 2023. https://doi.org/10.1007/978-3-031-26190-9_2

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To address this issue, the simulation screen on the students’ computers was combined with the images from the students’ cameras and displayed on a web conference system, allowing the faculty to remotely monitor each student’s learning status and provide appropriate support. Additionally, an online reflection sheet was created for student peer reflection. Students completed the sheet online and shared it with other students and faculty members, and advice was written and discussed in real-time to promote multifaceted reflection. Here, we report on the design and implementation results of an online active leadership education program.

2 Leadership Class Design 2.1 Objectives of the Class The class was designed for a first-year master’s program in engineering and science and is offered as a two-credit elective course. The following are the three learning and educational objectives used: (1) To understand the systematic knowledge of human skills required to implement project activities. (2) To be able to practice human skills and leadership in technical activities. (3) To understand one’s skills objectively and set action goals. The course is not limited to acquiring knowledge but to changing positive leadership behavior. Leadership here is not limited to those in positions of authority but is a skill that can be demonstrated by people at all levels. The task of translating knowledge into action cannot be solely accomplished through learner motivation. We used a meeting simulator as a tool to create an environment in which leadership behavior can be safely and repeatedly implemented, to encourage individual awareness, and to improve reflection skills. 2.2 Leadership Education Model The leadership education model (Fig. 1) has the following five modules: knowledge, simulation training, real action, reflection, and assessment [3]. A diagnostic evaluation is performed at the start of the program. Then, the student enters a cycle of skill acquisition. The first step is for students to acquire leadership knowledge through lectures. Then, they use simulation to practice leadership actions many times. Simulation provides a safe environment in which they can experiment with different leadership approaches in various situations. A simulation exercise can raise awareness of daily improvement and the need for a new activity due to self-reflection, all of which stem from the various virtual experiences.

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M. Inoue and T. Maruyama

In the following step, students work as a team to conduct projects in their laboratory and project-based learning classes, so that the abovementioned simulated experiences can help them show leadership. Students can apply their leadership training in actual projects, which can improve their leadership skills. Applying conscious leadership to a project with a specific goal in limited circumstances is extremely effective. Table 1 shows the specific leadership behaviors that students aim to practice in the laboratory or project activities. This education repeats both of the preceding steps, thereby increasing leadership abilities in an upward spiral. Furthermore, the learner reflects on the simulated experience and action in practice, thereby identifying the skill correction component and the skill that requires training. Finally, students must complete a comprehensive evaluation. Skill acquisition cycle

Training using simulaon

Diagnostic evaluation

Formative evaluation Reflecon

Modify and add skills

Reflecon

Teacher support

Comprehensive evaluation

Acquision of knowledge

Applicaon in pracce

Start

Fig. 1. Leadership education model

2.3 Flow of Online Classes and Self-study Until 2019, in-person classes consisted of lectures, leadership exercises using a meeting simulator, and reflection and implementation of real leadership action in laboratory activities. In 2020, all classes were moved online. Basic lectures and exercises on leadership, communication, and conflict management were conducted online. During this time, meeting simulator software (Virtual Leader) was distributed to the students to install on their home computers for preparation. Following that, four meeting scenarios in the meeting simulator were used to conduct leadership exercises in class. After

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19

Table 1. Leadership behavior targeted in project activities #

Four components

Specific leadership behavior

1

Goal setting and achievement

I can devise my work to contribute to an activity in the laboratory or project

2

I can understand specific situational requirements and encourage laboratory or project members to achieve their goals

3

I can contribute to the laboratory or project and achieve results through work

4

Communication and problem solving

I can share knowledge and technology with the laboratory or project members positively and can strengthen a mutual relationship

5

I can discern the cause of a problem, acquire pertinent information, and determine a solution

6

I can carry out activities for the smooth progress of the laboratory or project

7

Proposal of ideas and ability for planning

I can coordinate socially relevant research tasks and plant the seeds of scientific innovation

8

I can propose an idea with confidence on time

9

I can create a plan foreseeing short- and long-term research results

10

Understanding the situation/building relationships

I can manage my and others’ ability to cope with high-pressure situations or rapidly changing environmental conditions

11

I can engage a project member in conversation, listen attentively and positively, and show sympathy

12

I can raise motivation by managing a project member’s level of stress

the class, students repeated the meeting simulator for self-study while also demonstrating their leadership abilities by reflecting on their simulated classroom experience in their actual laboratory activities. The students enter the results into their e-portfolios (4). Additionally, during the class, four online peer reflections were conducted for each meeting scenario. 2.4 Design of Online Classroom Environment Open broadcaster software studio for video distribution was installed on the students’ and faculty members’ computers and the conference simulator screen and webcam images were combined and inserted into the zoom camera input. This allowed the instructor to

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determine the status of all students while teaching and supporting them. The teacher and students are shown in Fig. 2. Microsoft Teams were used for file sharing, collaborative editing, and peer reflection chat (Fig. 3).

Student with PC

Teacher with PCs OBS Studio Zoom

Zoom

OBS Studio

Simulator

Web camera

Demonstration from teacher

Internet

Composite images

Simulator

Student with PC Zoom Student with PC Zoom Observe students learning Show slides from teacher

Fig. 2. Teaching and monitoring of online simulations; PC, personal computer

Demonstration of simulation software by teacher

Observe students learning

Fig. 3. Teacher side with two computers

3 Online Peer Reflection Students enter the results of their simulated experiences in the meeting simulator and leadership activities in the laboratory into their e-portfolio every week. Based on this, peer reflection was conducted during the online class.

Design and Implementation of Online Leadership Education

21

Peer reflection is conducted in units of 3–4 students and faculty members. The students completed an online reflection sheet, which was shared with other students and faculty members, and advice was written and discussed in real-time. This method facilitated the multifaceted reflection. Each student recorded and reviewed their leadership experience in the e-portfolio (online reflection sheet). The sheet has the following prompts to encourage reflection: 1) Description (what happened): Please describe the actual behavior that you are unsure of what you should have done or what you want to improve. 2) Feelings: How did you feel at the time? 3) Evaluation: What do you think was good and bad? 4) Analysis: What caused this to happen? Examine the causes of why it did not work. 5) Conclusion: What should have been done in this case? Create as many ways to improve as possible. In peer reflection, each student explains the contents of the sheet in turn, and peer students and teachers advise filling out the online reflection sheet with words of support. This sheet has the following prompts to encourage reflection: 6) Support for reflection from group members provides specific support for creating improvement measures. Then, based on the peer reflection, each student modified and edited their action plan. The portfolio has the following prompts to encourage reflection: 7) Action Plan: What actions should you take next? Let’s think in concrete terms (Fig. 4).

Reflection Sheet Scenario No. individual work 1. Description (what happened): Please describe the actual behavior that you are unsure of what you should have done, or what you would like to improve. 2. Feelings: How did you feel at the time? 3. Evaluation: What do you think was good and what was bad? 4. Analysis: What caused this to happen? Examine the causes of why it did not work. 5. Conclusion: What should have been done in this case? Create as many ways to improve as possi-ble.

Self-reflection For Meeting Scenario 1 Write here. Write here. Write here.

Write here. Write here.

1Peer Name:

Group work 6. Support for reflection from group members provides specific support for 2Peer Name: creating improvement measures. 3Peer Name individual work 7. Action Plan: What actions should you take next? Let’s think in concrete Write here. terms. Did the comments from group members help you improve your leadership behavior? Please choose a number and write it in the right column. 1. Very useful 2. Useful 3. A little useful 4. Not very useful

Self-reflection

Enter the number

Fig. 4. Online peer reflection sheet

Peer-reflection Self-reflection

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M. Inoue and T. Maruyama

4 Evaluation and Discussion (1) Teachers can grasp the status of each student’s use of the conference simulator at a glance, allowing for student support and appropriate class progression. (2) Graduate students faced numerous challenges during the online seminars in their laboratory in COVID-19, such as ways to support undergraduate students, and ways to deepen discussions. In contrast, peer reflection in classes based on individual student e-portfolios increased the frequency and depth of student reflection. (3) In the evaluation of whether the comments from peer students and faculty members in peer reflection were useful for their leadership behavior, 23%, 61.5%, 7.7%, and 7.7% found it very useful, useful, slightly useful, and not useful, respectively. The respondents answered that it was useful when they changed their action plans after gaining multiple perspectives from fellow students and faculty members. (4) The graduate students can reflect on how to provide support and leadership to the undergraduate students whom they had not met in person through the class, and the students can take action and improve on these actions.

5 Conclusion The online interactive active leadership class between students and faculty members was realized. The faculty members can monitor the status of each student’s meeting simulation at home and guide each student. Peer reflection among students was conducted online to promote collaborative learning among students who were unable to meet in person due to the COVID-19. The online student support system and peer reflection method designed for this online class are not limited to leadership classes but can also be used for interactive and active classes. Acknowledgements. Note: The simulator “Virtual Leader” was developed by SimuLearn, Inc. of the U.S. and translated into Japanese by i-think, Inc. This work was supported by JSPS KAKENHI JP19K03032, JP19H01739 and JP20H01734.

References 1. Maruyama, T., Inoue, M.: Leadership education learning cycle integrating knowledge, simulated-experience, real action, reflection, and assessment. Japan Leadership Association, vol. 1, pp. 1–8 (2018) 2. Maruyama, T., Inoue, M.: Peer reflection using an e-portfolio improves students’ leadership behavior. In: SEFI 47th Annual Conference, Budapest, Hungary, pp. 745–754 (2019) 3. Maruyama, T., Inoue, M.: Continuous reflection using an e-portfolio improves students’ leadership behavior. In: SEFI 48th Annual Conference,Enschede, The Netherland, pp. 985–994 (2020) 4. Morimoto, Y.: Reform of high school-university connection and e-portfolio for multifaceted and multidimensional evaluation and cultivation of qualities and abilities. Inf. Process. 60(6), 536–540 (2019)

Limits and Benefits of Using Telepresence Robots for Educational Purposes Polina Häfner1 , Thomas Wernbacher2(B) , Alexander Pfeiffer2 , Natalie Denk2 , Anastasios Economides3 , Maria Perifanou3 , Andre Attard4 , Clifford DeRaffaele4 , and Helena Sigurðardóttir5 1 Karslruhe Institute of Technology, Karlsruhe, Germany

[email protected]

2 University for Continuing Education Krems, Krems an der Donau, Austria

{thomas.wernbacher,natalie.denk}@donau-uni.ac.at, [email protected] 3 University of Macedonia, Thessaloniki, Greece 4 The Malta College of Arts, Science and Technology, Paola, Malta {andre.attard,clifford.deraffaele}@mcast.edu.mt 5 University of Akureyri, Akureyri, Iceland [email protected]

Abstract. The continuing spread of the COVID19 virus shows that adequate preparation for telepresence scenarios such as teleteaching is elementary for structured teaching in secondary education. There should be no negative impact on teaching quality, either in times of general crisis or simply as a measure to ensure institutional stability and individual flexibility in an increasingly digital world. State-of-the-art telepresence approaches include the possibility to use telerobotic systems or telepresence robots (TR). These systems are configured with an immersive interface such that users feel present in a remote environment, projecting their presence through the remote robot. While many professional tasks can be shifted away from the workplace rather easily, social aspects gain particular significance in the context of learning and education. By enabling physical and spatial interaction far beyond the possibilities of mere video conferencing, the high degree of social presence provided by TR can assist better learning experiences. TR can compensate for the lack of mobility or restricted travel options of students, educators or staff. TR can foster language learning and intercultural exchange, and TR can prepare students for the workspaces of tomorrow. Keywords: Telepresence robots · Distant education · Virtual mobility · Technology enhanced learning

1 Introduction Our paper addresses the use of Telepresence Robots (TR) in educational institutions at upper secondary and higher education levels, such as in classrooms and other (e-) learning settings. TR are mobile remote-controlled devices that represent the remote © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer et al. (Eds.): ICL 2022, LNNS 634, pp. 23–33, 2023. https://doi.org/10.1007/978-3-031-26190-9_3

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user via video and audio. We deal with the question of how the educational sector can benefit from this technology, what challenges we face, and what projects and research already exist in this area. On the project platform, we collect our findings and make them accessible to educational institutions, parents, students, researchers and any stakeholder interested in TR technology. The main objective of our project is to enable educational institutions, teachers and students in secondary education to draw on the potential of ‘on site’ learning via the use of TR. We aim to achieve this by: • Providing current, accurate and relevant key data & background information that can serve as a decision basis for educational institutions or educational systems (targeted towards decision-makers on the verge of deciding for or against acquiring TR solutions for educational use in schools); • Developing a framework that can be followed by potential TR users to provide them with a validated approach of employing TR within their education institution; • Promoting the technology to increase virtual presence, social learning and inclusion in classrooms and university classes (hybrid learning and teaching modes); • Investigating user-friendly and efficient ways of introducing TR in educational settings; • Providing guidelines to decision-makers and enablers on how they can benefit from using TPR in education, to allow them to make informed decisions about whether and which TR solutions should be procured at a specific educational institution or even for an entire educational system.

2 Method The systematic literature review relied on desktop research and qualitative content analysis. It consisted of a review of the scientific literature and the current effective practices with TR in education. We examined: 1. the strategies employed to integrate telepresence technologies in the instructional everyday activities, 2. the barriers and challenges that inhibit or restrict the wider use and adoption of these strategies, and 3. the enablers and opportunities that facilitate the take-up of these strategies. In total, 70 peer-reviewed papers were reviewed, classified and rated (Table 1). The technology review was conducted in parallel with the literature review, which identified the initial TR models. Other models on the market were identified in the course of desktop research activities for further investigation into the technical specifications. The first step was to analyse which models are still on the market and which companies still develop, produce and support them. To accomplish this task, we conducted interviews with manufacturers and resellers and made test drives with most of the evaluated six TR devices.

Limits and Benefits of Using Telepresence Robots

25

Table 1. Distribution of publishers of all reviewed papers Publisher

Count

Percentage

IEEE

7

10.0%

ACM

9

12.86%

Springer

3

2.86%

52

74.29%

Other

3 Results 3.1 Literature Review The upcoming sections present key findings on educational subjects, educational scenarios, use cases as well as benefit and obstacles. The authors give an in-depth review and collectively provide a solid understanding of the integration strategies that facilitate the use of TR in educational institutes. Furthermore, the challenges that prevent the adoption of telepresence robots on larger scale are presented, as well as the factors that stimulate the adoption of telepresence robots in educational entities. The introduction of telepresence robots in education is not a trivial task. The first issue to consider is to select and buy the right TR. Then, teachers, students, parents, school administration and technical staff should agree and be appropriately prepared for the integration of TR in the teaching practice [1]. There are varieties of ways that TR can be used in different educational subjects, at different educational levels, and in different educational scenarios. Educational Subjects • • • • • • • • • • •

Business communication [2]; Engineering [3]; Informatics [1, 4–6]; Laboratory [7, 8]; Language [1, 9–17]; Mathematics [1, 9, 18, 19]; Psychological support [20]; Public administration [21]; Science education [22, 23]; Special education [20, 24]; Teacher education [25].

Educational Scenarios 1. A remote educator teaches a class of N students using a TR located in the class: In this scenario, the remote teacher delivers the lesson controlling a TR that is located in front of students [2]. In another case, the remote teacher teaches the students and

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3.

4.

5.

6.

7.

8.

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simultaneously controls the robot, moves and turns it to any students, makes eye contact with the students, responds to students, and controls the teaching slides [6]. Similarly, a remote teacher teaches mathematics to a student via a TR [19] whilst a native language teacher asks questions to a child via a TR after showing teaching material on TV [10]. A remote expert advises a class of N students and a teacher using a TR located in the class: In this scenario, the remote expert advises a single student or a class using a telepresence robot. Remote experts observe and evaluate classrooms in prekindergarten and elementary schools, review teaching, determine teaching quality [9]. In addition, remote consultants support students with disabilities using TR [20]. In another case, interaction designers acted as students and controlled a robot in a middle school classroom [22]. Remote surgeons use a TR to teach anatomy classes, where students perform surgery [26]. Finally, a native language speaker (expert) communicated with a class of Korean students and their teachers using a TR [16]. A remote student participates in a class of N students and a teacher uses a TR located in the class: This scenario is the most popular. Most related studies consider a remote student who participates in a class using a TR [1, 3, 4, 18, 21, 22, 27–32]. A remote student interacts with a local teacher using a TR: In this scenario, a remote student controls a TR and interacts with a teacher. For example, a remote language learner communicates with a native speaker using a TR [11–13]. The remote students achieve virtual access to an authentic environment in the target language and interact with native speakers in this environment in real-time. The physical environment around the TR, such as the trees, flowers, and sculptures encountered in the garden tour, allowed conversational topics to emerge naturally, as learners moved along the route. Initially, they introduce themselves and discuss various subjects. Then, the student reflects and reports what he/she learnt. A remote student collaborates with a local student using a TR: In this scenario, two students collaborate to discuss a topic, solve a problem, develop a project, or anything else. During this collaboration, the remote student can increase social relatedness by controlling the TR to make certain gestures (e.g., head tilting, nodding, smiling, raising eyebrows) or movements [23]. A remote class communicates with a teacher using a TR located in the teacher’s location: In this scenario, the TR is at the location of the teacher while the whole class of students is at a remote location (e.g., an isolated island). A remote class communicates with an expert using a TR located in the expert’s location: In this scenario, the TR is at the location of the expert while the whole class of students is at a remote location. A remote class communicates with a local class using a TR located in the local class: In this scenario, two classes at a distance (e.g., in different countries) communicate and collaborate. For example, despite the language difference that existed between both sides, the children were capable of communicating through the TR [17]. However, teachers must be trained in the use of TR and feel confident in using the TR in education [32].

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Use Cases In the following, we would like to address the different use cases (17) that were identified in the literature review (Table 2): Table 2. Identified use cases Nr.

Identified use cases

Number of papers

1

Absence from school/university due to illness/disability; Attendance of kids with chronic/long-term illness and/or disabilities (6); Attendance of temporary homebound kids in school (mostly due to the Covid-19 pandemic) (4)

10

2

Concept and lab setting

9

3

Learning a foreign language – connecting with native speakers via TR

9

4

Meta studies / Literature reviews – cases not able to be classified in any other of the identified categories, as the scope of the papers are generally on TR

9

5

Use cases in schools not targeting a specific group of pupils

7

6

Different research settings involving education at universities

6

7

Value of teaching / understanding the content / effect of TR

5

8

Building low-cost TR

3

9

Shared Learning experiences and workshops

3

10

Difference between TR and Social Robots

2

11

Children with ASD (autism spectrum disorder)

1

12

Students that are afraid of visiting school / university (and helping them to do so in the future)

1

13

TR vs normal video conference tools

1

14

Elderly person care

15

Industry use cases (walk around in a plant/factory)

1

16

Teachers with special skills (like STEM) teaching at different schools through a TR

1

17

Attending a conference as a speaker, personal experience

1

Total papers:

70

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Benefits and Obstacles The benefits of using TR are enhanced social presence [3, 10, 21–24, 33–37] followed by the opportunity for teleteaching and telelearning [17, 21–23, 25, 26, 34, 36–39] from almost any place. The technology is well suited to let remote users participate in class and reduces the amount of travelling needed [10, 24, 35, 36]. The biggest challenges when it comes to the application of telepresence robots in an educational context are connectivity issues/Wi-Fi [1, 3, 8, 13, 17, 20, 26–28, 31, 32, 36]. They are followed by limits when it comes to the interaction with the environment [6, 11, 12, 19, 22, 30, 35, 40, 41] as well as the social presence of users [3, 22, 24, 30, 35, 38, 40, 41]. This limitation is mainly caused due to missing mechanical arms [11] and technical obstacles such as bad audio transmission [4, 22, 30, 31, 35]. The navigation of the TR is reported as difficult [4, 10, 11, 17, 19, 22, 38, 42] and the field of view as narrow [4, 8, 10, 19, 35]. 3.2 Technology Review A telepresence robot is a device that transports a person virtually to another location. It makes a person’s presence felt even though the person might not be physically present. The robot has a screen and body-like structure onto which the user streams their video and controls the robot’s movement remotely. The significant advantage is that it provides accessibility with the feeling of being physically present. Anyone can join a meeting virtually but joining that meeting virtually through a human-like structure makes the user feel physically present. They can control the robot’s movement and interact with various people as they go around a place (e.g., an office) like they would if they were physically in that place. Being equipped with displays, speakers, microphones, cameras, and various other features (depending on the multiple robots in the market), telepresence robots are a revolutionary concept in the field of virtual interaction [42]. They are a sense of extension of the user’s presence. Figure 1 depicts the main hardware components of the telepresence robot system. Starting with the movable, motorized base, which is connected with a telescope tube to the main display. For the audio-video communication on the TR operator side, the display is used to represent his or her head and speakers are provided to transmit his or her voice. Microphones capture the sound and voices of the remote environment, and cameras (usually a system of two or more cameras) transmit the video stream to the TR operator and help him or her navigate through the remote space. The energy for the system is provided by a battery, which can be charged with a special charging dock. One of the most important hardware components of a TR system is the network adapters, which can provide Wi-Fi or LTE (4G or even 5G) connection for the transmission of the data. The connection to the devices is usually web-based, which means that users only need a web browser to operate a telepresence robot. The communication protocols use a high level of encryption (mostly WebRTC 128 or 256-bit encrypted with DTLS-SRTP) and are secure. A list of hardware and software components is shown in Fig. 2.

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Fig. 1. Schematic view of a telepresence robot

Self-built Models The self-made TR or prototypes from the literature review are mostly developed on Raspberry Pi systems, which are used to acquire data from sensors and stream the same data to the servers. The TR prototypes build by researchers use open-source components and freeware component tools. Many of them are easy to mount and flexible due to costeffectiveness [42]. The studies in the papers show that students feel motivated to study and actively participate in the class lessons [10]. The self-made systems have certain challenges they are facing, such as lack of connection due to poor infrastructure. Time lag issues in the audio due to the poor Wi-Fi connection were observed in some low-cost TR systems [11, 43]. Commercial Models The most prominent used telepresence robots are the following: BEAM, Beam +, Double 2, Ohmni and Kubi. The BEAM and Beam + technologies (today known as GoBe robots) provide much better flexibility and height compared to other robotic systems. The challenges faced by all the telepresence technologies were mostly the loss of connection due to lack of connectivity or poor internet infrastructure.

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Fig. 2. Main hardware and software components of a TR

4 Conclusion We reviewed the scientific literature and the current effective practices with TR in educational settings. The strategies for integrating TR into the daily classroom routine were investigated, along with the barriers and challenges that inhibit or restrict the wider use and adoption of these strategies. The enablers and opportunities that facilitate the take-up of these strategies to enhance educators’ digital competence, as well as confidence in the use of TR for teaching and learning, were examined. We also analyzed which TR technologies and models have been used in the literature so far. The efforts noted in this paper will pave the way for the work, which is ramping up on the development of a didactic framework for the use of telepresence robots in educational contexts. This framework will combine a set of contemporary teaching and learning methods (i.e., project-based learning, inquiry-based learning, problemsolving approaches, collaborative teaching and game-based learning) to be implemented in educational practice. Our study contains current, accurate and relevant key data & background information on the general conditions, benefits & limitations of using TR in

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education, and is broad enough to cover all aspects relevant to decision-makers regarding possible uses of TR for specific educational institutions (or educational systems). Acknowledgements. The project “TRinE – Telepresence Robots in Education” (https://www. trine-platform.com/) is funded by the European Union under the Erasmus+ programme. Project Reference: 2020–1-MT01-KA227-SCH-092408.

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Development of Reflection Ability Required as a Lifelong Learner Tomoko Maruyama1(B)

and Masahiro Inoue2

1 Ehime University, Matsuyama 790-8577, Japan

[email protected] 2 Keio University, Yokohama 223-8526, Japan

Abstract. The Grand Design of Higher Education toward 2040 report proposes a “shift to learner-centered education.” The Organization for Economic Cooperation and Development has also presented the “Learning Compass 2030” concept of well-being in 2030. Students are expected to become autonomous learners who are aware of their own goals, engage in independent learning, evaluate their results appropriately on their own, and take steps toward securing necessary learning. How, then, can students become autonomous learners? This paper reviews reflection theory in higher education to explore reflection strategies for fostering autonomous learners. Furthermore, as a case study, a leadership program incorporating reflective activities into project-based learning was designed and implemented. This study aimed to examine the abilities that students are expected to acquire through reflective activities and the conditions necessary for their development. The results highlighted the importance of students learning about their own learning, developing a growth orientation that encourages effort, and learning how to adapt their learning and behavior. Additionally, opportunities for students to improve their behavior need to be built into their education intentionally and then supported by faculty timeously. Keywords: Reflective learning · Metacognition · Leadership development · Project-based learning · Lifelong learning

1 Introduction Society is changing rapidly with the advent of a volatile, uncertain, complex, and ambiguous world, the use of AI brought about by the Coronavirus pandemic, and the acceleration of digitalization. Students can look forward to a future in which they will continually adapt to new situations, inspire themselves, and carve out their own unique careers under uncertain and unpredictable circumstances. Universities must be places for the development of autonomous learners, where students are aware of their goals, engage proactively in learning, evaluate their achievements appropriately, and move forward to further necessary learning.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer et al. (Eds.): ICL 2022, LNNS 634, pp. 34–40, 2023. https://doi.org/10.1007/978-3-031-26190-9_4

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2 OECD Learning Compass The Organization for Economic Cooperation and Development (OECD) has been promoting the Future of Education and Skills 2030 project (OECD Education 2030 project) since 2015. The project has been discussing the competencies, curricula, and teaching and assessment methods needed for children to be active by 2030 and beyond. In May 2019, a concept note was published as the final report of the first phase [1]. Figure 1 shows the OECD Learning Compass 2030, developed by the project, which describes the future of education in 2030 and provides a framework for learning to move toward well-being as individuals, communities, and societies.

Fig. 1. OECD Learning Compass 2030

The Learning Compass is composed of the core foundations of learning, knowledge, skills, attitudes and values, and the elements of competency for creating a better future, encircled by anticipation, action, and reflection. This indicates that learners can develop the competencies necessary to adapt to situations, take the required action, and make changes for a better future in a continuous cycle of reflection [1]. It shows the importance of each student holding a compass in their hand and using their own power to explore various paths to find a career direction.

3 Purpose This paper reviews reflection theory in higher education to explore reflection strategies for fostering autonomous learners. Furthermore, a leadership program incorporating

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reflective activities into project-based learning (PBL) was designed and implemented. On the basis of these results, this study aimed to examine the abilities that students are expected to acquire through reflective activities and the conditions necessary for their development.

4 Reflection in Higher Education Dewey, considered the founder of experiential learning, said, “When the detailed connections between one’s activities and what happens as a result are discovered, the thoughts implicit in the experience of doing this and that become clearly manifest. As the quantity of these thoughts increases, the quality of the experience changes.” He points out the importance of conscious deliberative thinking [2]. Later, Kolb, learning from Dewey’s thinking, advocated the importance of learning from experience and proposed the experiential learning model [3]. At the same time, Schön proposed a new model of the professional—the reflective practitioner—which has been very influential in stimulating discussion on the role of reflection in professional education [4]. Since then, many other researchers have developed theories of reflection that evolved from these ideas. One of them, Moon, focuses specifically on the relationship between reflection and learning and explicitly links personal development planning (PDP) in higher education with reflection as a learning tool to promote student growth [5]. In the 1997 Dearing Report [6], Higher Education in the Learning Society, in the United Kingdom, PDP was proposed for introduction into British higher education institutions as a mechanism to actualize “learning how to learn,” which is essential in a learning society where people continue to learn throughout their lives. Moon also presents reflective writing as a procedure by which college students can record their reflections on their experiences. In reflective writing, Moon introduces question prompts to help with the reflection procedure, ranging from superficial, descriptive questions that direct the depth of the reflection to those that encourage a more in-depth approach [7]. When introducing reflective activities into the curriculum, it is necessary to ensure that the depth of reflection is consistent with the learning intentions. For example, if students are to reflect on their professional behavior and review their own characteristics and approaches, a deeper level of reflection is required where behavioral change is expected. Furthermore, Hatton and Smith described three developmental levels of reflection: “descriptive description,” “interactive reflection,” and “critical reflection.” [8]. Moon developed these stages and showed that students move from “noticing” to “making sense” of their learning, then through “making sense of their learning” to “working with meaning,” and finally to “transformative learning” [5]. In the final stage, the new learning is transformed in the reflection process to a state of altered current understanding, dramatically restructuring the students’ ideas and their ability to assess the process of arriving at learning. Moon’s application of reflection in higher education learning, tools for facilitating reflection, and practical support can be very helpful in designing classes and programs that incorporate reflection.

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5 Reflective Activities in Project Learning Moon attempted to categorize the literature in the field of reflection into three types: the first is a general reflection that is merely a form of thinking; the second is the reflection in an academic context that operates in a formal educational setting; and the third focuses on the outcomes that can be brought about through the use of reflection [7]. The latter is drawn from a wide range of literature and includes the following: learning, knowledge, and understanding/some form of action/critical review process/personal and ongoing professional development/reflection on the learning process and personal functioning (metacognition/theory-building from observations in exercises/decision-making/uncertainty resolution, problem-solving, and empowerment and liberation/unexpected outcomes/emotions/clarification of what needs further reflection). These outcomes are important elements for the autonomous learner’s continuous lifelong development of competence. PBL with reflective activities is expected to be a learning method that produces these outcomes. A project is an activity that has a clear goal and creates a deliverable under given constrained conditions and within a set period while confronting uncertain circumstances. It is conducted in a wider environment in which learners can create their own leadership opportunities based on their strengths, and it has a life cycle of start-up, planning, execution and control, and conclusion. By incorporating reflective activities using the metacognitive activity framework (monitoring and control) into this process, it can be assumed that individual capacity development will also be a possible outcome in the course of achieving the project’s goals, and team collaboration will be required to achieve this end. The development of self-awareness and skill development of individuals will facilitate the progress of the team’s project, and synergistic effects can be expected to promote the growth of both the individual and the team.

6 Reflective Practice of Leadership Behavior in Project Activity In this study, leadership education was introduced in the Graduate School of Science and Engineering. In that educational program, students conducted continuous reflection on their leadership behaviors, which was demonstrated in project activities. Figure 2 shows the leadership education model, which has five modules: acquisition of knowledge, training using simulation, application in practice, reflection, and assessment [9]. At the start of the program, a diagnostic evaluation is conducted. Students then enter a cycle of skill acquisition, where they acquire knowledge through lectures and utilize simulations to experience leadership activities iteratively. Simulations provide a safe environment in which students can try different approaches to leadership in various situations. Simulation exercises raise an awareness of daily improvement and the necessity for any new action through self-reflection on various virtual experiences. Next, students utilize PBL as a team to show leadership skills based on the aforementioned simulated experiences. Students can apply their leadership training to actual projects and improve their leadership skills. Applying conscious leadership to a project

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Fig. 2. The leadership education model

with a specific goal is highly effective in limited circumstances. Both of the aforementioned steps are repeated to improve leadership abilities in a positive feedback loop. Students reflect on the simulated experience and action in practice, and they identify the skill correction component and skill that requires improvement. Finally, students complete a comprehensive evaluation. The e-portfolio is used as a tool to promote reflection. Over 7 weeks, students record and reflect on their leadership experiences in the e-portfolio weekly. This study evaluated the positive changes in leadership behavior of students in PBL when they were allowed to practice reflection with the e-portfolio. To verify the educational outcomes of learning, questionnaire surveys were conducted to evaluate changes in the interpretation of leadership concepts, changes in leadership behavior through continuous recording in the e-portfolio, and leadership self-efficacy. The results highlighted the potential of using the e-portfolio for continuous reflection to encourage positive changes in students’ leadership behavior [10].

7 Learning Assessment and Reflection The ability to reflect on and evaluate one’s own learning is an important element in promoting self-directed and continuous learning throughout life. Maintaining a desire to grow is not easy. However, the feeling that one is growing, even if only a little, over time can provide the energy needed to take the next step forward. Evaluation and reflection play an important role in this process of change. They will be performed using an AIbased assessment (mainly formative) system. The visualization of learning outcomes is intended to allow students to evaluate their own learning and to encourage innovation in individual learning.

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By showing the learning results accumulated in the system, the metacognition of the learner can be raised, and the teaching of learning can be adapted to the individual situation. Where learners can make independent choices and decisions about what and how to learn, metacognition of individual learning is a major factor. Metacognition means perceiving cognition from a top–down perspective. Deliberate reflection in learning also influences the learning behavior itself and plays a role in promoting metacognition [5]. Metacognition is assumed to be formed with increasing age, and interaction with others may be involved in its formation. To make independent choices and decisions, it is necessary to have a deep understanding of the self. Although it is important to be aware of oneself, there are limitations to simply looking inward and pursuing who one is on one’s own. An essential component of effective reflection is not simply the individual reflecting alone, but the presence of others with critical perspectives and who can think together, ask questions, give feedback, and help with reflection [11]. For example, faculty must communicate their understanding of how to interpret the assessment of learning outcomes analyzed by text mining, rather than simply leaving it to the students. On the one hand, if you tell students how to do something unilaterally, they will often be unconvinced and unwilling to try it. On the other hand, teaching while imagining the situation and feelings of the students and explaining the scientific rationale behind it will ultimately lead to better results. Students and faculty need to go through a process of trial and error together, such as finding out what the meaning of the action is by sharing data and analyzing the results of various attempts.

8 Conclusions Living in an era of ever-increasing amounts of information and significant change demonstrates the need for us to be lifelong learners. It will be important for students to learn about their own learning, develop a growth orientation that encourages effort, and learn how to adapt their learning and behavior. It is also necessary to intentionally build into education the opportunities for students to improve their behavior and then to establish a system of well-timed support from faculty. Not only students but also all of us must be able to set the direction in which we should move at each milestone and identify the actions required to achieve our goals. Students need to be self-directed learners who are willing to try new things, eager to learn, and able to promote their own learning through reflection on the results of their efforts. The process of self-development that students undergo during their school years will help them to continue to develop their careers throughout their lives. Future research efforts will focus on identifying those effective reflection processes that encourage students to actively change their behavior and continue to learn throughout their lives. Acknowledgements. This work was supported by JSPS KAKENHI JP19K03032.

References 1. OECD. https://www.oecd.org/education/2030-project/contact/OECD_Learning_Compass_ 2030_Concept_Note_Series.pdf. Accessed 27 May 2022

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2. Dewy, J.: Democracy and Education: An Introduction to the Philosophy of Education. Free Press, New York (1916) 3. Kolb, D.A.: Experiential Learning as the Science of Learning and Development. Prentice Hall, Englewood Cliffs (1984) 4. Schon, D.A.: The Reflective Practitioner: How Professionals Think In Action. Basic Books, New York (1984) 5. Moon, J.: Learning Through Reflection, Guide for Busy Academics, no. 4. HE Academy, York (2005) 6. Watson, D., Amoah, M.: The dearing report: ten years on, Inst of Education (2007) 7. Moon, J.: A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge, London (2004) 8. Hatton, N., Smith, D.: Reflection in teacher education: towards definition and implementation. Teach. Teach. Educ. 11(1), 33–49 (1995) 9. Maruyama, T., Inoue, M.: Peer reflection using an e-portfolio improves students’ leadership behavior. In: SEFI 47th Annual Conference, Budapest, Hungary, pp.745–754 (2019) 10. Maruyama, T., Inoue, M.: Continuous reflection using an e-portfolio improves students’ leadership behavior. In: SEFI 48th Annual Conference, Enschede, The Netherland, pp. 985–994 (2020) 11. Van Seggelen-Damen, I.C., Van Hezewijk, R., Helsdingen, A.S., Wopereis, I.G.: Reflection: a socratic approach. Theory Psychol. 27(6), 793–814 (2017)

Developing Students’ Emotional Intelligence in English Classes Taught in the Speaking Club Format Yuliia Fedorova1,2(B) , Hanna Korniush1 , Olena Lutsenko3 and Viktoriia Tsokota4

,

1 Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine

[email protected], [email protected] 2 Comenius University Bratislava, Bratislava, Slovakia [email protected] 3 V.N. Karazin Kharkiv National University, Kharkiv, Ukraine [email protected] 4 National University of Civil Defense of Ukraine, Kharkiv, Ukraine

Abstract. The article deals with the concept of emotional intelligence and its enhancement in the context of higher education. The aim of the present research was to design and test tools aimed at developing emotional intelligence of students in the process of studying English in classes taught in the speaking club format. The authors offer a 4-component instrumental model for the development of emotional intelligence, which is easily used in teaching and applied business. The model was tested during English language classes organized in the format of a speaking club at Ukrainian Engineering Pedagogics Academy (UEPA). The paper describes in detail ways of transforming the natural process of experiencing emotions into emotional competence of students. The effectiveness of a new test-questionnaire was empirically proven. The validity of the test was confirmed by an exploratory and confirmatory factor analysis. The practical significance of the study is that the procedures aimed at increasing the level of emotional intelligence of students and the developed questionnaire can facilitate students’ effective adaptation and their successful activity in the modern socio-economic space. The conducted research encourages implementing effective techniques for developing emotional intelligence in the educational process. Keywords: Emotional intelligence · Training · Questionnaire · Model of emotional intelligence · Speaking club

1 Problem Statement Given the vector of the development of Ukraine as an equal member of the globalized community in political, economic and educational aspects, education institutions are currently faced with the task to effectively introduce English into the teaching and learning process. At the same time, 21st century information technology challenges and © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 M. E. Auer et al. (Eds.): ICL 2022, LNNS 634, pp. 41–54, 2023. https://doi.org/10.1007/978-3-031-26190-9_5

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globalization processes objectively raise the question of the widespread introduction of innovative approaches to teaching and learning. Post-industrial society is based on knowledge and should employ new methods in the field of vocational education and training. Ukraine has adopted the vector of lifelong learning, thus encouraging all participants in the learning process to acquire the English language at a high level, which will make it possible to gain access to a variety of information resources related to their professional field. However, we discovered that group academic classes of English not only enhance students’ English language skills, but also contribute to the development of another important 21st century competence, which is emotional intelligence (EI). We believe that the use of EI development tools in the English language teaching (ELT) classroom will improve the quality of training graduates and equip them with essential 21st century competences.

2 Analysis of Recent Research and Publications The concept of EI was disclosed in a non-cognitive theory of EI offered by R. Bar-On [1]; theories of emotional and intellectual abilities were formulated by J.D. Mayer and R. Salovey [2]; a mixed theory of emotional competence was developed by D. Goleman [3]. W. Zhang and O. Adegbola wrote about EI-based training for future public relations leaders, and discussed an EI model used to develop professionalism in public relations education [4]. The necessity and benefits of the development of EI for the managerial as well as research and teaching staff of education institutions was substantiated [5–8], along with the benefits of its development in the workplace and in the training process [9]. The question of using interactive technologies in the educational process was considered by T. Bondarenko, O. Kupriyanov [10] et al. Yu. Fedorova, K. Babenko, Ya. Malykhina, O. Yarmosh and V. Malykhina [11] claim that under the pressure of the digital revolution a set of competences that a successful modern person should possess is changing. The economic paradigm shift is focusing on human capital and the use of human knowledge and intelligence to create added value [12], leading to the introduction of lifelong learning and “just in time” education, encouraging the development of soft skills, which ensure effective communication, cooperation and relationship management, and, therefore, enhancing EI. Emotional intelligence embraces some of the top 10 skills that will be in demand by 2025 according to the list of the International Economic Forum [13], namely, leadership and social impact, endurance, stress resistance and flexibility. English proficiency is also recognized as a basic 21st century life skill. In July 2019, at a meeting of the MES Board, the Ministry of Education and Science of Ukraine devised and approved the Concept of English Language Development in Universities [14]. The document provides for the organization of language courses and intensives, and requires students of all higher education institutions in Ukraine to demonstrate that they possess the expected English language proficiency level. Reforms in the field of education have increased the interest of scientists in researching the questions of human capital and students’ emotional perception of the learning process. This automatically requires expanding the range of research topics, and increases the demand for high quality teaching at higher education institutions in free economic zones, as noted in the work of Yu. Fedorova [15]. However, despite a

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considerable amount of foreign scientific papers dealing with issues of developing EI in the ELT classroom, there are still a number of uncertain questions about EI development tools within the system of higher education. We consider the development of emotional intelligence in the teaching and learning processes in the field of higher education to be a very promising research area in Ukraine and abroad. The aim of the present research is to design and test tools for the development of emotional intelligence of students in the process of learning English in classes organized in the speaking club format.

3 Results and Discussion The study necessitated applying a combination of research methods aimed at assessing the level of EI development during English language classes taught in the speaking club format. The qualitative method was used to consider thoughts, ideas and achievements of the participants in a subjective way. The quantitative method was chosen to collect quantifiable data from students, analyze the figures, and conduct tests in an objective way. All in all, 62 students of Ukrainian Engineering Pedagogics Academy (UEPA) took part in English classes held in the speaking club format. 158 students of Ukrainian Engineering Pedagogics Academy and V.N. Karazin Kharkiv National University took part in psychological testing. The participants were aged between 17 and 25. The study included the following stages: 1) designing an instrumental model of EI development; 2) conducting English classes in the speaking club format at UEPA during the 2020/2021 academic year in such a way as to ensure the development of each component of the model; 3) developing a questionnaire and implementing the first psychometric tests; 4) validating the EI test; 5) analyzing the obtained results. The processing of the testing data was performed in MS Excel, SPSS, STATISTICA, FACTOR, and R-Studio. At the first stage, the discriminativity of the test was confirmed, and an exploratory and confirmatory factor analysis was performed using the principal components method with the polychoric correlation coefficients, direct Oblimin rotation and hierarchical factor solution (Schmid-Leiman solution) to check the correctness of the test structure. At the second stage, two other tests for a similar psychological construct – EI – authored by N. Hall and D. Lyusin were used to verify the validity (correctness, reliability) of the new test, and Spearman’s rank correlation analysis was performed. All the participants were informed verbally about the details of the research and a signed written consent on being included in the experiment was received from each of them. The term “emotional intelligence” has existed for more than 30 years, but began to be widely used and studied only in the last decade. R. Bar-On [1], an Israeli psychologist, first introduced the concept of emotional coefficient. The most popular EI models were proposed by R. Bar-On [1]), J.D. Mayer and R. Salovey [2], and D. Goleman [3]. According to J.D. Mayer and R. Salovey, who authored the original concept of EI, emotional intelligence is a group of mental abilities that contribute to the awareness and understanding of one’s own emotions and the emotions of others. The possibility of developing these abilities throughout life necessitates the development of appropriate tools and methodological bases in the learning environment.

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Quite often, along with the term “emotional intelligence” the term “emotional competence” (EC) is used. According to C. Saarni [16], emotional competence shapes the ability to adapt and believe in one’s own abilities. To describe emotional competence, C. Saarni uses the term “skill”, which distinguishes it from the concept of emotional intelligence. Emotional competence is the knowledge and skills that a person can acquire in order to be able to act appropriately in different situations. It depends on the ability to “turn on” emotions, or rather, to manage them in such a way as to achieve certain goals. Similarly, emotional competence is a prerequisite for an active social life. J.D. Mayer and R. Salovey [2] also believe that emotional competence comprises an ability to process the most complex information related to emotions and use that information as a guide in the process of thinking and acting. D. Goleman [17] defines emotional competence as an acquired property based on emotional intelligence. The author identifies 25 emotional competences, which are grouped by 5 components of EI, namely self-awareness, self-regulation, motivation, empathy, and social skills. Despite a considerable number of approaches to developing EI, so far no convenient model of EI development has been proposed that could be easily employed in applied business and education. Therefore, we simplified the structure of EI according to the model devised by D. Goleman, and now offer a 4-component instrumental model of EI, which is based on the following components: self-awareness, self-management, social awareness, and relationship management (Table 1). The proposed model contains four components of emotional intelligence, which allows building a convenient graphical representation of the results as an EI diagram consisting of four quadrants (Fig. 1). The horizontal axis shows the direction of EI coverage (from left to right): from the individual level to the social group level, and the vertical axis shows the degree of EI control (bottom up): from understanding to managing one’s own emotions and the emotions of others. Quantitative characteristics of each of the four indicators for the 4-component instrumental model of EI are displayed as a side of the corresponding quadrant (Fig. 1). Within the training process, this approach allows demonstrating the dynamics of each component of EI by increasing the area of the corresponding quadrant. The side of the quadrant can range from 0 to 10. This corresponds to the STEN (standard ten) score system. According to the STEN score system, results ranging from 0 to 3 demonstrate a low level, results ranging from 4 to 7 show a medium level, and results ranging from 8 to 10 demonstrate a high level of the development of the components of the 4-component instrumental model of EI. Figure 1 also shows how experiencing spontaneous emotions is transformed into EC. For the first time, the proposed 4-component instrumental model of EI was used during English language classes of the speaking club format at Ukrainian Engineering Pedagogics Academy (UEPA). Participation in the empirical study was voluntary. Speaking club classes involved delivering speeches, watching and discussing audio and video presentations, finding group solutions to business problems etc. Group classes were carefully planned by the teacher, as reflected by H. Korniush [18]. The students found classes particularly engaging and engrossing since they contained elements of improvisation. Classroom activities of the speaking club format were thoroughly and regularly analyzed.

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Table 1. The structure of emotional intelligence according to the 4-component instrumental model of EI. EI components

Emotional competences of the components

I. Self-awareness (self-reflection)

1. Emotional awareness: awareness of one’s own emotions, their consequences and reasons for their occurrence 2. Accurate self-assessment: understanding of one’s strengths and weaknesses in professional activity 3. Understanding one’s own basic attitudes: a strong sense of self-worth and awareness of one’s own principles and moral qualities

II. Self-management 4. Ability to focus on tasks in stressful situations (management of one’s own mental states) 5. Ability to manage one’s mood when working in a team 6. Ability to switch attention or concentrate (as needed) 7. Ability to overcome fear, anger, and other comparatively negative emotions in order to achieve a goal 8. Ability to work with others to achieve common goals 9. Ability to stay positive and focused III. Social awareness (cognitive empathy)

10. Attention to and acceptance of feelings and points of view of other people, manifestation of a genuine interest in them 11. Orientation towards servicing others: ability to anticipate, recognize and meet customers’ requests 12. Ability to be open, listen without being prejudiced, and be ready to help 13. Correct interpretation of connections between other people or social processes

IV. Relationship management (emotional influence)

14. Possession of effective tactics of persuasion 15. Ability to resolve conflicts, ability to inspire and lead individuals and groups 16. Ability to lead changes, manage projects and take responsibility 17. Ability to create additional opportunities based on the analysis of new information 18. Ability to build and maintain useful relationships 19. Ability to create group synergies to achieve common goals

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The analysis of the main methods of diagnosing emotional competence suggested by R.D. Roberts, Dzh. Metyuz, M. Zaydner and D.V. Lyusin [19], namely ECI (Emotional Competence Inventory-360), EQ-i (Bar-On Emotional Quotient Inventory), SSRI (Schutte et al. Self-Report Index), TEIQue (Trait Emotional Intelligence Questionnaire), MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test), MEIS (Multifactor Emotional Intelligence Test), LEAS (Levels of Emotional Awareness), and EARS (Emotional Accuracy Research Scale), revealed a large number of approaches and the acceptability of a subjective approach to measuring EI, which is characterized by the fact that it simplifies the organization of testing, fosters cooperation and builds trust in the testees.

Fig. 1. EI development diagram according to the 4-component instrumental EI model.

Taking into account the above methods and emotional competences of the components of the 4-component instrumental model of EI given in Table 1, we developed a test-questionnaire “Emotional Intelligence in Business”, which demonstrates the level of EI and the degree of students’ readiness to perform professional activities. 158 people (120 women and 38 men) took part in the first psychometric trial of the new test, which is reflected in the work of O. Lutsenko, Yu. Fedorova and V. Tsokota [20]. The testing was conducted on an online platform at https://testing-system-nure.her okuapp.com/auth. Data processing was performed in MS Excel, SPSS, STATISTICA, FACTOR, and R-Studio. First, the test contained 80 statements dealing with the business area of using EI, with 20 statements assigned to each of the 4 scales (self-awareness, selfmanagement, social awareness, and relationship management). Further, as a result of the psychometric checks, the test was shortened to 40 most effective statements (Table 2). The discriminativity of all scales and the test as a whole is very high, with the Ferguson coefficient δ equaling 1.00. It means that the test is informative. It also means that the test scores evenly distinguish people by EI level differences, and when a rather big sample of people is surveyed, it is possible to identify individuals with very low,

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Table 2. A fragment of the test “Emotional Intelligence in Business”. Statement

Never Very rarely Sometimes Often Always

1. I know what professional tasks I am concerned about

°

°

°

°

°

2. I know my strengths in professional activity

°

°

°

°

°

……

°

°

°

°

°

40. I try to create a comfortable atmosphere ° for my team (colleagues)

°

°

°

°

low, middle, high, very high and everything in between levels. That is why the test can differentiate people at as many levels of EI as there are scores in the test. The exploratory factor analysis was conducted using the method of the principal components, polychoric correlation coefficients, direct Oblimin rotation and hierarchical factor solution (SchmidLeiman solution). It extracted one general factor and four subfactors, and showed that all test items correlated with the relevant factors at the level of 0.30–0.83, i.e. at a sufficient level. Relationship management and social awareness were found to be the most important components for EI in Business as these factors explained the greater dispersion of the EI construct. The internal reliability of the test and test scales turned out to be very high: the Cronbach’s alpha coefficient for the test of EI in Business in general equaled 0.932; it reached 0.778 for the scale of self-awareness, 0.846 for the scale of self-management, 0.868 for the scale of social awareness, and 0.906 for the scale of relationship management, with the minimum allowable being 0.600 (the higher, the more reliable the scale). The reliability of the scales tested in the exploratory factor analysis was even higher: 0.927, 0.906, 0.866, and 0.865 respectively. This indicates the internal consistency of the test and the low measurement error. The social awareness component was discovered to have a significantly higher level among women in comparison to men (Mann-Whitney U Test: U = 1682, p = 0.014). The self-awareness component increased proportionally along with the increase of the year of study among higher education students: Kruskal-Wallis test: H = 12,618 p = 0,027. This was also confirmed by correlating the level of self-awareness with the year of study: ρ = 0.234, p = 0.003. The convergent validity of the new EI test was confirmed during the second stage of the psychometric trials. To check the validity (correctness, reliability) of the new test, two other tests were used for the same psychological construct – EI – designed by N. Hall and D. Lyusin. Spearman’s rank correlation analysis and a sample of 26 people of different ages and genders were used for testing. The results are demonstrated in Tables 3 and 4. As evidenced by the data in Tables 3 and 4, the validity of the new test is proved by high logical correlations between the scales and the general indicator in the test of EI in Business and the scales of the already validated EI tests developed by D. Lyusin and N. Hall. There is only one correlation missing between the scale of self-management

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according to our test of EI in Business and the scale of emotional awareness in N. Hall’s test. That is, self-management in the test of EI in Business is not equivalent to emotional awareness embodied in N. Hall’s test. Indeed, if we compare the statements of these test scales, the substantive validity of N. Hall’s test mostly involves awareness of the value of one’s own emotions as a source of information about changing, improving and managing one’s own life; for example, “For me, both negative and positive emotions are a source of knowledge about how to act.” In contrast to the test designed by N. Hall, in our test the substantive validity of the self-management scale refers to the control of one’s own impulsive emotional reactions, in particular, reactionary criticism, conflicts, stress, fatigue, change, anxiety and fears; for example, “I calmly respond to criticism from employers.” One correlation was recorded at the level of a reliable connection trend, which is between self-awareness according to the test of EI in Business and emotional awareness according to the test developed by N. Hall: ρ = 0.374, p = 0.059. An insufficient level of reliability is likely to be sufficient with an increase in the sample of testees. We calculated the norms for our test in “raw scores” according to the statistical rule of “three sigma”, and translated them into the standard STEN score system. The calculation of the norms showed that in our sample the least developed component of EI is self-management: according to it, the largest numbers of people have low indicators and the smallest numbers of people have high indicators. Table 3. Relationships between the indicators of the test “Emotional Intelligence in Business” and the indicators of N. Hall’s EI test. General indicators of the tests and test scales

Spearman’s correlation coefficient p-level

EI in Business & Hall’s emotional awareness

0.501

0.009

EI in Business & Hall’s emotional self-management

0.798