The Impact of the 4th Industrial Revolution on Engineering Education: Proceedings of the 22nd International Conference on Interactive Collaborative ... in Intelligent Systems and Computing, 1135) 3030402703, 9783030402709

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Advances in Intelligent Systems and Computing 1135

Michael E. Auer Hanno Hortsch Panarit Sethakul   Editors

The Impact of the 4th Industrial Revolution on Engineering Education Proceedings of the 22nd International Conference on Interactive Collaborative Learning (ICL2019) – Volume 2

Advances in Intelligent Systems and Computing Volume 1135

Series Editor Janusz Kacprzyk, Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Advisory Editors Nikhil R. Pal, Indian Statistical Institute, Kolkata, India Rafael Bello Perez, Faculty of Mathematics, Physics and Computing, Universidad Central de Las Villas, Santa Clara, Cuba Emilio S. Corchado, University of Salamanca, Salamanca, Spain Hani Hagras, School of Computer Science and Electronic Engineering, University of Essex, Colchester, UK László T. Kóczy, Department of Automation, Széchenyi István University, Gyor, Hungary Vladik Kreinovich, Department of Computer Science, University of Texas at El Paso, El Paso, TX, USA Chin-Teng Lin, Department of Electrical Engineering, National Chiao Tung University, Hsinchu, Taiwan Jie Lu, Faculty of Engineering and Information Technology, University of Technology Sydney, Sydney, NSW, Australia Patricia Melin, Graduate Program of Computer Science, Tijuana Institute of Technology, Tijuana, Mexico Nadia Nedjah, Department of Electronics Engineering, University of Rio de Janeiro, Rio de Janeiro, Brazil Ngoc Thanh Nguyen , Faculty of Computer Science and Management, Wrocław University of Technology, Wrocław, Poland Jun Wang, Department of Mechanical and Automation Engineering, The Chinese University of Hong Kong, Shatin, Hong Kong

The series “Advances in Intelligent Systems and Computing” contains publications on theory, applications, and design methods of Intelligent Systems and Intelligent Computing. Virtually all disciplines such as engineering, natural sciences, computer and information science, ICT, economics, business, e-commerce, environment, healthcare, life science are covered. The list of topics spans all the areas of modern intelligent systems and computing such as: computational intelligence, soft computing including neural networks, fuzzy systems, evolutionary computing and the fusion of these paradigms, social intelligence, ambient intelligence, computational neuroscience, artificial life, virtual worlds and society, cognitive science and systems, Perception and Vision, DNA and immune based systems, self-organizing and adaptive systems, e-Learning and teaching, human-centered and human-centric computing, recommender systems, intelligent control, robotics and mechatronics including human-machine teaming, knowledge-based paradigms, learning paradigms, machine ethics, intelligent data analysis, knowledge management, intelligent agents, intelligent decision making and support, intelligent network security, trust management, interactive entertainment, Web intelligence and multimedia. The publications within “Advances in Intelligent Systems and Computing” are primarily proceedings of important conferences, symposia and congresses. They cover significant recent developments in the field, both of a foundational and applicable character. An important characteristic feature of the series is the short publication time and world-wide distribution. This permits a rapid and broad dissemination of research results. ** Indexing: The books of this series are submitted to ISI Proceedings, EI-Compendex, DBLP, SCOPUS, Google Scholar and Springerlink **

More information about this series at http://www.springer.com/series/11156

Michael E. Auer Hanno Hortsch Panarit Sethakul •

•

Editors

The Impact of the 4th Industrial Revolution on Engineering Education Proceedings of the 22nd International Conference on Interactive Collaborative Learning (ICL2019) – Volume 2

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Editors Michael E. Auer Carinthia University of Applied Sciences Villach, Austria

Hanno Hortsch Technische Universität Dresden Dresden, Germany

Panarit Sethakul King Mongkut’s University of Technology North Bangkok Bangkok, Thailand

ISSN 2194-5357 ISSN 2194-5365 (electronic) Advances in Intelligent Systems and Computing ISBN 978-3-030-40270-9 ISBN 978-3-030-40271-6 (eBook) https://doi.org/10.1007/978-3-030-40271-6 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved 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

ICL2019 was the 22nd edition of the International Conference on Interactive Collaborative Learning and the 48th 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. ICL2019 has been organized by King Mongkut’s University of Technology North Bangkok from September 25 to 27, 2019, in Thailand. This year’s theme of the conference was “The Impact of the 4th Industrial Revolution on Engineering Education.” Again outstanding scientists from around the world accepted the invitation for keynote speeches: • Xavier Fouger, Senior Director, Learning Centers and Programs, Dassault Systemes – Learning Experience. Speech title: Learning Centers, a Tidal Wave in Shaping the Workforce of the Future • Doru Ursutiu, Manager of Center for Valorization and Transfer of Competence, “Transylavania” University of Brasov, Romania. Speech title: Affective Education and New Technologies starting from Music Therapy to Engineering Education! • Stefan Vorbach, Professor at Graz University of Technology, Graz, Austria. Speech title: The Importance of Entrepreneurship Education for University Graduates • Aditad Vasinonta, Deputy-Director General, Office of Industrial Economics, Ministry of Industry, Thailand In addition, an invited speech has been given by • David Guralnick, Kaleidoscope Learning, USA. Speech title: Creative Approaches to Online Learning Design

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Furthermore, five very interesting workshops have been held: • Methodologies To Build Conceptual Questions For Assessing Important Misconceptions In Engineering-Related Areas • Getting Ready for IT Program Accreditation in Europe: the Euro-Inf Standard • Introduction to Modus Toolbox™ IDE Using PSoC® 6 MCUs • Authentic Learning Strategies to Develop Engineering Competencies for the Twenty-First Century • Employing Accreditation Requirements to Build Engineering Leadership Components in the Curriculum Since its beginning, this conference is devoted to new approaches in learning with a focus on 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: • The impact of globalization and digitalization on all areas of human life • 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 do not know to live without Internet Therefore, the following main themes have been discussed in detail: • • • • • • • • • • • •

Interactive and Collaborative Learning New Learning Models and Applications Research in Engineering Pedagogy E-Learning and Distance Learning Problem and Project-Based Learning Course and Curriculum Development Knowledge Management and Learning Real-World Learning Experiences Evaluation and Outcome Assessment Computer-Aided Language Learning Vocational Education Development Technical Teacher Training As submission types have been accepted:

• • • •

Full Paper, Short Paper Work in Progress, Poster Special Sessions Round Table Discussions, Workshops, Tutorials

All contributions were subjected to a double-blind review. The review process was very competitive. We had to review nearly 570 submissions. A team of about 275 reviewers did this terrific job. Our special thanks to all of them.

Preface

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Due to the time and conference schedule restrictions, we could finally accept only the best 166 submissions for presentation. Our conference had again more than 200 participants from 38 countries from all continents. ICL2020 will be held in Tallinn, Estonia. Michael E. Auer Panarit Sethakul Hanno Hortsch ICL General Chairs

Committees

General Chair Michael E. Auer

CTI Frankfurt/Main, Germany

Honorary Advisors Teravuti Boonyasopon Somrerk Chandra-Ambhon Hans J. Hoyer Viacheslav Prikhodko Suchart Siengchin Pairote Stirayakorn Saowanit Sukparungsee Krishna Vedula

KMUTNB, Thailand KMUTNB, Thailand George Mason University, USA Moscow Technical University, Russia KMUTNB, Thailand KMUTNB, Thailand KMUTNB, Thailand University of Massachusetts Lowell, USA

ICL2019 Conference Chairs Hanno Hortsch (IGIP President) Panarit Sethakul

Dresden University of Technology, Germany KMUTNB, Thailand

International Chairs Samir A. El-Seoud Neelakshi Chandrasena Premawardhena Alexander Kist

The British University in Egypt, Africa University of Kelaniya, Sri Lanka (Asia) University of Southern Queensland, Australia/Oceania

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Alaa Ashmawy David Guralnick

Committees

American University Dubai, Middle East Kaleidoscope Learning, New York, USA (North America)

Technical Program Chairs Bandit Suksawat Wattana Kaewmanee Sebastian Schreiter

KMUTNB, Thailand KMUTNB, Thailand IAOE, France

Workshop and Tutorial Chair Barbara Kerr

Ottawa University, Canada

Special Session Chair Andreas Pester

Carinthia University of Applied Sciences, Austria

Publication Chairs Somkid Saelee Sebastian Schreiter

KMUTNB, Thailand IAOE, France

Publicity Chairs Wittawat Tipsuwan Panita Wannapiroon Nattakan Utakrit

KMUTNB, Thailand KMUTNB, Thailand KMUTNB, Thailand

Awards Chairs Prachayanun Nilsuk Teresa Restivo

KMUTNB, Thailand University of Porto, Portugal

Local Arrangement Chairs Charun Sanrach Pichet Sriyanyong

KMUTNB, Thailand KMUTNB, Thailand

Exhibition Chair Titipong Lertwiriyaprapa

KMUTNB, Thailand

Committees

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Conference Treasurer Somsak Akatimagool

KMUTNB, Thailand

Secretary Suchanya Posayanant

KMUTNB, Thailand

Senior Program Committee Members Samir Abou El-Seoud George Ioannidis Eleonore Lickl Andreas Pester Tatiana Polyakova Doru Ursutiu Axel Zafoschnig

The British University in Egypt University of Patras, Greece College for Chemical Industry, Vienna, Austria Carinthia University of Applied Sciences, Austria Bauman Moscow State Technical University, Russia Transylvania University of Brasov, Romania Ministry of Education, Austria

Program Committee Members Alexander Soloviev Christian Guetl Christos Bouras Cornel Samoila Demetrios Sampson Despo Ktoridou Hants Kipper Herwig Rehatschek Igor Verner Imre Rudas Istvan Simonics Ivana Simonova Jürgen Mottok Martin Bilek Matthias Utesch Monica Divitini Nael Barakat

MADI, Moscow, Russia Graz University of Technology, Graz, Austria University of Patras, Patras, Greece Transylvania University of Brasov, Brasov, Romania University of Piraeus, Piraeus, Greece University of Nicosia, Nicosia, Cyprus Tallinn University of Technology, Tallinn, Estonia Medical University of Graz, Graz, Austria Technion, Haifa, Israel Obuda University, Budapest, Hungary Obuda University, Budapest, Hungary University of Hradec Kralove, Hradec Kralove, Czech Republic OTH Regensburg, Regensburg, Germany University of Hradec Kralove, Hradec Kralove, Czech Republic Technical University of Munich, Munich, Germany NTNU, Gløshaugen, Norway The University of Texas at Tyler (UT Tyler), TX, USA

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Pavel Andres Rauno Pirinen Santi Caballé Teresa Restivo Tiia Rüütmann Sarmad Ahmed Shaikh

Committees

Czech Technical University in Prague, Czech Republic Laurea University of Applied Sciences, Vantaa, Finland Universitat Oberta de Catalunya, Barcelona, Spain Universidade de Porto, Porto, Portugal Tallinn University of Technology, Tallinn, Estonia Karachi Institute of Economics and Technology, Pakistan

Contents

E-learning and Distance Learning Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model to Develop Problem Solving Skills and Maintenance Skills in the Industry . . . . . . . . . . . . . . . . . . . . . . . . . Siranan Boonyapalanant and Pallop Piriyasurawong Managing Tasks in Confidence Based Learning Using K-ary Tree . . . . Rajeev Chatterjee, Sadhu Prasad Kar, and Jyotsna Kumar Mandal Studying English On-Line as a Part of a Course “English for Special Purpose” in Technological University . . . . . . . . . . . . . . . . . . Elena Y. Semushina and Julia Ziyatdinova Intelligent Assessment Using Variable N-gram Technique . . . . . . . . . . . Sadhu Prasad Kar, Rajeev Chatterjee, and Jyotsna Kumar Mandal Technological Support of Teaching in the Area of Creating a Personalized E-course of Informatics . . . . . . . . . . . . . . . . . . . . . . . . . Milan Turčáni and Zoltán Balogh Proposal of a Platform for Practical Work to Improve the Learning Conditions of Medical Learners in Developing Countries . . . . . . . . . . . Bessan Melckior Dégboé, Latyr Ndiaye, Samuel Ouya, and Gervais Mendy Proposal of a Dynamic Resource Allocation Solution for Virtual Classroom Platforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ousmane Racine Ly, Ulrich Hermann Sèmèvo Boko, Keba Gueye, and Samuel Ouya Automatic Discovery of Shared Resources in Extended Networks and Their Applications in E-learning . . . . . . . . . . . . . . . . . . . . . . . . . . . Ulrich Hermann Sèmèvo Boko, Ousmane Racine Ly, Samuel Ouya, and Gervais Mendy

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Authentic e-Learning Perspectives from Online Facilitators in a Developing Country . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Amy Ooi Mei Wong and Kevin Kam Fung Yuen

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The e-Learning Environment in Developing Countries: Case of Catholic University of Mozambique . . . . . . . . . . . . . . . . . . . . . . Domingos Rhongo, Simone Mura, and Bonifacio da Piedade

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Course and Curriculum Development Engineering Pedagogy in Chilean Context: Some Results from the PEDING-Project . . . . . . . . . . . . . . . . . . . . . . . . 101 Diego Gormaz-Lobos, Claudia Galarce-Miranda, Hanno Hortsch, and Steffen Kersten Evaluation Results of the First Training Program on Engineering Pedagogy in Chilean Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Diego Gormaz-Lobos, Claudia Galarce-Miranda, Hanno Hortsch, Steffen Kersten, Jorge Hinojosa, Paul Fuentes, Pablo Rojas, Nancy Calisto, Patricia Maldonado, Richard Lagos, and Guillermo Schaffeld Terminology Glossaries for Engineering Students of Kirghizstan . . . . . . 127 Tatiana Polyakova A Collaborative Approach in Designing Curriculum for Industry 4.0 Software Integration Implementation . . . . . . . . . . . . . . . . . . . . . . . . 135 Dan Centea, Seshasai Srinivasan, Ishwar Singh, and Tom Wanyama Information and Computer Support for Adaptability of Learning in Higher Education Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Olena Kovalenko, Nataliia Briukhanova, Tetiana Bondarenko, and Tatjana Yaschun Poster: Computer-Aided Translation Course for Students Majoring in Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Olga Lefterova, Diana Giliazova, Elvira Valeeva, and Julia Ziyatdinova Development of Soft Skills by Doctoral Students . . . . . . . . . . . . . . . . . . 159 Elvira Valeeva, Julia Ziyatdinova, and Farida Galeeva Development of a “Smart Materials” Master’s Degree Module for Chemical Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Artem Bezrukov and Dilbar Sultanova Predictive Model for Improvement of Spatial Visualization Skills . . . . . 181 Jorge Rodriguez and Luis G. Rodriguez-Velazquez

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Towards a Broader Acceptance of Formal Verification Tools . . . . . . . . 188 Mansur Khazeev, Manuel Mazzara, Hamna Aslam, and Daniel de Carvalho Development of an Instructional Package on Embedded System Design: Backward Design Learning Approach . . . . . . . . . . . . . . . . . . . . 201 Surasak Inchan and Somsak Akatimagool More Than Structured Programming in Primary School Syllabus . . . . . 212 Eleni Fatourou, Nikolaos C. Zygouris, Athanasios Loukopoulos, Georgios I. Stamoulis, and Denis Vavougios Development of Lesson Plans for Practicing Electrical Installation Professional Experience with Competency-Based Training System in Building Electricians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Kanitta Hinon, Prachyanun Nilsook, and Panita Wannapiroon Consistent Development of the Training Program “Innovation Management” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Dilbar Sultanova, Anna Maliashova, and Artem Bezrukov “We Can Learn Ourselves” - Developing Digital Media for Student-Centered Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Alexandra Posekany, Dominik Dolezal, Gottfried Koppensteiner, and Lisa Vittori Teaching Web Programming Using the MEAN Stack . . . . . . . . . . . . . . 256 Luis Mendes Gomes, Francisco Martins, and Hélia Guerra Background of the Revision of the Secondary School Engineering Curriculum in the Context of the Society 4.0 . . . . . . . . . . . . . . . . . . . . . 263 Josef Malach and Dana Vicherková Knowledge Management and Learning An Effect of Implementing the Virtual Community of Practice Using Human Performance Technology Model to Enhance Innovation Competency and Innovation for High Performance Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 Purita Sayavaranont and Pallop Piriyasurawong Allocation of Latent Variables from Big Data in Institutional Researches of Engineering Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 Olena Kovalenko, Tetiana Bondarenko, Oleksandr Kupriyanov, and Iryna Khotchenko Engagement in Learning Through Design and Experimentation with Robots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 Huberth Perez and Igor Verner

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Designing the Curriculum for the 4IR: Working the Case of Biology and Sustainable Development in Bioengineering Courses . . . 306 Jorge Membrillo-Hernández, Elsy G. Molina-Solís, Vianney Lara-Prieto, and Rebeca M. García-García Influence of the Fourth Industrial Revolution (Industry 4.0) on the System of the Engineering Education . . . . . . . . . . . . . . . . . . . . . 316 Nailya Sh. Valeyeva, Roman V. Kupriyanov, Elvira Valeeva, and Natalia V. Kraysman Augmented Reality Imagineering Model for Learning Management with Cloud Learning Environment to Encourage the Innovative Skills of Undergraduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326 Kanitta Hinon Commitment Issues: How Commitment to Learning Affects the Relationship Between Student’s English Language Proficiency and Academic Performance of Students in International Program . . . . 339 Achareeya Robkit Guidelines for Increasing Operational Efficiency for Entrepreneurs of One Tambon One Product (OTOP) in Rayong . . . . . . . . . . . . . . . . . 351 Kritchouw Nanthasudsawaeng Real World Learning Experiences Entrepreneurship Game Concept “Create Products” . . . . . . . . . . . . . . . 359 Jürgen Jantschgi, Erich Scheffl, and Franz Erkner-Sacherl How to Attract and Retain Winners of the Science Competitions to Study Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370 Tanya Stanko, Oksana Zhirosh, and Dmitry Sedelkov Evaluation on Academic Libraries’ Websites of the Autonomous State Universities: The Minimum Level of Success and Failure Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 Pornwilai Sukmak and Nathaporn Utakrit An Empirical Study of Critical Factors Relating to Higher Education Students’ Loyalty in Thailand . . . . . . . . . . . . . . . . . . . . . . . . 391 Nutthapat Kaewrattanapat, Panita Wannapiroon, Pallop Piriyasurawong, and Prachyanun Nilsook Digitization and Current Educational Changes in Switzerland - Inspiration for the Czech Republic? . . . . . . . . . . . . . . . 402 Dana Dobrovská and Pavel Andres

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Implementing Real World Learning Experiences - A Comparative Study of Competency Levels Between Students Going Through Current Curriculum and Having Real World Learning Experiences . . . 409 Manav Chethan Bijjahalli Virtual Laboratory Development in Measuring Antenna Radiation Pattern for Engineering Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 Kobkhun Chaiyawong and Somsak Akatimagool Learning Enhancement of Electrical Engineering Students (TU Dawei) by Using the Developed Voltage Source Inverter (VSI) for 3-Phase Induction Motor Drives by Modern 32-bits Microcontroller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 Ye Win Naing, Panarit Sethakul, and Myo Thu Win Development of International Academic Mobility: Success Stories . . . . . 443 Raushan Valeeva, Julia Ziyatdinova, Petr Osipov, and Olga Oleynikova Training Required for Quality Management in Gas Station Construction Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455 Suchanya Posayanant and Thidapat Saengthong Management Model for Excellent World-Class Research Center . . . . . . 465 Sukanjana Lekapat, Panarit Sethakul, and Matheepot Phattanasak Development of Pick and Place Delta Robot . . . . . . . . . . . . . . . . . . . . . 475 Supod Kaewkorn, Chanin Joochim, Phongsak Keeratiwintakorn, and Alisa Kunapinun Educational Crisis in the Context of Master’s: The Opinions of Employers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487 G. N. Sukhanova and A. V. Garmonova Application of Microfluidic Tools for Training Chemical Engineers . . . 496 Artem Bezrukov and Dilbar Sultanova The Learning Material Classified Model Using VARK Learning Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505 Beesuda Daoruang, Anirach Mingkhwan, and Charun Sanrach Construction of Evaluation Index System for Museum Learning Projects in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514 Jiangfeng Gou and Nan Wang Cu-T-Pi Revised: An Updated Model Supercomputer for Parallel Computing Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527 James Wolfer

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Building a Community of STEM Educators in Nigeria Using the TeachAKid2Code Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 536 Itoro Charles Emembolu, Charles Emembolu, Kelvin Umechukwu, Abdulkabir Sulaiman, and Olumide Aderinwale Business Model Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546 Stefan Vorbach and Christiana Müller Diversity Leadership of Students in International Program at Thai University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556 Maichanok Krapookthong Evaluation and Outcomes Assessment Solving Exercise Generation Problems Using the Improved EGAL Metaheuristic Algorithm with Precedence Constraints . . . . . . . . . . . . . . 569 Blanka Láng Visualization of the Concentration Degree by Using Biological Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580 Kuniaki Yajima, Keiichi Yonemura, Yoshihiro Takeichi, and Jun Sato Possibilities for Correcting SQL Exercises Automatically . . . . . . . . . . . . 588 Gabriella Baksa-Haskó Application of Metaverses as an Evaluation Tool in the Baccalaureate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598 Aroca Alvaro-Farfan, Javier Sánchez-Guerrero, Wilma Gavilanes-Lopez, and Nora Santiago-Chávez A Game-Based Learning Assessment Framework for Learning Ubiquitous Computational Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . 607 Yoke Seng Wong, Mohamad Yatim Maizatul Hayati, Wee Hoe Tan, and Li Chen Yap Computer Aided Language Learning Using Flipped Classroom in Foreign Language Teaching: Implementation of Interactive Educational Technologies . . . . . . . . . . . . 619 Julia Lopukhova, Elena Makeeva, and Tatyana Rudneva Promoting Learner Autonomy and Enhancing Student Performance in Foreign Language Learning Through Online Learning Platform . . . 631 Neelakshi Chandrasena Premawardhena Overcoming Challenges of Teaching Large Group Language Classes at University Through Computer Aided Language Learning . . . 643 Neelakshi Chandrasena Premawardhena

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WhatsApp as a Support Tool for Language Learning Among Immigrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653 Hagit Meishar-Tal, Tamara Reuveni, and Shai Sofer Vocational Education Development Enhancing Dual Vocational Education in Conditions of Slovakia . . . . . 663 Alena Hašková and Martin Zatkalík The Evaluation of the Work-Integrated Computer Science Degree Program at the UAS Technikum Wien . . . . . . . . . . . . . . . . . . . . . . . . . 671 Harald Wahl, Sabrina Rubenzer, and Alexander Mense The Supervision Model of Professional Experience Training by Using Intelligent Portfolio with the Service Agent . . . . . . . . . . . . . . . 681 Sittidat Kittiviriyakarn and Pallop Piriyasurawong STEAM Gamification Learning Model to Enhance Vocational Students’ Creativity and Innovation Skills . . . . . . . . . . . . . . . . . . . . . . . 692 Jiraphorn Kummanee, Prachyanun Nilsook, Pallop Piriyasurawong, and Panita Wannapiroon Motivation and It’s Connection with the Achievements in Math of University Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 704 Elena G. Lazareva and Irina G. Ustinova Poster: Preparation of Engineering University Students for Academic Mobility to French Universities . . . . . . . . . . . . . . . . . . . . 713 Natalia V. Kraysman, Farida T. Shageeva, Gulnara R. Mullakhmetova, and Andrei B. Pichugin Poster: Social-Psychological Readiness of Engineering University Students for Academic Mobility to European Countries . . . . . . . . . . . . 719 Farida T. Shageeva, Diliara R. Erova, and Natalia V. Kraysman Utilization Techniques and Guidelines for Benchmarking+USP Within BOS in Identifying Distinct Excellence for CoEs in TVET . . . . . 725 Adisorn Ode-sri, Hanno Hortsch, Thomas Köhler, Saowakhon Khunnawut, and Sukanjana Lekapat A Case Study of How Centers of Excellence on TVET Are Operated in Asia and Europe to Enhance an Understanding of Definitions and Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 738 Adisorn Ode-sri, Hanno Hortsch, Thomas Köhler, Saowakhon Khunnawut, and Sukanjana Lekapat

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Technical Teacher Training Inconsistent Interest Profiles of Students of Engineering Disciplines: Recruitment Potential for Other Technical Study Courses? . . . . . . . . . . 753 Marcel Köhler, Andreas Leon, Nelly Schmechtig, and Stephan Abele Professional Learning Community Training Model Through Cloud Technology to Enhance Competence Learning Management Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 764 Napajit Dusadee, Pallop Piriyasurawong, Prachyanun Nilsook, and Panita Wannapiroon Mentoring Across Cultures and Professions: Approaches and Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 778 Petr Osipov, Julia Ziyatdinova, and Indira Irismetova Research of Teachers’ Digital Competences in an International Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 788 Petr Svoboda, Jitka Lorenzová, Blanka Jirkovská, Lenka Mynaříková, Alena Vališová, and Pavel Andres Education 4.0 - A New Systemic Paradigm of Teacher Education for Technicians–Engineers in the Czech Republic and Slovakia . . . . . . . 800 Pavel Andres and Roman Hrmo Poster: Variable Scenarios of the VR Use in Training Specialists for Chemical Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 808 Gulnara F. Khasanova and Farida T. Shageeva Improvement of Rational Thinking Competency of Pre-service Teachers for Electrical Engineering Education . . . . . . . . . . . . . . . . . . . 814 Nutchanat Chumchuen Emotional Intelligence of Secondary Technical School Students and Its Impact on Their Employment in Professional Practice . . . . . . . 824 Roman Hrmo, Lucia Krištofiaková, and Juraj Miština Analyses of Reliability and Validity of Internet Sources . . . . . . . . . . . . . 835 Istvan Simonics The University Curricula and Creativity. A Point of View . . . . . . . . . . . 844 C. Samoila and D. Ursutiu Improving Emotional Intelligence in the Formation of Leaders . . . . . . . 857 Blanca Rocio Cuji Chacha, Wilma Gavilanes-Lopez, Cristina Andrea Sánchez López, and Wilma Guadalupe Villacis Villacis Realization of Competence-Based Approach in the System of Engineering-Pedagogical Staff Development . . . . . . . . . . . . . . . . . . . . 871 Gulnara Zhetesova, Marat Ibatov, Galina Smirnova, Damira Jantassova, and Olga Shebalina

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Improvement of In-Company Trainers’ Competencies Using Simulation-Based Training for EEC Electronics Industries . . . . . . . . . . 882 Ekkaphan Phacharoen and Somsak Akatimagool Integration of Digital Technology Applications into the Pre-gradual Teacher Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 892 Ján Záhorec, Alena Hašková, and Michal Munk Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 903

E-learning and Distance Learning

Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model to Develop Problem Solving Skills and Maintenance Skills in the Industry Siranan Boonyapalanant(&) and Pallop Piriyasurawong(&) Information and Communication Technology for Education, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand [email protected], [email protected]

Abstract. The purposes of the research were (1) to design MML-HTD Model to develop problem solving skills and maintenance skills in the industry and (2) to evaluate the appropriateness of the developed MML-HTD. The research procedure was divided into 3 steps. The first step was to study the principles and the theories of research models. The second step was to design a model and the third step was to evaluate the model. The samples included 9 experts with at least 5 years of work experience in the field of information technology, engineering, and entrepreneur. For the sampling technique, purposive sampling was employed. Data collection tool was the evaluation form with a 5-level rating scale for the appropriateness of the model. The statistics used for the data analysis were the arithmetic mean and the standard deviation. The results showed that (1) the MML-HTD Model to develop problem solving skills and maintenance skills in the industry consisted of 4 tiers: Course Introduction, Micro Processes, Problem Solving and Maintenance Skills, and Feedback and (2) the result from the analysis of the experts’ opinions on the developed model  ¼ 4:72; S:D: ¼ 0:44Þ. is at quite high level ðX Keywords: Mini laboratory distance

 Performance technology  High transaction

1 Context Industrial factories face a lot of problems regarding the efficient production and these problems can be caused by machine damage, the lack of specialized knowledge of employees and machinery maintenance skills. Due to the frequent changes of employees, these problems can be solved by training or educating new employees. In order to educate or provide a training course for new employees, trial trainings have been created by applying the results obtained from previous studies. These results are relevant to the following principles: conducting research, mini laboratory, performance technology, and high transaction distance by themselves while working and being asked to interact immediately. © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 3–11, 2020. https://doi.org/10.1007/978-3-030-40271-6_1

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2 Purposes To develop MML-HTD Model to develop problem solving skills and maintenance skills in the industry and evaluate its appropriateness.

3 Approach Regarding the development of MML-HTD Model to develop problem solving skills and maintenance skills in the industry, 3-step process was implemented: (1) to study the principles and theories of the research model, (2) to design the model and (3) to evaluate the developed model. Each step is described below. Step 1: Study the principles and theories of the research model. Step 2: MML-HTD Model to develop problem solving skills and maintenance skills in the industry was designed and the instrument for assessing the appropriateness of the MML-HTD Model was created. Step 3: Evaluate the appropriateness of MML-HTD Model.

4 Research Scope This part includes the information about population, sample groups and variables. The population included the experts in the field of information technology, engineering, and entrepreneurs. Samples were 9 experts in the field of information technology, engineering, and entrepreneurs. Purposive sampling was used in selecting the population. They were highly-experienced experts in these fields and they had at least 5 years of work experience. Variables Independent variable was the MML-HTD Model to develop problem solving skills and maintenance skills in the industry. Dependent variable was the appropriateness of the developed MML-HTD Model.

5 Research Tool and Data Analysis The research tool for the data collection was an evaluation form for assessing the appropriateness of MML-HTD Model. The data obtained from the experts were collected and analyzed by using arithmetic mean and standard deviation.

Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD)

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6 Actual or Anticipated Outcomes The researcher came up with MML-HTD Model to develop problem solving skills and maintenance skills in the industry.

7 Conceptual Framework The framework of the study consisted of an independent variable and a dependent variable as shown in Fig. 1. Micro Learning Mini Laboratory Performance Technology Mobile Technology

Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model to Develop Problem Solving Skills and Maintenance Skills in the Industry

Problem Solving Skills

Maintenance Skills

High Transection Distance

Fig. 1. The framework of research on Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model to develop problem solving skills and maintenance skills in the industry

The design conceptual frameworks of MML-HTD Model to develop problem solving skills and maintenance skills in the industry are follows: Regarding the designing conceptual frameworks of MML-HTD, the researcher documented the analyzed principles, theories, and related researches. After having done that, the researcher studied the context of teaching and learning; and synthesizing the conceptual framework of MML-HTD Model. The results showed that the theoretical frameworks of MML-HTD Model to develop problem solving skills and maintenance skills in the industry comprised 3 basic theories: (1) Input Bases which were Micro Leaning [1]; Mini Laboratory [2]; Performance Technology [3]; Mobile Technology [4]; and High Transection Distance [5] (2) Process Base including a MML-HTD Model to develop problem solving skills and maintenance skills in the industry and (3) Output Base followed by Problem Solving Skills [6] and Maintenance Skills [7] as shown in Fig. 1.

8 Results Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model to develop problem solving skills and maintenance skills in the industry included 4 tiers (Fig. 2).

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S. Boonyapalanant and P. Piriyasurawong Mobile Mini Laboratory Mode High Transaction Distance Model to Develop Problem Solving Skills and Maintenance Skills in the Industry Micro Processes Course Introduction

Focused Improvement Autonomous Maintenance Planned Maintenance Initial Phase Management

Operation and Maintenance Skill Development

President

Consultants

New

Curriculum Promotion Committee

Topic I. How to clean

More

Promotion and Development Manager II. How to check

Problem Solving Skillls

Apply

1.Focused Improvement III. How to measure 2. Autonomous Maintenance

Overall Equipment Effectiveness

3. Planned Maintenance

The Necessity of Maintenance

4. Operation and Maintenance Skill Development

5. Initial Phase Management

IV. How to adjust

FEED BACK

High Transection Distance

V. How to lubricate

Save

VI. How to change and assembly

Publish

Maintenance Skills

Fig. 2. MML-HTD model to develop problem solving skills and maintenance skills in the industry

Tier 1: Input (Course Introduction) consisted of 3 elements. Element 1. Total Productive Maintenance (TPM) [8] consisted of 7 principles/learning techniques. 1. 2. 3. 4. 5. 6. 7.

The Necessity of Maintenance [8]. Overall Equipment Effectiveness [9]. Focused Improvement [10]. Autonomous Maintenance [11]. Planned Maintenance [12]. Initial Phase Management [8]. Operation and Maintenance Skill Development [13].

Element 2. The groups of learning management consisted of 5 groups. 1. Focused Improvement [10] focused on the development of engineering manager as head sub-team leader with other managers was a supporter of this topic. 2. Autonomous Maintenance [11] focused on the development of the production manager as the head of the sub-team leaders with other managers was a supporter of this topic. 3. Planned Maintenance [12] focused on the development of the maintenance manager as the head of the sub-team leaders with other managers was a supporter of this topic. 4. Operation and Maintenance Skill Development [13]. Focused on the development of the training manager as the head of the sub-team leaders with other managers was a supporter of this topic.

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5. Initial Phase Management [8]. Focused on the development of research and development manager as sub-head team leaders with other managers was a supporter of this topic. Element 3. Curriculum included 6 topics. 1. How to clean 1:1. Blanket Cylinder: Clean the Blanket Cylinder as the end of the production run daily and weekly. 1:2. Plate Cylinder; Clean the plate cylinder surface and the plate grooves daily and weekly. 1:3. Printing Couple; Clean the inking rollers daily and weekly. 1:4. Dampening rollers; Clean the dampening rollers daily. 1:5. Roller wash-up device; Clean the doctor blade and catch trough daily. 1:6. Ink fountain; Clean the ink fountain and fountain roller monthly and whenever the ink is changed. 2. How to check 2:1. Blanket Cylinder; Visual check for damage daily. Check the tension weekly. 2:2. Printing Couple; Visual check for damage daily. 2:3. Dampening rollers; Visual check for damage daily. 2:4. Ink fountain; Check the setting and the condition of the ink blade monthly. 2:5. Dampening unit; Check the fountain-solution overflow through the inspection hole weekly. Check the pretension of the timing belt and for wearing three months. Check the accumulation of grime in the cooling-air passages of the electric motors and clean if required annually. Check and, if required, adjust the brake on the 3-phase a.c. motor and/or replace the friction lining rotor. 3. How to measure 3:1. Blanket Cylinder; Measure the blanket-cylinder gap monthly. 3:2. Printing Couple; Measure the Shore hardness of the rubber rollers monthly. Measure the film gap between the film roller and ink fountain roller monthly. Measure the contact strip widths monthly. 3:3. Ink fountain; Measure the gap between the fountain roller and ink blade monthly. Measure the gap between the film roller and fountain roller monthly. 3:4. Dampening unit; Measure the gap between the coil frame and armature disc three months. 4. How to adjust 4:1. Printing Couple; Adjust the inking and dampening rollers monthly. Adjusting the ink transfer rollers monthly. 4:2. Ink fountain; Adjust the film roller to the ink fountain roller monthly. 5. How to lubricate 5:1. Blanket Cylinder; Lubricate the lubricating cylinder bearing nipple every 2,000 operating hours. Lubricate central oil lubrication system every 4,000 operating hours. 5:2. Plate Cylinder; Lubricate the lubricating cylinder bearing nipple every 2,000 operating hours.

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5:3. Printing Couple; Lubricate the lubricating distributor roller bearing nipple every 200 operating hours. 5:4. Ink fountain; Lubricate Ink fountain roller motor every 10,000 operating hours. 6. How to change and assemble 6:1. Blanket Cylinder; Changing and assembly the blanket. 6:2. Plate Cylinder; Changing and assembly the plate. 6:3. Printing Couple; Changing the inking and dampening rollers. 6:4. Ink fountain; Changing the ink blade. Changing the ink fountain roller. Changing the film roller. Tier 2: Micro Processes consisted of 6 processes. 1. New: The participants learn something for the first time [14] on cloud computing technology [15]. 2. More: The participants understand what they have learned [14] on cloud computing technology [15]. 3. Apply: The participants can apply what they have learned on cloud computing technology [14]. 4. High Transection distance: The participants can learn through the model by themselves whenever they are available [16]. Currently, people are familiar with the distance education and online blended learning. There are many contact courses for those who would like to learn it [5]. 5. Save: During learning, the participant can temporarily save as a draft or finish the process by publishing the material [17] on cloud computing technology [15]. 6. Publish: It is officially available for all the users of the platform [17] on cloud computing technology [15]. Tier 3: Output consisted of 2 outputs. 1. Problem Solving Skills [18] is the ability of a person to solve problems [19] or selfdiscovery experience from observation data collection, data analysis, interpretation and summarization for reasoning [20] and problem solving skills [21]. 2. Maintenance Skills [22] is to reduce work time which can reduce the cost of maintenance work. Moreover, it will help to reduce resources and ultimately increase productivity [7]. At present, it has changed in the form of Total Productive Maintenance (TPM) which is a system consisting of measurement, planning, operation, improvement and prevention as well as providing a database of maintenance work [8]. Tiers 4: Feedback There is a factor that has been used for improving this model [6] from company employees and experts to enhance skills [23] in the MML-HTD Model to develop problem solving skills and maintenance skills in the industry. The evaluation of the learning model was done by 9 experts. The result revealed  ¼ 4:72; S:D: ¼ 0:44Þ. that the appropriateness was at the most appropriate level ðX Table 1 shows the level of the appropriateness in each tier.

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Table 1. Evaluation of the model by nine experts Tiers Tiers 1 Tiers 2 Tiers 3 Tiers 4 Total

 S.D. X Input: consisted of 3 elements 4.66 0.47 Micro Processes: consisted of 6 processes 4.66 0.47 Output: consisted of 2 output 4.77 0.41 Feedback 4.77 0.41 4.72 0.44

Level Most Most Most Most Most

appropriate appropriate appropriate appropriate appropriate

9 Conclusions/Recommendations In conclusion, the results of the development of the Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model to develop problem solving skills and maintenance skills in the industry can be summarized as follows. According to the evaluation results, it can be certified that the conceptual framework for the development of Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model is appropriate. From the details of an overview of the Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model, the researcher initially summarized that the Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model in this research included 4 tiers. The results obtained from the evaluations of the 4 tiers are presented below.  ¼ 4:66 S:D: ¼ 0:47 Tiers 1. Input consisted of 3 elements: X  ¼ 4:66 S:D: ¼ 0:47 Tiers 2. Micro Processes consisted of 6 processes: X  Tiers 3. Output consisted of 2 outputs: X ¼ 4:77 S:D: ¼ 0:41  ¼ 4:77 S:D: ¼ 0:41 Tiers 4. Feedback: X  Total. X ¼ 4:72 S:D: ¼ 0:44 All the results obtained from 4 tiers show that Mobile Mini Laboratory Mode High Transaction Distance (MML-HTD) Model are at the most appropriate levels. Regarding the recommendations, the model should be used with a suitable factory that has a high-speed wireless internet system throughout the factory and has a cloud computing technology [15] used in the factory itself and it should be used in mobile learning based [24] format. The model is suitable for manufacturing factories or ones mainly creating innovative products. This model may not be appropriate with a magnet manufacturer factory or a power plant since the mobile signals may deteriorate the implementation of the model. Acknowledgments. The researcher would like to express the gratitude to Associate. Prof. Dr. Pallop Piriyasurawong, the research adviser for his always kind assisting and valuable advice.

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References 1. Hug, T.: Micro learning and narration: exploring possibilities of utilization of narrations and storytelling for the design of “micro units” and didactical micro-learning arrangements. In: Proceedings of Media in Transition (2005) 2. Dalton, J.S., Stutts, D.S., Montgomery, R.L.: Mini-lab projects in the undergraduate classical controls course. In: 2003 ASEE Annual Conference Proceedings, pp. 1–9 (2003) 3. Stolovitch, H.D., Keeps, E.J.: Handbook of Human Performance Technology: Principles, Practices, and Potential. Wiley, Hoboken (2006) 4. Lee, T.M., Park, C.: Mobile technology usage and B2B market performance under mandatory adoption. Ind. Mark. Manag. 37(7), 833–840 (2008) 5. Moore, M.G. (ed.): Handbook of Distance Education, 3rd edn. Routledge, Abingdon (2013) 6. Laoha, R., Piriyasurawong, P.: The instructional design flipped mastery classroom model using virtual classroom system with problem-based toward problem solving ability. Int. J. eEduc. e-Bus. e-Manag. e-Learn. 8(1), 18–25 (2018) 7. Deeseltum, K.: Maintenance Management for the Industry. M&E Company Limited, Bangkok (2004) 8. Aum-Or, T.: Total Productive Maintenance. Thailand Productivity Institute, Bangkok (2012) 9. Azizi, A.: Evaluation improvement of production productivity performance using statistical process control, overall equipment efficiency, and autonomous maintenance. Procedia Manuf. 2, 186–190 (2015) 10. Ovretveit, J.: Widespread focused improvement: lessons from international health for spreading specific improvements to health services in high-income countries. Int. J. Qual. Health Care 23(3), 239–246 (2011) 11. McKone, K.E., Weiss, E.N.: TPM: planned and autonomous maintenance: bridging the gap between practice and research. Prod. Oper. Manag. 7(4), 335–351 (1998) 12. Jasiulewicz-Kaczmarek, M.: SWOT analysis for planned maintenance strategy-a case study. IFAC-PapersOnLine 49(12), 674–679 (2016) 13. Chan, F.T.S., Lau, H.C.W., Ip, R.W.L., Chan, H.K., Kong, S.: Implementation of total productive maintenance: a case study. Int. J. Prod. Econ. 95(1), 71–94 (2005) 14. Chattopadhyay, S.: From Micro-Learning to Corporate MOOCs (2014). http://idreflections. blogspot.com/2014/03/from-micro-learning-to-corporate-moocs.html. Accessed 24 Sept 2018 15. Jantakun, T., Jantakoon, T.: Model of project-based learning on cloud computing technology in collaboration to enhance ICT literacy. Turk. Online J. Educ. Technol. 523–529 (2017). Special Issue for INTE 2017 (November), ISSN 1303 – 6521 16. Moore, M.G.: Handbook of Distance Education. Lawrence Erlbaum Associates, London (2007) 17. Pajarito, K., Feria, R.: MicroCAS: design and implementation of proposed standards in micro-learning on mobile devices. In: 2015 6th International Conference on Information, Intelligence, Systems and Applications (IISA), pp. 1–5. IEEE (2015) 18. Jantakoon, T., Jantakun, T.: Development of flipped classroom instructional model by using webquest base on constructivism theory for creating critical thinking and problem-solving skill. Turk. Online J. Educ. Technol. 870–874 (2017). Special Issue for INTE2017 (October), ISSN 1303 – 6521 19. Health Education Division: Life skills (2008). http://www.HealthEducationDivision.go.Th. Accessed 24 Sept 2018

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20. Office of the Education Council: Guidelines for learners-focused learning. Problem-based learning management. Agricultural Cooperative Assembly of Thailand, Bangkok (2007) 21. Srilaphat, E., Jantakoon, T.: Ubiquitous flipped classroom instructional model with learning process of scientific to enhance problem-solving skills for higher education (UFC-PS Model). High. Educ. Stud. 9(1), 76–85 (2019). ISSN 1925–4741, E-ISSN 1925-475X 22. Deeseltum, K.: Maintenance Management for Industrial Work. M&E, Bangkok (2008) 23. Chujitarom, W., Piriyasurawong, P.: Animation augmented reality book model (AAR book model) to enhance teamwork. Int. Educ. Stud. 10(7), 59–64 (2017) 24. Jantakoon, T., Piriyasurawong, P.: Flipped classroom instructional model with mobile learning based on constructivist learning theory to enhance critical thinking (FCMOC model). J. Theor. Appl. Inf. Technol. 96(16), 5607–5614 (2018)

Managing Tasks in Confidence Based Learning Using K-ary Tree Rajeev Chatterjee1(&), Sadhu Prasad Kar2, and Jyotsna Kumar Mandal2 1

National Institute of Technical Teachers’ Training and Research, Block-FC, Sector, III, Salt Lake City, Kolkata 700106, India [email protected] 2 University of Kalyani, Kalyani, Nadia District, West Bengal, India [email protected], [email protected]

Abstract. Confidence Based Learning (CBL) is a newer method of teaching and learning system that not only identify the knowledge of a typical learner but also takes care of the confidence level in the knowledge for its practical use in professional world. Unlike, other e-learning systems, the CBL first assesses a learner and identifies the knowledge level and skill gaps and the limitation of confidence level. The authors in this manuscript propose a k-ary tree structure to represent tasks and Atomic Competencies (ACs) related to an Instructional Objective (IO). Structure of Learning Object (LO) and 2-dimensional assessment technique for CBL is available, but it lacks in proper trace of progressions. A mining technique using LRS for improvised identification of limitations of a learner is also suggested in the research. In this research proposal, the authors explain how a k-ary tree may be used for implementation of the tasks and ACs so that proper diagnosis can be performed, and a customized learning content can be provided. The authors proposed an optimization technique using Huffman/Dynamic Huffman Tree to quantify the progression towards mastery. The research article emphasizes of the progressive model towards the learners’ mastery. This not only provide a learning map to the learner but also help the course designer to trace the respective learners’ performance. Keywords: e-Learning


Technology Enabled Learning
CBL
CBA

1 Introduction In today’s environment of Teaching and Learning System, Technology Enabled Learning (TEL) has a greater role to play. This is not only in terms of the easy access to the learning mechanism but also there is a requirement of the precise and concise assessment and content delivery based on the assessment. CBL is one of the techniques that implement customized content delivery based on a prior assessment of a typical learner [1–3]. The challenge for this type of learning is that how precisely and accurately the assessment can be done so that content delivery is closed to learner’s intended learning outcome. Precise and accurate assessment of a learner is done not only on the basis of questions given in item banks but also needs to establish the © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 12–20, 2020. https://doi.org/10.1007/978-3-030-40271-6_2

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learning and performance pattern for each individual learner, their confidence level in responses as well as their performance level in real world recorded in the Learning Record Store (LRS) [4–6]. However, it is quite important to note that the CBL system establishes the performance roadmap of a typical learning towards mastery. The authors of this manuscript present a well jotted technique that provide a roadmap of individual learner towards mastery with the help of the performance a learner has shown throughout the learning process. The paper is presented as follows. Section 2 discusses review of the existing works. Section 3 explained proposed technique in brief. Section 4 deals with results and comparisons. Conclusion and future scope are given in Sect. 5. Acknowledgement and references are given in subsequent section, respectively.

2 Review on Existing Work Barr and Bruke studied the use of confidence-based marking in medical school in the subject of “Neuroanatomy Laboratory” [3]. However, the authors did not propose any methodology for improvising the learning process. Tin Can API provide LRS for evaluation of learners’ performance beyond the conventional classroom session or over technology enabled learning [4, 5]. However, it does not emphasize improvising learners’ experience during a phase of learning. Nath and Chatterjee proposed an automated deficiency diagnosis for a typical learner based on CBL [7]. They proposed this diagnosis based on a hierarchical structure of IO. However, the authors did not propose any mechanism to define the iteration required for each tasks or skill sets within the IO. Chatterjee and Mandal proposed a learning object structure that primarily contents knowledge components in 5 different categories [8]. Proposed LO structure is suitable for CBL. However, it did not segregate various tasks that an IO have within it. Chatterjee and Mandal outlined the 2-D assessment technique for the CBL system, popularly known as “Confidence Based Assessment (CBA)” [9]. This 2-D assessment method was input for Deficiency Diagnosis (DD). However, they did not relate the proposed CBA with tasks. Chatterjee et al. suggested a mining technique using LRS in-order to improvise the DD of the CBL [10]. There are existing techniques for identification of deficiencies using CBA. However, it was observed that the performance of a typical learner may not be judged on the basis of 2-D assessment only. Valuable information related to an individual learner can also be obtained from LRS as it records the performance based on a number of activities of a learner. However, the improvising learning process is not seen. Chatterjee and Mandal proposed a “Dependency Structure Matrix (DSM)” for the tasks and Atomic Competencies (AC) for a given IO [11]. The manuscript shows the relationship with various tasks and ACs. However, there was no optimization in the research work.

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Chatterjee et al. put forward the task’s representation to 2-d space [12]. The system was designed for iterative computation of the development of learner’s performance. The suggested technique also takes care of pre-requisites required for mastery of the content. However, in certain situation where despite iterative prescription of the content the performance trend is declining, the system was unable to perform. 2.1

Research Gap and Problem Definition

From the aforesaid review discussed in Sect. 2, it may be inferred that feeble welldefined methodologies available from the existing research activities for improvising and accessing the learning process in CBL based system. Further in the existing research work Chatterjee and Mandal have defined the problems in terms of IO, tasks, and ACs but there is no concrete relationship, among them as far as the process of learning is concerned [11]. The authors of the manuscript took an endeavor to present the problem of improvising the learning process suitable for the CBL based system through well-jotted process and iterative mode of execution.

3 Proposed Technique In the proposed technique each IO is divided into tasks and further tasks are divided into ACs. The proposed ACs contain knowledge or skill that is required to obtain mastery. Individual ACs are related to a task. Individual AC may or may not have prerequisite in terms of other ACs [11]. In order have mastery on a task the learner must have obtained mastery status for each individual ACs related to that task. The ACs to task relationship is represented with a k-ary tree structure. The reason for using k-ary tree is that it provides the system with flexibility of handling multiple ACs under one task. In order to improvise the customized content development from DD, the ACs are sorted using Huffman/dynamic Huffman tree [13, 14]. This represent the current status and iteration wise progress on a typical learner in order of performance, which will assist the learner to trace his/her own performance. Section 3.1 shows the process flow of relationship between IO, tasks and ACs and that of Sect. 3.2 estimates the weights of individual ACs related to a task. Section 3.3 illustrate the creation of Huffman/Dynamic Huffman tree from the ACs for an individual task. 3.1

The K-ary Tree for a Typical IO

An IO is used to develop a typical LO. Each LO is further divided into n number of tasks. Tasks are further broken down into in AC. Figure 1 shows the structure of LO for a typical IO. The task T1 and its corresponding ACs are outlined with a dotted enclosure.

Managing Tasks in Confidence Based Learning Using K-ary Tree

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IOx

T1

AC11

T2

AC12

T3

Tn

AC1n

Fig. 1. Proposed LO structure using IO, tasks and ACs

Each of these ACs will have a weight associated with them which will dynamically change during each iteration of processing. Initially each AC will have a weight on the basis of DD perform on a typical learner. The higher the weight associated with AC the more the learner required to master the AC to obtain mastery in that particular task. After every iteration the AC will be evaluated based on their associated weights. The value of the weight will be in the range of 0 to 1. Hence it can be represented that weight Wij will be associated with ACij where, 0  Wij  1. If a learner in the first iteration of CBA obtain mastery in any AC, the corresponding AC will have a weight of 0. Similarly, if the same learner obtain mastery in all the ACs of a single task, then the learner has obtained mastery in that particular task. The expression for weight approximation is given in Eq. 1 and the calculation of value of response CLj [8] is given in Eq. 2. However, if the value of CLj is more than 2.5 then it is considered that the AC is in the mastery quadrant and will be eliminated from the calculation of the weightage of AC. Based on the assumption of mastery with threshold value of CLj  2.5 for individual task when the learner answered 80% of items with highest level of confidence [8]. Wij ¼

  Xn meanðCLjÞ   j¼1  noofitems 

CLj ¼

X

ans  CL

ð1Þ ð2Þ

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T1

AC11

AC12

AC1n

Fig. 2. Task and ACs represented in hierarchical structure for a typical learner

3.2

Estimation of Weights of ACs Under a Task for a Typical Learner

The tasks of an IO are defined in respect to ACs. Each AC for a typical learner will carry a weight Wij. Figure 2 represent a typical task with ACs being part of it. Each of the items in the item bank will be related to a task. This in-turn will associate items to individual AC. There can be situation when individual item in itembank is related to more than one AC within a task. In this situation, each ACs to which an item is related will get equal weightage. The authors have taken a situation where DD has generated a typical weight values for ACs having 3 to 4 ACs in each task. The weights related to individual ACs are given in Table 1. Table 1. Weight associated with ACs and Tasks Tasks T1 T1 T1 T2 T2 T2 T2 T3 T3 T3

3.3

ACs AC11 AC12 AC13 AC21 AC22 AC23 AC24 AC31 AC32 AC32

Weight 0.233 0.12 0.45 0.333 0.213 0.366 0.133 0.213 0.233 0.166

Creation of Huffman Tree from the Weights of ACs

The Huffman Tree is calculated from the weight associated with individual ACs. Two ACs with minimum weight are selected to form a sub tree. The AC with next larger weight is taken for connecting to the subtree. If two of the ACs are found with lesser weight value than the total weight of subtree, a new subtree is formed. A typical

Managing Tasks in Confidence Based Learning Using K-ary Tree

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Huffman Tree using the data from Table 1 is given in Fig. 3. The ACs are represented by the leaf node whereas the values in the intermediate node are the summation of weighted values obtained during respective iterative process of learning.

0.803

AC13

0.353

0.45 AC12

AC11

0.12

0.233

Fig. 3. Huffman Tree constructed from Weight associated with ACs

The algorithm to construct the Huffman tree is given in Sect. 3.3.1 3.3.1

Algorithm

Begin //Begin with a typical task Ti { For j=1 to n Begin { Calculate Wij for all ACij } End-for Begin //creation of Huffman Tree { Create the Huffman tree as per the standard algorithm. The root value of the Huffman subtree is the weight of the task. } End } End.

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4 Results and Comparisons The present technique has been analyzed with the available two techniques i.e. DSM technique and intelligent content modelling technique, respectively [11, 12]. The authors of this manuscript compare the proposal with two of the given techniques. The DSM technique uses the DSM for selection of the AC. However, weighted value related to individual AC are absent. The proposed technique identifies the lacunas of a learner in terms of weighted values which is a significant improvement over the existing systems. Regarding comparison with intelligent content modelling, dependencies at tasks level are considered, however, ACs are not compared in this respect. The tabular comparison is given in Table 2. The proposed technique is compared with respect to five parameters. The parameters are task to AC mapping, time complexity, space complexity, level of dependencies, and methodical processing of ACs and task. It is seen from the table that, this technique has better understanding of the learning in terms of both instructor and learner and hence, learner can visualize the status of his learning process. Table 2. Comparison of present technique with available research works Sl. No.

Parameter

1

Task to AC mapping

2

Time complexity

3

Space complexity

4

Level of Dependency

5

Methodical processing of ACs and Tasks

Existing research work DSM Content modelling Yes NO

Proposed technique

Remarks

The task to AC mapping with Weighted value

Better approximation of ACs and tasks Better time complexity

Takes less time compared to content modelling Takes more space compared to content modelling At AC level

Takes less time

More efficient in term of time complexity

Takes less space

Takes more space as with every iteration Huffman tree has to be prepared

Requires more memory usage

At Task level

At AC level with weighted values

NO

NO

The proposed technique provides detailed information regarding performance using Huffman tree

Better in all three techniques Better understanding of the learning by both Instructor and learner

Managing Tasks in Confidence Based Learning Using K-ary Tree

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Therefore, it has been observed that this technique provides a better understanding of the ACs and tasks for a particular IO. Hence, customized LO development based on this technique may provide efficient learning methods.

5 Conclusion and Future Scope The authors in this manuscript has presented a technique that will graphically represent the CBA and DD process using Hoffman technique. The calculation of weight after each iteration of the CBA and DD will provide the current status of a learner’s performance on a typical LO. This also indicate whether a learner is improving the performance over each iteration or the trend is declining. The proposed technique also provides a mechanism to the learner that indicate his/her point of failure, if any. However, the proposed technique also has one limitation like how evenly the items are distributed based on tasks and ACs. It has been observed that in certain cases, the items from the item-bank may not cover the entire spectrum or gamut of the content. This may be eliminated as a future course of research activity, where selection of items will be truly random using non-linear functions. Acknowledgment. The authors thank from the core of the heart, the colleagues of the Department of Computer Science and Engineering, NITTTR, Kolkata, India for assisting them to carrying out the present research activity. The authors express sincere gratitude for the assistance provided by the DST PURSE Scheme at University of Kalyani and acknowledge support from colleagues of Department of Computer Science and Engineering, University of Kalyani, Nadia, India.

References 1. Adams, T.M., Ewen, G.W.: The importance of confidence in improving educational outcomes. In: 25th Annual Conference on Distance Teaching and Learning, University of Wisconsin (2009). http://www.uwex.edu/disted/conference/Resource_library/proceedings/ 09_20559.pdf. Accessed 15 April 2016 2. Chatterjee, R. Mukherjee, S., Dasgupta, R.: Design of an LMS for confidence based learning. In: 5th International Technology, Educational and Development Conference (INTED 2011), 7–9 March 2011, Valencia, Spain, pp. 619–626 (2011) 3. Barr, D.A., Burke, J.R.: Using confidence-based marking in a laboratory setting: a tool for student self-assessment and learning. J. Chiropr. Educ. 27(1), 21–26 (2013). http://www. journalchiroed.com/doi/full/10.7899/JCE-12-018. Accessed 5 July 2016 4. https://scorm.com/tincanoverview/what-is-an-lrs-learning-record-store. Accessed 5 June 2017 5. https://tincanapi.com/learning-record-store. Accessed 5 June 2017 6. https://en.wikipedia.org/wiki/Learning_Record_Store. Accessed 01 Jan 2019 7. Nath, S., Chatterjee, R.: Deficiency diagnosis techniques for confidence based learning. In: 6th International Conference on Education and New Learning Technologies (EDULEARN14) Barcelona, Spain, 7–9 July 2014, pp. 6507–6514 (2014)

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8. Chatterjee, R., Mandal, J.K.: A novel learning object framework for confidence based learning. In: Proceeding of the IEEE International Conference on Information Science and Communication Technologies (ICISCT2016), Tashkent, Uzbekistan, pp. 1–6 (2016) 9. Chatterjee, R., Mandal, J.K.: Two-dimensional assessment technique for CBL. In: Proceeding of the 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE2016), Bangkok, Thailand, pp. 40–43 (2016) 10. Chatterjee, R., Kar, S.P., Mandal, J.K.: An intelligent mining technique for CBL. In: Proceeding of the 2017 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE 2017), Hong Kong, pp. 303–306 (2017) 11. Chatterjee, R., Mandal, J.K.: A content proposer system (CPS) based on deficiencies of confidence based learning (CBL). J. Sci. Ind. Res. 78(1), 35–38 (2019) 12. Chatterjee, R., Mandal, J.K.: An intelligent prescription of content modelling for a typical learner. Int. J. Comput. Sci. Eng. 7(Sp 1), 128–131 (2019) 13. Huffman, D.: A method for the construction of minimum-redundancy codes. Proc. IRE 40(9), 1098–1101 (1952) 14. Knuth, D.E.: Dynamic Huffman coding. J. Algorithm 6(2), 163–180 (1985)

Studying English On-Line as a Part of a Course “English for Special Purpose” in Technological University Elena Y. Semushina(&) and Julia Ziyatdinova Kazan National Research Technological University, Kazan, Russian Federation [email protected], [email protected]

Abstract. Popularity of information technologies in modern society leads to implementation of on-line accompaniment of full-time education. The purpose of the study is to analyse the on-line elements of the course “English for Special Purpose”, developed for Masters of Kazan National Research Technological University. Since this discipline is aimed at the development and improvement of language competence of students, the study is primarily focused on training vocabulary for special purpose (engineering). The objectives of the on-line training are the following: development of speech, language and socio-cultural competence as well as motivation and self-discipline. The on-line part of the course “English for Special Purposes” consists of 4 modules, the choice of which varies depending on the learning objectives and the major of the group. The structure of each module is based on guidelines for the creation of electronic educational resources: guidelines for students, introduction of new vocabulary, training, video resources, assessment, self-testing and additional tasks for training communication skills. The course is flexible as certain modules can be chosen depending on the number of academic hours and the major. Assessment procedure is carried out in the form of intermediate and final testing. Keywords: On-line training Chemical technology


Master’s degree
The English language


1 Introduction Popularity of information technologies in modern society leads to implementation of on-line accompaniment of full-time education. Development of on-line support (distance support) is carried out taking into account the main characteristics of distance learning as well as special requirements for teachers and students. There are two main forms of integration of distance learning techniques in the educational process: • Autonomous training model, when education is carried out only remotely and is based on self-study of students. • Mixed training model, which involves the use of distance learning technologies for additional training of certain elements of the course.

© Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 21–29, 2020. https://doi.org/10.1007/978-3-030-40271-6_3

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In general, distance education has the following characteristics: 1. Flexibility. A student can study the subject in a comfortable atmosphere and at an individual pace. In addition, a student can select elements of an on-line course according to the purpose and objectives of the training. 2. Modularity. The training course consists of several blocks (modules), which makes possible not only to choose a specific module if necessary, but also to combine modules in a certain sequence. 3. Parallelism. A student has an opportunity to study even if he has to work a lot. 4. Long-range. A student may live far from the educational institution, which does not affect the educational process. 5. Mass. There can be any number of students in a group. It does not affect the educational process, especially if there is an on-line assessment system. 6. Profitability. 7. The role of a teacher. Additional requirements are imposed on a teacher who provides training using distance learning techniques, such as possession of technological skills at a sufficiently high level, the ability to adapt a traditional course to distance learning, knowledge of methodology of distance learning and constant assessment, etc. The tasks offered must be adjusted to the specifics of work in the distance learning system. Organizational abilities of a lecturer stand forward (informing students about the training system, the order of performance of tasks and the specifics of assessment procedure). Besides, a teacher is responsible for working out of training materials, consultations, control of knowledge and increasing student motivation. 8. The role of a student. Requirements for students here are different from the requirements for full-time students. In particular, a student must have high motivation and self-discipline, since studying online, the independent work of the student comes forward and requires good time-managing [1, 2]. Distance learning is carried out through interactive communication between a student and a teacher, self-learning of the course according to the curriculum. An educational space with information technologies embedded in it can be called a distance learning support environment [3]. Distance (on-line) support of the educational process - pedagogical activities carried out in order to preserve the integrity of the educational process and assist the learner. The use of distance support helps to preserve the integrity of the educational process and complement its content. The organization of distance support preserves both positive aspects of the traditional system of education, for example, direct contact with the teacher, and advantages of distance education, which allows improving the quality of educational process and makes it more individualized [3]. Distance support of the training course performs the following functions: • organizational (allows a teacher to get additional opportunities to organize the educational process); • informational (allows a teacher and a student to exchange information quickly); • training (creates favorable conditions for obtaining knowledge of the language); • developmental (controls the process of formation of skills);

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• educational (brings up professionally significant and socially significant personal qualities); • motivational (allows a teacher to make the learning process more interesting and modern); • assessment (allows a teacher to exercise additional control over the independent work of students); • communicative (allows implementation of remote communication between a student and a teacher) [2].

2 The Purpose of the Research The purpose of the study is to analyze the on-line elements (distant support) of the course “English for Special Purpose”, developed for Masters of Kazan National Research Technological University. Since this discipline is aimed at the development and improvement of language competence of students, the study is primarily focused on training vocabulary for special purpose (engineering). The objectives of the on-line training are the following: development of speech, language and socio-cultural competence as well as motivation and self-discipline. Distance support of the course “English for Special Purpose” became necessary because of the following reasons: • There is a lack of hours to study the subject. According to the curriculum, there are 72 h of full-time study, that is, 1 lesson per week during a year. • Many students have low level of foreign language skills after graduating from secondary school. Unfortunately, after studying at school for 11 years, many students cannot express a thought using foreign language and do not know basic grammatical rules. So, they are not able to master the language according to the curriculum of the university. These students need additional training to catch up with the group. • Students with different levels of knowledge study in the same group. Since a foreign language exam is not a mandatory unified state exam, which must be passed for admission to a technological university, students from advanced schools (where a foreign language is studied carefully) and basic educational institutions (where students can practically ignore it) may study in the same group. • Most of the students obtaining Master’s Degree carry out their work and do not always have an opportunity to attend all classes, so, the use of distance support of the course allows these students to study the material independently. • The major program of the student should be taken into account. Depending on the major program of the group, the course modules are selected. • There is a break for 3 years in mastering a foreign language after graduating from a Bachelor’s program. The students lose knowledge if they do not use the language regularly. Therefore, there is a necessity of restoring “residual knowledge” [4].

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Thus, the objectives of on-line part (distance support) of the course “English for Special Purpose” for Master students are the following: • To enable students to train material on their own if they cannot attend the lesson. • To provide students with tasks for repetition of material when they are preparing for the intermediate and final assessment. • To conduct automated knowledge control in the form of intermediate or final testing, which saves time in class. • To enable additional training for students with a low level of initial knowledge of a foreign (English) language.

3 Approach The following stages are traditionally distinguished as the main stages of course development: • Collection of requirements – the objectives of the on-line course are fixed. • Projecting – the structure and content of the e-course are developed taking into account the capabilities of Moodle system. • Realization - the course elements are constructed and filled with educational materials. • Implementation. • Feedback [5]. Therefore, the following steps are taken to work out on-line elements of the course “English for Special Purpose”: • • • • •

statement of objectives, analysis of the target audience, content development, approbation and feedback from students, content correction.

The content of the on-line part of the course is based on the typical requirements for the content of the educational and methodological complexes, according to which the course should have the following characteristics: • • • • •

completeness, relevance, complexity, consistency, interactivity [4].

The structure of the electronic educational resource “English for Special Purpose” is based on a modular principle. A module is a structural unit of learning content selected and didactically processed to achieve a certain level of knowledge and skills according to the objectives. A student must achieve certain progress when working with each module [6].

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The module is an autonomous educational resource that is designed to solve its own learning task, as well as a part of a single educational resource, and thus it participates in solving a common learning task. In other words, the module should be logically built by itself, but also be a part of the overall trajectory of the educational process. Traditionally, the following methodological requirements are imposed on the structure and content of each module, regardless of the subject studied: • goals and objectives should be clearly defined; • two types of modules should be present: the didactic one, containing methodological guidelines, program annotation and input control, and the informative one, which includes theoretical and practical parts, bibliography, glossary and final control; • module for final assessment should be present; • material structuring for all modules of the course should be similar; • the content of the modules taken together should demonstrate a holistic view of the course; • the author of the course has the ability to establish a sequence of topics (modules) for classes [6]. Within the framework of distance support of the course “English for Special Purpose” two modes of work are used: • synchronous (online testing); • asynchronous (the task in the form of a file is sent to the teacher by e-mail).

4 Outcomes In Kazan National Research Technological University two profiles have on-line part of the course “English for Special Purpose”: “Chemical technology” and “Light industry”. The distance support was worked out in 2015 and, since then, more than 300 students have been studying using the system. In 2019, 119 students of “Chemical technology” profile and 22 students of “Light industry” profile study English using on-line educational resource. Each profile contains several master degree programs, such as, “Chemical technology” - “Nanotechnology”, “Oil industry”, “Heat exchange technology”, “Textile technology”; “Light industry” – “Patternmaking”, “Design”, “Materials”. Traditionally, distance support of a full-time course focuses on practical development of skills and knowledge control [7, 8]. In this course, special attention is paid to mastering lexical skills, as possession of professional vocabulary provides an opportunity to communicate with foreign colleagues, allows you to get acquainted with scientific articles in a foreign language [9]. Knowing foreign language, professional vocabulary in particular, opens wide opportunities for international cooperation in the field of education, which in its turn provides KNRTU entry into the international educational space and gives new opportunities for advance of technological education on the international scene [10–12].

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When developing the content of distance support of the course “English for Special Purpose” the recommended structure of the electronic educational resource (worked out by the specialists of KNRTU) can be changed according to the objectives of the course. It includes: • • • • • • • • •

the curriculum, the program of the discipline, the schedule of independent work of the student, guidelines for the study of the discipline (training course), control of knowledge, a list of references, recommended sources of information, training materials, tasks for self-control.

Distance support of “English for Special Purposes” worked out for profiles “Chemical technology” and “Light industry” has the following peculiarities: (1) The content of the modules should correspond to the curriculum of the master degree program. That is why the on-line part of the course can be used for different programs if the curriculum is similar. (2) The course is flexible as certain modules can be chosen depending on the number of academic hours and the program. For example, if we take an on-line part of the course for the profile “Light industry”, three modules are common for all programs, as they are aimed at mastering lexical and communication skills on the basic topics necessary for students of these areas: “Patternmaking tools”, “Form”, and “Measurements”. Studying further, a student may choose a module, which is relevant to the curriculum of the major program. For example, students of the program “Design” study the module “History of fashion”, students of the program “Patternmaking” study two modules “Patternmaking: basic pattern” and “Patternmaking: manipulation”. The number of modules may depend on the number of classroom hours offered for the study of the subject, as well as the level of knowledge of a particular group. In 2018, when a new program “Materials” was opened, additional module “Materials” was worked out and added to the course. The on-line part of the course “English for Special Purposes” for profile “Chemical technology” consists of 4 modules, the choice of which varies depending on the learning objectives and the program of the group: “What is chemical engineering”, “Nanotechnology”, “Fractionation: oil refinery”, “Heat exchange”. If the curriculum of the course consists of 36 h of study of the subject (not 72), 2 modules are selected, depending on the major program of students. (3) The students have access to any module of this course, they can improve the level of knowledge of the English language further, if they want. For example, knowledge of the basics of design and materials science are important components of the competence of any student of profile “Light industry”. (4) Two types of modules are used to organize the training process:

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• Module of methodological support (news module), which presents program annotations, work programs of the discipline, guidelines for students, references, links to open educational resources, introductory video. • Content module, the structure of which is based on guidelines for the creation of electronic educational resources: – – – – – –

guidelines for students, introduction of new vocabulary, training, video resources, assessment, self-testing, and additional tasks for training communication skills.

(5) Each module should be small, but at the same time, consist of a variety of tasks. For example, a distinctive feature of the on-line part of the course for the profile “Light industry” is the maximum number of creative tasks, as students studying here are creative people, regularly working out clothing collections and winning design contests. The following tasks are offered: to describe the model created by students in English, to hold a fashion show, etc. However, at this stage there are certain problems with the performance of tasks, namely, the possibilities of MOODLE do not allow to take into effect some ideas of students. (6) A large number of video materials is included in the content of the electronic educational resource, in particular, to refresh the vocabulary video material is used instead of traditional translation tasks. (7) The content module is practically orientated, which corresponds to the program of the discipline. The names of the modules coincide with the names of the sections proposed for study in the classroom workshops. The electronic educational resource contains tasks performed under the guidance of the teacher in the classroom, and additional materials for independent work. (8) A typical structure of the content module is presented on the example of the module 2 “Form” (profile “Light industry”): • Guidelines, which specify the order of tasks and the ways how the tasks should be done. • Introductory video: “Clothing for the body”. • Introduction of new vocabulary (Task: Learn words). • Mastering lexical skills using translation exercises (Task: Read and translate from English into Russian, answer questions). • Additional training (revision) of lexical skills using the exercises for translation or video material (Task: Translate a text from Russian to English). • Development of speaking skills (Task: Retell the text). • Self-assessment of students (Task: Revise words).

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• Video (Task: Answer the questions) – link to video in free access with the subsequent performance of tasks. • Revision of the material based on the video (Task: Video: “Filling in the address form for your size”) • Individual task – translation, that is sent to a teacher (Task. Module 2). • Control of knowledge (Test). Working out the tests, didactic requirements for the control of knowledge, such as objectivity, consistency, economy, regularity, focus, compliance with the material are taken into account. In addition, the development of a system of assessment of knowledge of students has the following functions: control, training, diagnostic, corrective, educating, evaluation, orienting, developing. Assessment procedure is carried out in the form of intermediate and final testing. To make the assessment objective, the following types of tests are used: cloze test, multiple choice test, search for compliance [13]. Students are given an unlimited number of attempts to pass the test. Execution of an open-type task causes much more problems than multiple-choice tasks, since in addition to semantic errors, the ones in spelling, both in Russian and English, leads to failure of the test. After approbation, the most problematic aspects of the tests were determined by the feedback of students - insufficient time, differences in spelling (for example, spelling of a number of complex words in English is unstable), register accounting, several synonyms of the word for translation. • Additional materials aimed at mastering communication and speaking skills (for example, topics for monologue or dialogue). These tasks may be trained in the classroom.

5 Conclusions The use of on-line elements in the modern education system is a necessity. On-line training of linguistic competence when obtaining Master’s degree in technological university helps to cope with the following problems in studying a foreign language: a significant break in studying a foreign language after school, different levels of knowledge of students who study in the same group, low level of incoming knowledge of some students, and lack of time for assessment. On-line training is focused on mastering lexical skills, since the knowledge of professional vocabulary is required for master students when doing research.

References 1. Semushina, E.Y., Ziyatdinova, Y.N.: Final project of graduate engineers as realization of principle of combinatory when teaching English in distant form. In: Proceedings of 2015 International Conference of Interactive Collaborative learning, pp. 296–298 (2015) 2. Lomov, A.: Distantsionnaya podderzhka v protsesse podgotovki studentov vysshikh uchebnykh zavedeniy. Sibirskiy pedagogicheskiy zhurnal, pp. 88–94 (2011)

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3. Andreev, A., Soldatkin, V.: Distantsionnoe obuchenie i distantsionnye obrazovatel’nye tekhnologii. Cloud of science, pp. 14–20 (2013) 4. Semushina, E.Y.: Osobennosti organizatsii distantsionnoy podderzhki v protsesse obucheniya angliyskomu yazyku v magistrature. Upravlenie ustoychivym razvitiem, pp. 113–118 (2018) 5. Soboleva, M.: Distantsionnaya podderzhka ochnogo obucheniya v vysshey shkole. Problemy sovremennogo obrazovaniya, pp. 85–91 (2016) 6. Lazutin, S.: Primenenie modul’nogo printsipa v razrabotke elektronnogo uchebnogo kursa. Vestnik TGU, pp. 252–253 (2009) 7. Nurutdinova, A.R., Perchatkina, V.G., Zinatullina, L.M., Galeeva, F.T.: Innovative teaching practice: traditional and alternative methods (Challenges and implications). Int. J. Environ. Sci. Educ. 11, 3807–3819 (2016) 8. Bezrukov, A.: Flexible learning model for computer-aided technical translation. In: 2013 International Conference on Interactive Collaborative Learning, pp. 673–675 (2013) 9. Panteleeva, M., Sanger, P.A., Bezrukov, A.: International approaches to the development of cross-cultural education at high school. In: 123rd ASEE Annual Conference and Exposition, Conference Proceedings (2016) 10. Kraysman, N.V., Valeeva, E.E.: Integration of KNRTU into the world community as an example of cooperation with France. In: Proceedings of 2014 International Conference on Interactive Collaborative Learning, ICL 2014, pp. 862–863 (2014) 11. Kraysman, N.V., Ziyatdinova, Y.N., Valeeva, E.E.: Advanced training in French with practical application in professional and scientific activities at KNRTU. In: Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015, pp. 1091– 1092 (2015) 12. Ziyatdinova, J., Bezrukov, A., Sanger, P.A., Osipov, P.: Best practices of engineering education internationalization in a Russian Top-20 university. In: 5th Annual ASEE International Forum 2016 (2016) 13. Semushina, E.Y., Ziyatdinova, J.N.: On-line testing of engineering students as a form of assessment when studying English in distant form. In: Advances in Intelligent Systems and Computing, pp. 475–480 (2018)

Intelligent Assessment Using Variable N-gram Technique Sadhu Prasad Kar1, Rajeev Chatterjee2, and Jyotsna Kumar Mandal1(&) 1

University of Kalyani, Kalyani, Nadia District, West Bengal, India [email protected], [email protected] 2 National Institute of Technical Teachers’ Training and Research, Block-FC, Sector, III, Salt Lake City, Kolkata 700106, India [email protected]

Abstract. Assessment is the fulcrum of any instructing and learning framework. In e-learning, online evaluation is a significant instrument for assessment of the learner that measures knowledge, skill and attitude. Most of the automated evaluation is normally performed using Multiple Choice Questions (MCQs) containing answers and distractors. Be that as it may, MCQ fails to test the comprehensive level of a learner. Nor they can verify the application of knowledge in real-life situation. To measure the comprehensive ability of the learner, responses based on simple sentences or paragraph(s) required to be consequently evaluated utilizing the online tools and strategies. This research proposal employs automated assessment of paragraph(s) using N-gram tuples that eliminates the dependency on pre-defined keywords. In-order to achieve the required level of performance, the proposed system may require multiple iterations. Keywords: e-Learning
e-Assessment
Technology enabled learning
NLP
N-gram

1 Introduction The essentialness of evaluation in the instructing and learning framework is definitive [1]. It helps the student just as teacher to comprehend the dimension of learning regarding estimations which can be measured just as the quality can be perceived. Categorically assessment can be considered as four disparate sorts to be specific prognostic, symptomatic, developmental and summative [2]. e-Learning systems must use online methods of assessment that assesses the learners in measurable terms through knowledge, skill and attitude. In the past feeble works are done in the domain of automated evaluation techniques, where dominant part of evaluation is ordinarily performed utilizing MCQ in light of answers and distractors, True/False and/or Matching the items. It lacks in assessment of comprehension dimension of a learner and fails to test a learner’s ability to apply knowledge to a real-life situation. Along these lines, to beat this setback it is required to gauge the appreciation capacity of the students, reactions dependent on basic sentences, gathering of sentences and/or section © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 30–37, 2020. https://doi.org/10.1007/978-3-030-40271-6_4

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are required to be surveyed however it is inessential to make reference to that reactions given as a sentence, gathering of sentences or passages require sufficient human inclusion for appraisal and thus utilizes the need of such mechanized devices/system utilizing computational strategies. The principle challenge for the framework might be that, the sentence/collection of sentences, or passage can be written in several ways which includes close comparative sense. The authors of this novel work proposed a mechanized evaluation procedure for brief answer type questions which can be utilized for evaluation of different learning viewpoints specifically supervised, semi-supervised or unsupervised learning. This strategy varies from MCQ based appraisal approaches as it is an evaluation of comprehension and a framework is implemented so that this can be utilized as an integral agent with one e-Learning/e-Assessment framework stage. The organization of the paper starts with introduction as Sect. 1. Section 2, deals with review of the state of the art. Projected method for mechanized evaluation is given in Sect. 3. This segment also portrays the usage of the suggested framework. In Sect. 4, the results and comparisons are outlined. Conclusions with future extension are in Sect. 5, acknowledgement and references are in subsequent sections.

2 Review of the Prevailing Research In this manuscript, the authors have explored the current evaluation methodology/structure available as of today. Visible from the accompanying works that greater part investigates in the arena of automated evaluation utilizing MCQs. Parker et al. contemplated the fundamental convictions and disposition of eminence evaluation and anticipated a structure for the same [3]. Even though the researchers proposed the standards and outlook of the evaluation, yet they needed deployment utilizing online evaluation. As indicated by the Bloom’s Taxonomy, the cognitive domain is classified in six distinct levels [4]. Knowledge and comprehension manage “surface learning” while remaining stages manage “deep learning”, and both are considered as the prominent learning approaches [5]. If there arises a requirement of both deep as well as surface learning, assessment in regard to holistic level of a learner is required. Chatterjee et al. suggested a 2-dimensional evaluation system based on MCQ with confidence so as to quantify the quality of knowledge of the learner [6]. But little work has been carried out to improve the perception of the learner in respect to level of comprehension. Kar et al. devised a comprehensive evaluation procedure utilizing single sentence. The authors have attempted to gauge the perception dimension of the learner [7]. By and large, it is hard to gauge the perception dimension of the typical learner utilizing a short answer which comprised of a single sentence. Kar, Mandal and Chatterjee, proposed a subjective evaluation procedure utilizing simple sentence answer type questions just as answers with various sentences/passages utilizing keywords [8]. This exploration proposition utilizes a smart evaluation strategy of brief answers however utilizes the reliance on pre-characterized keyword/s.

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This article is presenting a proposal utilizing brief answers based on multiple sentences by decreasing the reliance on keyword(s) and endeavoring to value addition the cognizance dimension of a typical learner in this research work.

3 Proposed Methodology The authors of the manuscript have given a key for evaluation of responses which are short in nature and generally comprise of multiple sentences and/or paragraph(s). Various ways for representing the facts is the fundamental challenge. A typical scientific design for correlating model answer with responded answers is hard to accomplish. The existing exploration works on mechanized evaluation of brief answer type items are fundamentally designed utilizing keywords [8]. This upholds setting-up of keywords for each item of the item bank. Hence, expanding the overhead of acquiring and keeping up keywords by the framework amid the procedure of assessment. Whenever obtained answers are not having the ideal keywords the framework may lead to failure of full proof evaluation. In this research article, the authors plan to take out the utilization of keyword(s) that are required to outline portrayal toward the start of the processing. As opposed to this, there will be a set of principles should be distinguished progressively from the model answer and those guidelines will be connected on the portrayal to recognize whether it has satisfactory similitude between expected or model answer and the appropriate response acquired. The authors propose to utilize fuzzification to distinguish the partial membership of acquired answer concerning the model answer. This research is carried out to provide a mechanism for identification of the similarities between the model answer and obtained answer. The authors utilized the technique of N-grams to recognize the similitudes between the appropriate responses. Before specifying the usage of the proposed framework, the significance of the “Ngram” is talked about. Next pursues the “member function” used to quantify the similitude between two groupings. 3.1

N-gram

N-grams are broadly used in statistical Natural Language Processing (NLP), and treated as a nonstop succession of N items from a given example of content or discourse [9]. Depending on the application the items can be letters, words, syllables, phonemes etc. N-grams are called as “shingles” when the items are “words”. The authors have treated each item as a “word” in the implementation. An N-gram of magnitude 1 is alluded as “unigram”, thusly measure 2 is known as “bigram” or “digram”, estimate 3 is “trigram”. Beginning with N-gram value as 2 i.e., N = 2, the authors have identified the similarity index. Subsequently, for each iteration, the value of the N is incremented. This will lead to identification of the similarity index by continuously varying the Ngram parameter. The schematic diagram depicts the concept of N-gram applied on a sample sentence is given in Fig. 1.

Intelligent Assessment Using Variable N-gram Technique

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Fig. 1. N-gram

3.2

Member Function

Let XM is the model answer and YO is the obtained answer for a specific item/question. Also assume that XM contains m words and YO contains n words. XM = X1X2X3… Xm, similarly, YO = Y1Y2Y3…Yn. Applying N-gram value as 2 i.e., N = 2, we will obtain the following sets X = {X1X2, X2X3, X3X4, …, Xm−1 Xm}, Y = {Y1Y2, Y2Y3, Y3Y4, …, Yn−1 Yn}. The member function which will compute the similarity index is as SðX; Y Þ ¼ N

3.3

jX \ Y j Where N  2 j X j þ jY j

ð1Þ

System Implementation

In this proposed technique, the authors actualized an evaluation strategy which manages the short answer type questions containing paragraph(s). The proposed system is made of few phases, to be specific “generation of XML files” subsequent to perusing “information related to question and answer in content organization”, “analyzing created XML documents” and “extracting the closeness of appropriate responses received” and outcome examined.

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XML is utilized as essential device to execute given arrangement based on autonomous stages concerning equipment and programming both, additionally effectively comprehensible and justifiable by machine and individuals [10]. Analyzing of an XML record i.e. exploring proportionate to recuperate or change data in various ways. Document Object Model (DOM) is used by the authors as the record parsing method. “Open source tools” like “Eclipse” [11], “Maven” [12] and “Java” is utilized to design specialized system. The items/questions and the model response are kept in a content record i.e. a text file. As delimiter, ‘#’ is used to recognize the previously mentioned substances. A different content record is used to keep responses from a learner. These two records are utilized to corelate acquired answer by comparing question expression. Two XML files are created by the framework to be specific “questions.xml” and “answers.xml” individually dependent on tokenizing the sentences from referred content documents and parsing through DOM. Figure 2 illustrates the proposed system.

Fig. 2. The framework

For any specific item the comparison of model/sample answer is done with the acquired responses in “answers.xml”. In view of the previously mentioned definitions and suppositions the objective of the suggested framework is to discover the similitude of an acquired response delivered by a learner. In Sect. 3.4 the algorithm for the proposed framework is presented. 3.4

The Algorithm

The input is an item/bank in content document group and various content records containing the reactions of learners, endeavoring to address the items. Numerous arrangements of responses is obtained, contrasted and correlated to the items in the bank.

Intelligent Assessment Using Variable N-gram Technique

The algorithm follows: Input: The item bank Q (q1, q2, q3,..., qn) and obtained response A (a1, a2, a3,..., am) from a learner. Output: The calculated % of similarity of given responses by a learner. Notation: qi is the ith question in question bank. Total number of questions in item bank is denoted as. Model response for the ith item/question in item bank is represented as ci. aj signifies the jth answer in the obtained responses and it is also mapped to Ηj question in answer file. Total number of acquired responses is denoted as q. for each question qi (i = 1...p) do for individual reply aj (j = 1...q) do if (qi == Ηj) £i = MAX(Length of each sentence in aj) for N = 2 to £i X = generatengrams (ci, N); Y = generatengrams (aj, N); similarityIdx= Compute_similarity(X, Y, N); return similarityIdx; generatengrams(inpStr, n): # Lowercase Conversion inpStr = inpStr.lower() # Convert non-alphanumeric characters to whitespaces inpStr = replace('[^A-Za-z0-9\ inpStr]', ' ', inpStr) # Tokenize the sentence, eliminate tokens which are empty strTokens = [inpToken for inpToken in inpStr.split(" ") if inpToken != ""] strNgrams = ([strTokens[k] for k in range(n)] return["".join(strNgram) for strNgram in strNgrams] Compute_similarity(A, B, N): # Obtain no. of elements in set modA = number of elements in set A; modB = number of elements in set B; # Compute no. of elements common in both set S = intersection(A, B); cnt = number of elements in set S; # compute similarity index sidx = N*cnt/(modA+modB);

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4 Results and Comparisons The proposed technique elaborated in this manuscript is being investigated against the available two assessment techniques i.e. POS tagging [7] and String Metric/Edit distance [8]. The existing techniques are performing with keywords. The comparative study is given in Table 1. Table 1. Comparison of the present and available techniques Criteria

Existing assessment techniques POS tagging String Metric/Edit distance

Level of comprehension

Single sentence simple answer type Supports majorly surface learning Yes

Learning approach

Maintenance of keywords Human intervention for subjective assessment Evaluation of problem domain Improvement in linguistics

Multiple sentence simple answer type Supports both deep and surface learning Yes

Proposed assessment technique (N-gram) Paragraph

Remarks

Supports both deep and surface learning No

Better assessment

Better comprehension

Less overhead

Required

Not required in major cases

Not required

Reduction in assessment time

Moderate

Good

Better

Low

Allows learner to develop command over language

Allows sufficient language command

Assessment of real-world problems Better

The proposed technique has been evaluated with the available schemes based on six criteria, namely “level of comprehension”, “learning approach”, “keyword requirement”, “human intervention for subjective assessment”, “evaluation of problem domain” and “improvement in linguistics”. In order to verify the presented approach, usage has been confirmed utilizing a set of items and their separate responses from different item banks identified within STEM domain. From Table 1, it is obvious that the proposed approach is having better assessment for comprehension level of a typical learner. It has less overhead in terms of time and space complexity as the usage of keyword(s) has been eliminated.

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5 Conclusion and Future Scope In the manuscript of automated evaluation of paragraph using N-grams, the system does not require keywords to check the accuracy of obtained response with respect to the model answer. This leads to the improvement of the performance of the overall system by improving time as well as space complexity. Further, the present system will be able to assess paragraph in lieu of single sentence simple answers or multiple sentence simple answers. However, the system during assessment is unable to detect the emotional quotient or level of confidence of the learner. Further, if the N-gram is incremented to a higher value, those obtained answer with near similar text will have better matching. However, answer of other type will produce unexpected result. Acknowledgement. This research was executed in Dept. of Computer Sc. & Engg. at University of Kalyani, Kalyani. The authors express gratitude to the DST PURSE Project, Government of India for providing assistance. The authors pay gratitude to members of Faculty and staff in the department for their constant encouragement.

References 1. Waters, R., McCracken, M.: Assessment and evaluation in problem-based learning. In: Frontiers in Education Conference: 27th Annual Conference Proceedings, vol. 2, pp. 689– 693 (1997) 2. Tahiri, J.S., Bennani, S., Idrissi, M.K.: An assessment system adapted to differentiated learning within massive open online courses using psychometric testing. In: 15th International Conference on Information Technology Based Higher Education and Training (ITHET), 08–10 September 2016, Istanbul, Turkey, pp. 1–7 (2016) 3. Parker, P.E., Fleming, P.D., Beyerlein, S., Apple, D., Krumsieg, K.: Differentiating assessment from evaluation as continuous improvement tools for engineering education. In: Frontiers in Education Conference: 31st Annual Conference Proceedings. Reno, Nevada, USA, T3A, vol. 1, pp. 1–6 (2001) 4. Bloom, B.S.: Taxonomy of Educational Objectives: the classification of educational goals(Part1&2). D. McKay (1956) 5. Marton, F., Saljo, R.: On qualitative difference in learning: I-outcome and process. Br. J. Educ. Psychol. 46(1), 4–11 (1976) 6. Chatterjee, R., Mandal, J.K.: Two-dimensional assessment technique for CBL. In: Proceeding of the 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE2016), Bangkok, Thailand, pp. 40–43 (2016) 7. Kar, S.P., Chatterjee, R., Mandal, J.K.: A novel automated assessment technique in e-Learning using short answer type questions. In: 1st International Conference on Computational Intelligence, Communications and Business Analytics (CICBA2017), Kolkata, India (2017) 8. Kar, S.P., Mandal, J.K., Chatterjee, R.: A comprehension based intelligent assessment architecture. In: Proceedings of the 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE2017), Hong Kong, China, pp. 368–371 (2017) 9. https://en.wikipedia.org/wiki/N-gram. Accessed 26 Jan 2019 10. http://www.w3schools.com/xml. Accessed 26 Jan 2019 11. https://eclipse.org. Accessed 21 Jan 2019 12. https://maven.apache.org. Accessed 21 Jan 2019

Technological Support of Teaching in the Area of Creating a Personalized E-course of Informatics Milan Turčáni and Zoltán Balogh(&) Department of Informatics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, Tr. A. Hlinku 1, 949 74 Nitra, Slovakia {mturcani,zbalogh}@ukf.sk Abstract. The paper deals with the issue of finding and assessing the effectiveness of the use of information technologies for the optimal setting of teaching procedures. One possible solution is to personalize the teaching of computer science subjects in terms of accepting constructivist approaches. An important part of this form of teaching is the involvement of procedures and activities known from eLearning support of teaching, which depend not only on the way of providing study materials but also on activities related to the verification of students’ knowledge. An important component of providing knowledge, with a view to developing learners’ cognitive and intellectual abilities, is the adaptive approach of the education system to learners. The paper is devoted to the design of a methodology for creating a personalized e-course that meets the higher attributes and requirements for personalization of teaching with the possibility of adapting to the learner in a given environment. The paper also includes a survey of the current state of perception of university students towards the use of mobile technologies in the area of learning. Keywords: Information technologies
Teaching personalization Adaptive learning
Mobile learning
Petri nets


E-course


1 Introduction In the paper, the authors focused on the innovation and the impact of education personalization in a specific field. They concentrated on the university education where certain knowledge was required, acquired in secondary school on a desired level for the given IT studies. The main aim was not to analyse the educational system and the evaluation of the student’s preparation at secondary school, but the subject of interest was their preparation for the specific university studies. When choosing from a specific study, IT subjects came into consideration. A technically oriented subject called Computer Architecture/Logical Systems was chosen to evaluate the effectiveness of technical support to improve the quality of study results. E-learning is a part of the process [1] It is becoming a more and more popular way of learning and it represents a new approach to university education mainly because of the rapid growth of web technologies. In this form, e-learning is a long-term and complicated © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 38–49, 2020. https://doi.org/10.1007/978-3-030-40271-6_5

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process at the universities. It has to overcome a whole range of internal and external factors that may affect the effectiveness and the content of learning quality [2]. The constant pressure in society caused by rapidly changing conditions has a significant effect on the field of education. The possibility of innovations in education is up to its financing. Ensuring the lifelong learning depends on the need of the use of technologies that removes the borders of time and place. At present, these conditions are fulfilled by mobile technologies [3]. In the last two decades, the attention was turned to academic and practical communities, focused on the possibility and abilities of mobile technologies and the implementation of educational activities [4]. The adoption of the e-learning and m-learning technologies has an effect on planning, learning, design, control and management of the educational process together with the provision of educational content to students [5]. Here, the strong support of blended learning has arisen. [6] stated that the challenges to use the effectiveness, advantages and opportunities of the m-learning have created a new era of the information age. The mobile learning can be used to support traditional learning and also distance education [7]. As long as advantages are concerned, lifelong education, informal learning, learning in need, learning independent from time and space, learning adapted to place and circumstances can be mentioned. A personalized learning might be a solution, tailored to the student’s needs and adaptive to his qualities, and is becoming a popular way of learning [8, 9]. There are various study methods: some students start to read study materials from the beginning to the end, some start to read topics that are less clear to them, etc. After the analysis of the factors that affect the identification of the student’s style, it is possible to choose a presentation of study materials. The way how the student’s learning is organized, it can support the improvement of learning quality so that the learners can achieve better results [10]. For this reason, the implementation of adequate e-learning tools is one of the significant approaches to the possible solutions of the problem. The main thought to create the e-learning environment respects and supports the use of different learning styles of the students. Based on the knowledge about adopting personalized learning, university students were put into focus where the biggest assumption for applying personalized teaching could be found. It is important to know about students as much as possible and it represents a necessary condition for the success of personalization of the teaching process based on adaptive management of student’s activity. The borderline which is still not possible for the IT to cross can be described in four steps to a personalized group of learners according to [11] as follows: 1. To truly know the students, 2. To adapt the teaching activities to individual needs, 3. To trigger interactions of students, e.g. through mobile technologies, 4. To help students to set their own objectives.

2 Systems to Support the Adaptive Learning and E-learning An important aspect of how to work the e-environment is the possibility of the learner to work with the teaching environment and how he can use all the possibilities of the educational system for his own learning. To achieve the objectives, software systems

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called hypermedia are used. Nowadays, their use for e-learning can be regarded as a standard. Their importance is rising, mainly if the extensive information system spaces for e-learning are taken into consideration. Nevertheless, compared to other hypermedia systems, the current systems for teaching have the advantage that the information space is relative small and closed. Without additional support, the user – the student would get easily lost in the space. It is given not only by the range of information spaces defined in quantitative terms but mainly by the student’s potential of the intellectual mastering which many times does not depend on the quantity of the presented material. The work with the teaching materials has a significant impact on the effectiveness of the learning process. The solution can be found in predefining paths in the model of an application domain. Although it raises another problem that each student prefers a different sequence of lessons, for example depending on the level of their knowledge, their learning style and the time they have for learning. For this reason, it is essential to adapt the teaching procedure to the learner’s requirements and skills. The learner adapts in the amount of information, and his objective is to fulfil the requirements of the teacher. For this purpose, adaptive hypermedia (AH) is used that enables to apply the individual approach to the running teaching with the support of elearning. The methods and techniques of AH provide means for dynamic adaptation of the presentation, the content or the navigation taking into consideration the current state of the user’s or environment’s features where the information is provided. The main goal of the AH use in teaching is to increase the effectiveness of the learning process or the process of familiarizing with the information that is related to educational activities. The adaptation happens on the bases of using various features of the user that are defined by the user’s model, and the features of the environment where the app has been used – the model of the environment. 2.1

The Relevancy of ICT in the Creation of E-materials

To confirm the relevancy of the previous reflections about the use of IT in teaching and classifying the level of e-learning in university education, the authors tried to confirm or to disprove in their own research. Those students were chosen who studied IT at the Department of Informatics in CPU in Nitra at the time when the research took place. It was in the years 2017–2018 and on a sufficiently wide sample of students. In the beginning, hypotheses were stated that defined the attitude of students not only towards the used technologies but also towards the offered teaching support for the study of IT subjects in LCMS Moodle. To assess the active attitude to the used technologies, mainly to mobile technologies, on a sample of 434 students in the research, the hypotheses were stated. They were supposed to confirm the acceptance and the usage of the mentioned technologies in all forms of teaching. As a tool, an activity called Feedback from the e-learning environment LCMS Moodle was used 10 items were prepared. In seven items, a Likert scale was used, two had the option short answer and one item was multiple-choice answers. The first round of Feedback was opened in February 2017 and closed in May 2017. Before the second round, the items were updated but semantically the content stayed the same. It was opened September 2017 and closed in March 2018.

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The selection and the number of participants in the research were an important part of the research. It was important because of the reliable data collection about the opinions of the participants to confirm the hypotheses. The students were filling in the Feedback voluntarily. The questionnaire was anonymous. The age gap was not verified since the participants were university students aged 19–23. The gender of students was verified as follows: in Applied Informatics, the male population dominated. In particular classes, there was 90–94% of the male population and only 6–10% female population. In groups of students of non-IT studies, such as Biology, Environmental Studies, Geography, the representation was as follows: 74% of the female population and 26% of the male population. In the first round of Feedback, there were 113 students of the first and fourth year studying Applied Informatics (AI) in full-time study. In the second round of Feedback, there were 189 students of the first and fourth year studying Applied Informatics (AI) in full-time study and 72 students of AI in part-time study. In the research, 60 students took part of non-AI subjects in the full-time study (with the study programmes mentioned above). In both researches, the multiple-choice option was made accessible for the students in the first item. In the item, the students were supposed to express through what means they access the teaching materials. This answer logically answered the question what means the students possess and what do they use in daily communication and study (Table 1). Item: Most often, I access the study materials and communication through (Fig. 1): Table 1. The stated number of students in the research Informatically oriented subject Applied Informatics Daily students External students (PC) PC 158 18 (NO) Notebook 134 48 (TA) Tablet 4 1 (SM) Smartphone 5 3 (MP) Mobile phone 1 0 (iP) iPad 0 2

Non-informatically oriented subject Daily students 10 43 0 6 1 0

80%

PC 67%

NO

60% 60%

52% 44%

TA SM

40%

MP

25%

iP

14%

20% 1% 2% 0% 0%

1% 4% 0% 3%

8% 0%

1% 0%

0% Daily students

External students

Daily students

Fig. 1. Ways of access to study materials

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3 Materials and Methods 3.1

Personalized E-learning System (PeLS) Focused on the Learner

The success of a personalized e-learning system would need a systematic process of the educational process, the planning of the creation, the evaluation and implementation of an educational online environment where the learning process is actively stimulated and supported. An important part of the creation of such a system is its modelling and simulation in various environments. To manage the teaching process, the goal is to aim the communication according to the learner’s knowledge and skills and thus to guide the number and the demands of the materials presented to the learners. Understanding the theory of management, the transition from combining procedures to sequential rows and optimized processes is obvious. When modelling a teaching process, it is important that it is based on the interactive understanding and the mutual social interactions of the teaching process participants. Afterwards, the created general model of the teaching process includes a wider environment, input factors, the process itself, its products, its immediate results and long-term effects. Petri nets are one of the modelling tools that have been used by [12] to model the teaching processes and to create a universal model of a student’s passage through an e-learning system. The model is shown in Fig. 2.

Fig. 2. An example of modelling the student’s passage through an e-learning environment modelled in Petri nets

The partial results and the model itself are presented in various publications [13, 14]. The PeLS should be meaningful not only for students but for all the participants, including the teachers, supporting staff and the given institution. The most likely, the PeLS might be meaningful for the learner if it is easily accessible, clearly organized, well written, presented unequivocally and with certainty, focused on the learner, affordable and effective, flexible, and has an easily accessible teaching environment. The analysis of the target group provided a specific characteristic. A correct acquisition of logging data provided important information needed for the creation of activities for the target group. Since e-learning was accessible at any time and any

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place, the learners might come from a culturally rather different environment and might have a different approach to their study. The information about the output knowledge and skills of the learners, personal and social characteristics, preferred learning styles, needs and interests are the most important one from the point of view of target group analysis. To obtain information about the target group, various methods might be used such as questionnaires, interviews, observations, and a literary review. The data that have the biggest significance is mainly: quantified data about the level of knowledge in the given field, the results of standardized tests, preferences in learning, skills in the field of ICT work, the knowledge of systems supporting the teaching, previous experience with elearning. If the creators of the PeLS have as much information about the target group as possible, they can understand them more easily. If the authors have complex information about the target group, they can create adequate study materials for the group. The analysis might define the learners for whom the e-learning might not be suitable [15]. PeLS affected the learner dynamically, i.e. it did not have a linear character of providing the study material. What it made different from the standard linear passage through the e-learning course was interactivity. According to [16], interactivity means a reciprocal activity between the earning person and an e-learning system. The action/reaction of the learner is dependent on the action/reaction of the system itself. From this, it could be stated that each personalized e-learning course was characterized by: • • • • • 3.2

the the the the the

specific data about the learner, managing system enabling the adaptability of choice, structured content, teaching objectives of the given subject, didactic function.

The Methodology of the Creation of a Personalized Course

The next step that was stated was to create the structure and the content of the e-course based on the adaptive options and needs. For these purposes, the modelling methods described above were used because of the possibility of formalizing the given issue. The decision was made for visualizing modelling system with the possibility of simulation. In Fig. 2, the use of modelling a student’s passage through the e-learning environment modelled in Petri nets (PN) is shown. To create a didactically effective ecourse, it was inevitable to know the principles of its creation. When designing and creating, it was important to choose the tools that would have didactic effect in teaching. The main assumption was that the students would be working actively and creatively instead of passively receiving information. When choosing the procedure to create an e-course, the educational objective should be determinative for the creator.

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To design, to create and to construct the teaching process, some inspiration had been taken from a procedure called Instructional Design (ID) introduced by [17]. The procedure includes: • The tools – the process ID, the theories and models, digital technologies, etc., • The participants – of teaching, management, ID team, etc., • The environment – the school, LCMS, etc. The model ID represents a systematic arrangement of teaching. Its objective is to support educational processes. ID should be based mainly on the principles and theories of learning and thus describe the phases of educational operations. When creating an e-course with any model, it was necessary to consider the didactic principles of the educational process in accordance with educational objectives and content. The precise formulation of educational objectives of the e-course simplified the selection of study content choice, the didactic methods and the organisation of teaching. When creating the course, there were two points of view of organising the teaching. It was the teacher-managed teaching, and other was the teaching based on the students - learner-oriented and learner-centred learning. In the process of design, the design of each phase of e-course creation from both points of view was put into focus. Namely: • • • •

Defining objectives, Time arrangement of e-course, The processes of teaching and learning, The evaluation of acquired results.

A properly created course had the objectives set at the beginning of the whole process of its creation. The objectives and tasks should cover the content of the course and should be relevant to the study programme. The objectives are stated briefly and clearly with an emphasis on the process of evaluation. It was important that the students would be informed about the objectives and should be accessible for them. LCMS Moodle provided a wide scale of tools for these purposes. There were tools such as Wiki and Forum, the option of bulk information provision to participants of the course via e-mail, or the tool for the objective definition of the course which was found in Settings – Administration of Grades – Objectives. The time arrangement of the course was appropriate to draft according to the stated objectives. Besides other things, the assumed entry knowledge, the size of the group, the difficulty and the character of the subject or content, teaching methods should be reflected in the timetable. The content needed to be a precise image of the organisation of the course. The organisation, the graphical arrangement and the structure needed to be invariable throughout the course. For time arrangement, LCMS Moodle provided preset functions Calendar, Upcoming Events, Tracking Performance and the finally, Availability Condition. For effective progress, an adequate teaching strategy had to be chosen for the participants of the ecourse. It meant to adhere to the principles: • briefly stated instructions, • the set of principles of performing activities in the e-course, • specifying the sequential or global acquisition of knowledge in the course,

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• the information about the responsibility in the online education, the deadlines for assignment submissions, sanctions for not respecting them, plagiarism, etc., • the definition of requirements for collaborative learning or group activities, • the use of audio-visual and multimedia content to support the teaching, • enabling students to step in the course by content and time, meaning that they would determine their own speed, choose activities to which they incline and revise some parts, etc., • the application of activities developing critical thinking, creativity, problem-solving skills, etc., • enabling the access to content sources, references and other study materials about the given issue, to an external database, etc. The evaluation of the students actively involved in the e-course is an important part of every teaching process. The evaluating activities needed to be feasible, relevant, precise, and corresponding to the practical application to the content of the e-course. To achieve this objective, the following requirements needed to be fulfilled: • the students needed to receive clear requirements and criteria to obtain an evaluation, • the number of tasks and deadlines needed to be real and achievable, • the evaluation needed to be explicitly expressed, • the students needed to be informed about the criteria used for their evaluation (the required achieved objectives, performing the activities in the course, etc.), • providing feedback during the running course, • in the case, there were mutual evaluations among the students, the criteria needed to be stated in advance, • the information about the consequences of plagiarism and about the copyright act, etc. LCMS systems provide multiple possibilities of student evaluation. LCMS Moodle in particular provided the ways of evaluation through activities such as Test, Assignment, Workshop and other. The evaluation of an e-learning course required to know the opinions of the participants and their impressions on the course with this management. That is why, there should a possibility of evaluating the teacher, the teaching process and the e-course itself by the students in the e-course. For this purpose, there were tools in LCMS Moodle such as Feedback, Questionnaire, Forum, etc. Feedback may serve as a selfreflection for the teacher, for corrections of the e-course and for the teaching process itself. It was a qualitatively higher principle of the education considering the individuality of the learner and his relation to the changing environment he was in during the phase of acquisition and the evaluation of the acquired knowledge. It was a field of adaptability of the educational environment and the ways of managing the study based on the use of implemented media elements.

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4 Results and Discussion In order to assign to each learner his matching learning style, an ILS questionnaire had been implemented into the module AdaptiveBook. When implementing, the experiences from [18] were used because they implemented a module with similar properties into LCMS Moodle (Fig. 3).

Fig. 3. The teacher’s and the student’s interaction with an AdaptiveBook module

Obtaining the information data from the filled questionnaire at the beginning of the semester and by applying the association rules, the learner would gain personalized access in the form of an adaptive provision of study materials. By applying the module AdaptiveBook and the following evaluation of the study results during the semester it was discovered that some students did not acquire sufficient study results. From this, it was obvious that this applied to those students who did not acquire sufficient knowledge during their secondary school studies in the given study field. Watching the activities of the learners with the help of a standard set Report in LCMS Moodle, it was not possible to determine the complete activity. To determine the activity was an important step in personalization. Based on the information about the learner’s movement in the course, it was possible to apply the association rules more consistently. Commonly, the module Adaptive book worked according to the assigned learning style of the particular learner. But what if the style had changed during the study because of unforeseen circumstances? From the access to study materials, it was found out that the learners had troubles to analyse a problem correctly and could not understand the provided study material, despite the provided learning style. That is the reason why they used the backward transition of the previous parts of the lesson that was despite the used module AdaptiveBook considerably chaotic. Because of this reason, the appropriate interactive module AdaptiveBook was used to identify the activity of learners more easily. By connecting the modules, a tool was obtained that enabled the mine the data directly from the activities of learners with study materials and to suggest them the rolling changes in their learning styles. Providing study materials or the option of choice of one of its part through an implemented interactive animation was the result of the corrections. The e-learning course has been simplified. A lot of texts and images have disappeared that has been replaced with this type of interactive media element.

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5 Conclusion At present, many authors professional publications dealing with the implementation of ICT in education [19] point out the fact that the development of ICT is higher than their actual use, and requires thinking about the elements that we need to improve to produce ICT effective integration in educational processes [20]. As Internet use has proliferated, eLearning systems have become increasingly popular. Many researchers have taken a great deal of effort to promote high quality eLearning environments, such as adaptive learning environments, personalized/adaptive guidance mechanisms, and so on. These researches need to collect large amounts of behavioural patterns for the verification and/or experimentation. However, collecting sufficient patterns usually takes a great deal of time and effort. In the paper, the authors were describing the way of creating a personalized procedure for the learner based on the information about the quality of his knowledge from his entry analysis. After collecting the data specific for the learner, for his ideal passage through the e-course during his study it was important to obtain and to evaluate his activity in the course in order to achieve cognitive and intellectual skill development. The results showing the way of passing from one lesson to another in the previous years of study and the possibilities of developing the psychomotor skills of learners by working on the interactive types of tasks were the prerequisites for the design and the implementation of an ideal form of a student’s passage through an e-learning course. The ideal learner’s passage that had been designed and verified with the help of Petri nets had been successfully implemented in the academic year 2011/2012 into the e-learning course of Computer Architecture and is currently applied under the name Logical Systems. To remove the problem of linearity of the teaching process that according to [21] represents a firm and binding order of steps in one line for the learners, was more advantageous to use the learner’s passage through e-learning system carried out by tests. These tests were an interactive type of tasks with a rolling evaluation of results within the feedback. The integration of the adaptability into the educational process with the use of elearning with the help of mobile technologies would bring the option of an individual approach to study. It would offer the learners to decide which part should be the next one. Thanks to this, the learner would choose how to continue in his study and it might create the feeling of freedom in his studies, and it would create a non-linear passage through the educational system. The adaptive approach of the educational system to learners would bring into e-learning more elements of real teaching environments where the teacher would approach the learners often individually and would take into consideration their potentials and skills. The creation of such an e-learning environment would respect and support its use that would be more effective with its increased user friendliness and quality [1]. Personalized learning would recognize diversity, cognitive and physical differences and the overall individuality of the learner. It would include learning that would recognize various styles and approaches of learning. The concepts of teaching might be different. From the initially focused that provides only the content of education, until the primary that is focused on supporting the learners to learn by communication, discussion, cooperation and mutual support. The learning styles

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influence the structure of mobile learning. They might need to be supported by the skills of mobile learning so that they would apply various preferred approaches to learning that is independent form time and space. To sum up, the acceptance of mobile devices as pedagogical tools at current conditions is still at its beginning. It is not only the teachers that are sceptical and not prepared for mobile learning. It is important to consider plenty of things first, including the perception of teachers to accept the educational changes. Their impressions are rather important since their willingness and preparation to accept e-learning is one the most determinative factor of the success [22]. To conclude, there is a thought. Education cannot resist the current trends in technology and should introduce effective tools of applying adequate techniques and methods [23]. In the academic world, there is a resonating opinion that the current information technologies in the form of mobile, omnipresent technologies are applied in the active fields and also in the lifelong education on all levels of educational institutions. Acknowledgements. This paper was created with the financial support of the projects: 1. The project KEGA 036UKF-4/2019, Adaptation of the learning process using sensor networks and the Internet of Things; 2. Research and Innovation for the project Fake news on the Internet identification, content analysis, emotions (code: NFP313010T527).

References 1. Kostolanyova, K., Sarmanova, J., Takacs, O.: Classification of learning styles for adaptive education. New Educ. Rev. 23(1), 199–212 (2011) 2. Drlik, M., Skalka, J.: Virtual faculty development using top-down implementation strategy and adapted EES model. In: Yalin, H.I., Adiloglu, F., Boz, H., Karatas, S., Ozdamli, F. (eds) World Conference on Educational Technology Researches-2011, Procedia Social Behavioral Science. Elsevier Science Bv, Amsterdam, vol. 28 (2011). https://doi.org/10. 1016/j.sbspro.2011.11.117. 3. Molnar, G., Szuts, Z.: Advanced mobile communication and media devices and applications in the base of higher education. In: Proceedings of the 2014 IEEE 12th International Symposium on Intelligent Systems and Informatics (SISY), pp. 169–174 (2014) 4. Petrova, K., Li, C.: Focus and setting in mobile learning research: a review of the literature. Innovation and knowledge management in twin track economies: challenges & solutions. In: International Business Information Management Association-IBIMA, vol. 1–3, Norristown (2009) 5. Moore, J.L., Dickson-Deane, C., Galyen, K.: e-Learning, online learning, and distance learning environments: are they the same? Internet High Educ. 14(2), 129–135 (2011). https://doi.org/10.1016/j.iheduc.2010.10.001 6. Liu, Y., Li, H.X., Carlsson, C.: Factors driving the adoption of m-learning: an empirical study. Comput. Educ. 55(3), 1211–1219 (2010). https://doi.org/10.1016/j.compedu.2010.05. 018 7. Lowenthal, J.N.: Using mobile learning: determinates impacting behavioral intention. Am. J. Distance Educ. 24(4), 195–206 (2010). https://doi.org/10.1080/08923647.2010.519947

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8. Hubalovsky, S., Hubalovska, M., Musilek, M.: Assessment of the influence of adaptive elearning on learning effectiveness of primary school pupils. Comput. Hum. Behav. 92, 691– 705 (2019). https://doi.org/10.1016/j.chb.2018.05.033 9. Kostolanyova, K., Sarmanova, J., Czeczotkova, B.: Analysis of teaching styles of teachers in the contex of e-learning. Information and Communication Technology in Education, Univ Ostrava, Ostrava 1 (2010) 10. Preidys, S., Sakalauskas, L.: Analysis of students’ study activities in virtual learning environments using data mining methods. Technol. Econ. Dev. Econ. 16(1), 94–108 (2010). https://doi.org/10.3846/tede.2010.06 11. Pruett, L.: 4 Steps Towards a More Personal Classroom (2018). https://www.teachthought. com/pedagogy/getting-started-personalized-learning/ 12. Balogh, Z., Turčáni, M., Magdin, M.: Design and creation of a universal model of educational process with the support of Petri nets. Lecture Notes in Electrical Engineering, vol. 269 (2014). https://doi.org/10.1007/978-94-007-7618-0_103 13. Balogh, Z, Turcani, M.: Possibilities of modelling web-based education using IF-THEN rules and fuzzy petri nets in LMS. In: AbdManaf, A., Zeki, A., Zamani, M., Chuprat, S., ElQawasmeh, E. (eds.) Informatics Engineering and Information Science, Communications in Computer and Information Science, Pt I, vol 251, pp. 93–106 (2011) 14. Balogh, Z., Turcani, M., Magdin, M., Burianova, M.: Creating model educational processes using Petri nets implemented in the LMS. In: Kvasnicka, R. (ed.) Efficiency and Responsibility in Education 2012, pp. 7–16 (2012) 15. Khan, B.H., Ally, M. International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research (2015). https://doi.org/10.4324/9781315760933 16. El Fazazi, H., Qbadou, M., Salhi, I., Mansouri, K.: Personalized recommender system for eLearning environment based on student’s preferences. Int. J. Comput. Sci. Netw. Secur. 18(10), 173–178 (2018) 17. Zounek, J., Juhaňák, L., Staudková, H., Poláček, J.: E-learning. Učení (se) s digitálními technologiemi [E-learning. Learning with digital technologies] (2016) 18. Nakić, J., Graf, S., Granić, A.: Exploring the adaptation to learning styles: the case of AdaptiveLesson module for moodle. In: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), LNCS, vol. 7946 (2013). https://doi.org/10.1007/978-3-642-39062-3_33 19. Houska, M., Berankova, M.H.: Pedagogical efficiency of multimedia lectures on mathematical methods in economics. In: Proceedings of the 7th International Conference Efficiency and Responsibility in Education 2010, Czech University Life Sciences Prague, Prague 6 (2010) 20. Melia, J.M.J., Gonzalez-Such, J., Garcia-Bellido, M.R.: Evaluative research and information and communication technology (ICT). Rev. Esp. Pedag. 70(251), 93–110 (2012) 21. Balogh, Z., Turcani, M., Magdin, M.: The possibilities of using Petri Nets for realization of a universal model of educational process. In: Proceedings of the 2013 IEEE 14th International Conference on Information Reuse and Integration (IRI 2013), pp 162–169. IEEE (2013) 22. Ismail, I., Bokhare, SF., Azizan, S.N, Azman, N.: Teaching via mobile phone: a case study on Malaysian teachers’ technology acceptance and readiness. J. Educ. Online 10(1) (2013). https://doi.org/10.9743/jeo.2013.1.3 23. Burgerova, J., Cimermanova, I.: Creating a sense of presence in online learning environment. In: Proceedings of the 10th International Scientific Conference on Distance Learning in Applied Informatics (DiVAI 2014). Wolters Kluwer Cr a S, Praha 3 (2014)

Proposal of a Platform for Practical Work to Improve the Learning Conditions of Medical Learners in Developing Countries Bessan Melckior Dégboé(&), Latyr Ndiaye, Samuel Ouya, and Gervais Mendy Laboratory LIRT, Higher Polytechnic School, University Cheikh Anta Diop of Dakar, Dakar, Senegal [email protected], [email protected], [email protected], [email protected]

Abstract. The objective of this paper is to propose an interactive practical work platform for the real-time broadcasting of the audio/video flow of a surgical team in the operating room to students in a practical work room. To do this, we combine Voice Over IP (VoIP) with Internet Protocol Television (IPTV) to have an interactive television that makes the viewer active and able to ask questions. The platform is accessible through a unique web interface developed in PHP. To ensure the integrity and confidentiality of the data transferred between the hospital and the university, we used a VPN server. Thanks to the encoding technique used in the platform, the multimedia flow is fluid regardless of the available bandwidth. Thus, the problem of high-speed Internet access in rural areas of developing countries does not affect the quality of the multimedia flow. Keywords: Practical work


Medicine
Interactive IPTV

1 Introduction The quality of medical education is one of the guarantees of a well-functioning health system. Previous research has shown the positive impact of practical work on the quality of medical education [1]. Several authors have proposed solutions ranging from virtual laboratories to remote laboratory equipment control to improve the condition of STEM learners by allowing them to do practical work [2, 3]. These solutions have their advantages, but very few of them specifically address the case of surgery in rural areas of developing countries. Indeed, in these countries, medical schools are characterized by an overcrowded population; medical desertification in rural areas; and a concentration of hospital services housing the appropriate technical platforms for internships and practical teaching in urban areas. All these factors lead to a lack of practical work for students and therefore negatively affect the quality of their training. To address this issue, we rely on IPTV to offer an interactive practical work platform for the real-time broadcasting of the audio/video flow of a surgical team in the operating room to students in a TP room. Thanks to the encoding technique used in the © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 50–58, 2020. https://doi.org/10.1007/978-3-030-40271-6_6

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platform, the multimedia flow is fluid regardless of the available bandwidth. Thus, the problem of high-speed Internet access in rural areas does not affect the quality of videos. We have combined IP telephony with IPTV to have an interactive television system that makes the viewer active and able to ask questions. The platform is accessible through a unique web interface developed in PHP. To ensure the integrity and confidentiality of the data transferred between the hospital and the university, we have used a VPN server. The objective of this paper is to contribute to the improvement of the study conditions of surgical students by providing them with an easy-to-use platform, using Web Real-Time Communication (WebRTC). The rest of the article is structured as follows. Section 2 presents the motivations and related works using IPTV technology. Section 3 describes the technologies used to implement the platform. Section 4 presents the architecture, operation of the platform and the results obtained. Finally, Sect. 5 summarizes the work and the perspectives for future work.

2 Motivations Previous research has shown the positive impact of practical work on the quality of STEM teaching [4, 5]. To overcome the lack of practical experience of medical students, the authors of [6] have proposed an innovative teaching method based on simulation and virtual reality. Those of [7] have set up a platform for practical medical training in distance learning. In developing countries, medical schools are characterized by overcrowding; medical desertification in rural areas has increased over the years; hospital services housing the appropriate technical platform for internships and practical training are generally concentrated in urban areas. All these factors lead to a lack of practical work by students and therefore affect the quality of their training. To address this issue, we rely on IPTV to offer an interactive practical work platform for the real-time broadcasting of the audio/video flow of a surgical team in the operating room to students in a TP room. Thanks to the encoding technique used in the platform, the multimedia flow is fluid regardless of the available bandwidth.

3 Technologies 3.1

IPTV

IPTV technology is a means of broadcasting digital television with a transport mode based on the IP protocol [8, 9]. The services offered by IPTV include Video on Demand, radio, PVR (Personal Video Recorder) service to record its programs. IPTV can be done by multicast or unicast broadcasting according to the needs. Indeed, in an IP network, the transmission of IP datagrams is done in unicast mode. However, multicast transmission is also used to avoid saturating the bandwidth, as multimedia content consumes a large amount of bandwidth. The latter mode is

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generally used by operators who provide IPTV to their subscribers. Thus, the flow is only sent to the subscriber on request. The existence of high-performance codecs (MPEG-2, MPEG-4) contributes to the quality of the service provided in IPTV and allows for better bandwidth management [10, 11]. All these features make it an excellent tool for teaching. In the context of teaching, unidirectional traditional television makes the learner a passive actor. In this work, we combined IP telephony with IPTV to have an interactive television system that makes the viewer active and able to ask questions. 3.2

OpenVPN

A VPN is a secure tunnel allowing communication between two entities, including through insecure networks such as the Internet. To guarantee the integrity and confidentiality of the data transferred between the hospital and the university, we have combined our platform with an openSource VPN server. OpenVPN allows peers to authenticate each other using a private key shared in advance, electronic certificates or username/password. It makes extensive use of the OpenSSL authentication library and SSLv3/TLSv1 protocol and is available in a variety of environments including Solaris, OpenBSD, FreeBSD, NetBSD, Linux (Debian, Redhat, Ubuntu, etc.), Mac OS X, Windows 2000, XP, Vista, 7, 8 and 10, offering many security and control features [12]. 3.3

FreeSWITCH

FreeSWITCH is an open source IP telephony solution developed in C language. It allows the implementation of communications to a virtual phone via a virtual switch. Freeswitch can be used as a simple switch, PBX, gateway or IVR application server using scripts or XML files to automate certain tasks and develop new services [13]. FreeSWITCH runs on several operating systems, including Windows, Mac OS X, Linux, BSD and both Solaris platforms (32-bit and 64-bit). FreeSWITCH supports the standard and advanced features of the SIP protocol. Freeswitch has several modules at its disposal, including the verto module with which we will be working because of its functionalities. Thanks to the Verto module, Freeswitch allows two browsers to initiate or receive a voice call or video call in the easiest way, and they can chat, share the screen, and receive and send data in real time to backend applications. Freeswitch is capable to directly provide native services to browsers, such as video conferences, Interactive Voice Response (IVR) without the use of any gateway. FreeSWITCH can directly provide services through Secure WebSocket (WSS), SRTP, and DTLS, the native WebRTC protocols. 3.4

WebRTC

WebRTC is a technology that allows browsers to directly exchange media in real time with other browsers [14]. It has been implemented and standardized by the joint efforts of the World Wide Web Consortium (W3C) and the Internet Engineering Task Force

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(IETF). The two groups jointly defined the JavaScript APIs (Application Programming Interfaces), standard HTML5 tags and underlying communication protocols for configuring and managing a reliable communication channel between any pair of nextgeneration web browsers. The objective of standardization is to define a WebRTC API that allows a Web application running on any device, through secure access to input devices (such as webcams and microphones), to exchange real-time media and data with a remote party. Signaling messages used to initialize and terminate communications are transported by HTTP or WebSocket protocols through Web servers that can modify, translate or manage them as required. Signaling between browser and server is not standardized in WebRTC. Indeed, the developer can choose any compatible signaling protocol such as SIP or XMPP. It is precisely this flexibility that allowed Freeswitch and its verto module to provide the signage for the session set-up.

4 Implementations 4.1

Presentation of the Proposed Architecture

The proposed architecture consists of three servers (VPN, VoIP, IPTV) and a web application allowing students to authenticate themselves to access the platform’s features as shown in Fig. 1.

Fig. 1. Architecture

The VPN server guarantees the confidentiality of sensitive information exchanged by routing the multimedia stream through a secure tunnel. Before connecting to the Web platform, the actors must first authenticate themselves on the server as shown in Fig. 2. The connection to the server can be made in both Linux and Windows environments.

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Fig. 2. Connection to the VPN server

We developed a web application in php that serves as the main interface to access the platform. It allows the hospital team and students to authenticate themselves in order to access the flows, follow any comments from the doctor, record if necessary and ask questions (Fig. 3).

Fig. 3. Connection to the platform

Tvheadend is a TV streaming server for GNU/Linux supporting DVB-S, DVB-S2, DVB-C, DVB-T, ATSC, IPTV and analogue video (V4L) standards [15]. Using external clients or a web browser, Tvheadend allows users to view and record the stream it transmits. Tvheadend works with the powerful FFmpeg encoding software. Indeed, FFmpeg encodes the audio and video streams captured by an IP camera in the operating room in MPEG-TS format. Then, the stream is sent in unicast to the IPTV Tvheadend server. The IPTV Tvheadend server in turn rebroadcasts this same stream in real time to students in the TP room. Using a browser as shown on the architecture. Figure 4 shows TVheadend’s configuration for stream rebroadcasting.

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Fig. 4. Setting up the IPTV server

The Freeswitch VoIP server installed with the verto add-on module was used to create user accounts. Then, thanks to the integrated Verto Phone client available as a plugin for Google Chrome and Firefox, one user account connects in the TP room and another on the doctor’s side. As a result, communication is bidirectional, and configurations are simplified. Using only a browser, users can follow a live operation, ask questions and even record the feed for later playback under the supervision of a tutor (Fig. 5).

Fig. 5. Communication established with verto phone

4.2

Operating Principle

To prove the relevance of our approach, we describe a scenario where a surgeon professor at Dantec Hospital in Dakar wants to broadcast a surgical operation live to his students in non-urban areas. The first step is to connect to the VPN server as shown in Fig. 6. After the connection, it is necessary to authenticate through the web application to access the platform. The last step in the authentication process and connection to the Freeswitch IP Telephony server using the client built into the Verto Phone browser.

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Fig. 6. Authentication

After authentication, the IP camera that acts as a webcam directly connected to a computer at the hospital will be used to retrieve the audio/video stream. All the steps of the operation are filmed in real time, encoded in MPEG-TS format and broadcast live to students, thanks to FFmpeg. To access the feed, students after authentication via the web platform simply click on “Watch” and select the feed from the drop-down list as shown in Fig. 7. They can thus follow the progress of the operation and interact under the supervision of an

Fig. 7. Access to the multimedia stream

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assistant in the TP room. In addition, thanks to the registration function of the IPTV server, students can review the operation that took place before the request. The Fig. 8 shows the connection to the platform and the display of the stream retransmitted from the operating room. There may also be a communication established with Verto Phone.

Fig. 8. IPTV-interactive platform

5 Conclusion In this article, we have combined Webrtc, VoIP, IPTV and an encoding technique that guarantees quality of service in IPTV to provide a platform for practical work for surgical students. Thanks to this interactive platform, medical students will be able to perform their practical work as if they were in the operating room without having to travel to hospitals. They will be able to familiarize themselves with good surgical practices before going to the patient’s bedside. The scenario described in the solution uses a Unicast transmission mode and the video is only viewed in one TP room. In future work, we plan to use multicast to send a single stream to several TP rooms without bandwidth saturation.

References 1. Dhondt, P.: Un double compromis: Enjeux et débats relatifs à l’enseignement universitaire en Belgique au XIXe siècle. Academic Press, Cambridge (2011)

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2. Moussavou, D.E., Ouya, S., Faye, P.M.D, et al.: Contribution to the standard of manufacturing the remote laboratory equipment for science, technology, engineering and mathematics (STEM) education. In: International Conference on Interactive Collaborative Learning, pp. 308–319. Springer, Cham (2016) 3. Moussavou, D.E., Ouya, S., Sow, M.Y., et al.: Unified platform for both virtual and real equipment management of remote laboratories in science, technology, engineering and mathematics (STEM) education. In: International Conference on Interactive Collaborative Learning, pp. 328–343. Springer, Cham (2016) 4. Coti, C., Loddo, J.V., Viennet, E.: Practical activities in network courses for MOOCs, SPOCs and eLearning with Marionnet. In: International Conference on Information Technology Based Higher Education and Training, Lisbon, 11–13 June, pp. 1–6 (2015) 5. Katajavuori, N., Lindblom-Ylänne, S., Hirvonen, J.: The significance of practical training in linking theoretical studies with practice. High. Educ. 51, 439–464 (2006) 6. Majerník, J., Maďar, M., Mojžišová, J.: Integration of virtual patients in education of veterinary medicine. In: 2017 Federated Conference on Computer Science and Information Systems (FedCSIS), Prague, pp. 185–188 (2017) 7. Gueye, K., et al.: Contribution to the setting of an online platform on practical application for the science, technology, engineering and mathematics (STEM): the case of medical field. In: International Conference on Interactive Collaborative Learning. Springer, Cham (2018) 8. Adeliyi, T.T., Olugbara, O.O.: Reducing zapping delay in internet protocol television using a hybrid modular method. In: 2019 Conference on Information Communications Technology and Society (ICTAS), Durban, South Africa, pp. 1–4 (2019) 9. Lee, C.: IPTV over next generation networks in ITU-T. In: 2007 2nd IEEE/IFIP International Workshop on Broadband Convergence Networks, Munich, pp. 1–18 (2007) 10. Cruz, R.S., Nunes, M.S., Menezes, L., Domingues, J.: SIP based IPTV architecture for heterogeneous networks. In: 2009 10th International Conference on Telecommunications, Zagreb, pp. 421–428 (2009) 11. ISO/IEC JTC 1/SC 29: Information technology – generic coding of moving pictures and associated audio information – Part 2: Video, 3 Edition (2013) 12. Openvpn [Wiki ubuntu-fr] - Documentation Ubuntu. https://doc.ubuntu-fr.org/openvpn 13. Mod_verto - FreeSWITCH – Confluence. https://freeswitch.org/confluence/display/ FREESWITCH/mod_verto 14. Loreto, S., Romano, S.P.: Real-Time Communication with WebRTC: Peer-to-Peer in the Browser. O’Reilly Media Inc, Newton (2014) 15. Tvheadend: Overview. https://tvheadend.org/

Proposal of a Dynamic Resource Allocation Solution for Virtual Classroom Platforms Ousmane Racine Ly(&), Ulrich Hermann Sèmèvo Boko, Keba Gueye, and Samuel Ouya Laboratory LIRT, Higher Polytechnic School, University Cheikh Anta Diop of Dakar, Dakar, Senegal [email protected], [email protected], [email protected], [email protected]

Abstract. In many African countries, there are virtual universities. This is the case for the virtual universities of Senegal, Cote d’Ivoire and Tchad. The increase in enrolment in these universities raises the problem of performance and quality of teaching platforms. In this article, we propose a solution to improve the quality of e-learning platforms in virtual and traditional universities. With our solution, resources are dynamically allocated, according to the instantaneous needs of the services and withdrawn in case of non-use. Our solution is to make autoscaling resources from teaching platforms into a virtual classroom using OpenStack which is a cloud computing platform. In this automatic scaling project, the services of OpenStack, Heat and Ceilometer will be used. Orchestration and automation are managed by Heat. Ceilometer monitors environmental performance by collecting data on resource use. The implemented solution allowed us to manage the scalability of moodle distance learning platforms integrating chat, audio and video communication tools during high traffic periods before the exams or during lectures. Keywords: Autoscaling
OpenStack
Cloud computing
E-learning
Virtual classroom

1 Introduction Nowadays, ICT tools are widely used in education and training. With the use of the Internet, existing connections between traditional universities and the proliferation of virtual universities, distance learning [1] is, indeed, a component in the training of higher education in Africa. In addition, African states are increasingly turning to the establishment of virtual universities. This is the case for the virtual universities of Senegal, Cote d’Ivoire and Chad. The increase in enrolment in these universities raises the issue of performance and quality of e-learning teaching platforms. There are online evaluation platforms, e-learning, [2] exchange platforms based on Moodle [3] allowing the implementation of virtual classes. This is the case with UVS in Senegal. Previous work [4] has led to the implementation of virtual classes that use the BigBlueButton plugin [5] and the WEBRTC protocol [6] to benefit from audio, video © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 59–68, 2020. https://doi.org/10.1007/978-3-030-40271-6_7

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and screen sharing. The integration of large file sharing, remote computer control and practical knowledge assessment into these e-learning solutions, in a context of massive student growth, bring about serious resource management challenges. Poor resource management (memory, CPU, etc.) in e-learning platforms can lead to a system bug or a poor MOS score making learning inadequate. Which discredits platforms and discourages e-learning. We propose an autoscaling solution for online learning platform resources using OpenStack which is a cloud computing platform. The services of OpenStack, Heat and Ceilometer will be used. Orchestration and automation are managed by Heat. Ceilometer monitors environmental performance by collecting data on resource use. Resources are dynamically allocated according to the instantaneous needs of the services and withdrawn in the event of non-use. For example, in a virtual classroom, if the demand for video streams is high and may affect the quality of service, the system automatically generates other identical virtual machines and performs load balancing, distributing thus, the loads between virtual machines. To test our solution, we set up a private cloud by integrating servers such as a media server, a SIP proxy server and a web server Moddle or Learning management system LMS with the use of SEMS, Kamailio to make a detailed performance study. The rest of this article is organized as follows: In Sect. 2, we will make a study of the state of the art. Section 3 describes the architecture of our Solution. Section 4 is reserved for the presentation of the results of our work and finally, Sect. 5 is reserved for the conclusion and perspectives.

2 State of the Art 2.1

Scalability Management and Cloud Computing

Faced with the growth of enrolment in distance education, heavy and burst access of platforms has always been a concern for many researchers. The authors in [7–9] were interested in implementing strategies to solve this problem. In [7], the authors use a single LMS platform that uses two physical streaming servers. In their solution, the requests for multimedia flows are distributed between the two servers. In [8], the authors propose two e-learning platforms on physical machines with load balancing based on the round robbing algorithm of ip addresses of servers that host them. They suggest the use of the cloud for more flexibility. In [9], the authors propose an authentication system in the context of sharing resources of e-learning platforms in the cloud. 2.2

Technologies Used

Cloud Cloud Computing is the use of remote computer servers to store or process information over a network that can be the Internet. Cloud computing based services are broadly of three types: Infrastructure as a service (Iaas), software as a service (SaaS) & Platform as a service (PaaS).

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The Iaas is a service that consists of providing access to a computer park. Thus, users benefit from virtual machines on which they can deploy an operating system, applications and manage the machines as they wish. In the Paas model, the operating system and infrastructure tools are provided to the user. He adds his applications and manages them. This model is the one used for web hosting, where the user has the necessary tools previously installed and controlled by the provider. In the SaaS model, users only have access to applications. The applications are accessible through a network, most often Internet. All other aspects, such as infrastructure, operating system, configurations etc. are not managed by the user [10]. OpenStack OpenStack is a set of modular projects for the implementation of cloud computing. Projects (Nova, Swift, Glance, Heat…) are open source and are interdependent to manage virtual machine resources such as computing power, storage etc. [11] OpenStack is designed to be scalable horizontally by adding resources to meet the growing demand. Rather than moving to larger servers, more resources are instantiated simply by using configured services. To use several resources for the same service, a load balancer is used among functionally identical service groups. The important issues for scaling up are as follows: – How and what type of metrics to measure? – How to start the scaling process? Load balancing can be used as a service (LBaaS) in OpenStack. LBaaaS in OpenStack works as an advanced Neutron service and is implemented with HAProxy [12]. OpenStack Heat is an application orchestration engine integrated into OpenStack and can be used via the CLI or a graphical interface. Heat uses a proprietary template language called HOT (Heat Orchestration Template) to define application topologies. Auto scaling can be configured in this model [13]. Orchestration allows us to define rules using human-readable YAML models. These rules are applied to evaluate the system load based on data from Ceilometer, which is a monitoring and measurement system integrated into OpenStack, to determine if it is necessary to add more instances to the stack. Orchestration can automatically delete unused instances again. Automatic hot calibration is triggered by the resource type Alarm [14]. It defines under which conditions the ScalingPolicy must be triggered. This indicates when to start a scaling action based on certain measurements measured by the Ceilometer. It provides various measurements on all types of OpenStack resources (Fig. 1).

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Fig. 1. Autoscaling operation in OpenStack

KAMAILIO KAMAILIO is a SIP server initiated by SER (SIP Express Router). KAMAILIO version 4 offers IMS modules, which allows it to be a platform for an IMS core network [15]. Kamailio is an Open Source project released under the GPL license. It is an evolution of the OpenSER and SER projects, and is capable of managing thousands of call configurations per second. Kamailio can be used to build real-time VoIP communication platforms, WebRTC, instant messaging and other applications. It can also be used to scale SIP-to-PSTN gateways, PBX systems or media servers such as Asterisk ™, FreeSWITCH ™ or SEMS [16]. SEMS SEMS is an extensible, free and high-performance media server for VoIP services based on the SIP protocol. It is authorized under two license conditions, the GPL license (v2 +) and the proprietary license. It is intended to complement proxy/registrar servers in VoIP networks for all applications requiring server-side audio processing, such as pre-call or delayed announcements, voice mail or network side conferencing [17].

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3 Our Solution To implement our solution, we chose the OpenStack platform for several reasons: (1) its architecture is modular and open, (2) access control is based on roles offering the possibility of creating several types of administrators, (3) the possibility of offering a network as a service, (4) the possibility of managing quotas offering flexibility in resource management. The objective of this project is to set up a private cloud simulating a virtual classroom by integrating servers such as a SEMS server, a KAMAILIO server and a LMS web server in order to study their performance while managing the dynamic allocation of resources. 3.1

Architecture

Figure 2 illustrates the deployment architecture of our solution, which consists of three nodes: processing node, control node, network node.

Fig. 2. Architecture of the proposed solution

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Architectural description: – Control node: these are the composite services: Glance, Cinder, Keystone, Dashboard and part of the Nova service. – Network node: The network controller provides essential network services such as DHCP, switching, (layer 2 switching), routing (layer 3 routing), floating IP addresses and connectivity metadata. – The processing node executes the calculation service, as well as the switching agent. This server also supports hypervisors. It will host virtual machines. The external network allows our virtual machines to access the Internet. Thus, our virtual machines will have access to the Internet using floating IP addresses. Network management is used for internal communication between OpenStack components. 3.2

Uses of Our Solution

For this automatic scaling article, we use the Openstack project whose role of the entities is described below: The ceilometer is responsible for measuring the use of virtual machine resources and informs the heat if the thresholds we have defined are reached or exceeded. Neutron manages the network assigned to projects. Nova creates or destroys the virtual machines of a project according to the order received from Heat. Heat is the conductor who in addition to giving instructions to Nova connects to the Ceilometer to get the resource utilization rate of virtual machines.

4 Results and Discussions (1) To prepare the Openstack autoscaling environment, it is necessary to define the stack model containing the autoscaling group, which essentially gives the minimum and maximum number of virtual machines to be created as needed, the autoscaling strategy, which consists in giving the type of adjustment to be made in a group and the alarm, which defines the threshold for the use of virtual machine resources as shown in Fig. 3.

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Fig. 3. Definition of a stack model containing group, strategy and autoscaling alarm

(2) We use the command in Fig. 4 to initialize the resources as defined in the model.

Fig. 4. Creating a resource stack from a model

(3) Following this command heat creates the resources based on the model and launches the predefined virtual machines. The effectiveness of resource generation can be verified from the command in Fig. 5.

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Fig. 5. Verification of the creation of initial resources

It can be seen that the resources as defined have actually been created as well as the alarms defined in the model. (4) We installed a media platform consisting of the Kamailio IP telephony server and the SEMS media server on the group’s virtual machine.

Fig. 6. Scaling of instances according to the cpu_alarm_high threshold

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(5) To check that our alarm works and that the system dynamically allocates resources, we used the linux dd command to create space of a given size on disk and we used the SIPp [18] automatic call generation tool to increase the CPU utilization rate. After a certain time (about 60 s), Orchestration starts another instance and adds it to the group. To check the processor consumption, we used htop which is a ncurses based real time process viewer for Linux. Figure 6 is a screenshot of the viewer.

5 Conclusion and Perspectives In this article, we were able to highlight the effectiveness of dynamic resource allocation in cloud computing by simulating an e-learning platform with LMS and media servers. This makes it possible to solve the problem of scalability of distance learning platforms, in a context of massive enrolment, without having the constraints related to the load balancing of physical servers of previous solutions. Our solution can be used by virtual universities to better optimize the use of resources during high traffic, lectures in virtual classrooms or exam periods, but also to free up resources for other uses when platforms are less used. In perspective, we intend to study the quality of service according to the choices of resource use threshold. To do this, we will study a dynamic threshold allocation approach for a better optimization of resource use.

References 1. Sharma, A.: A proposed e-learning system facilitating recommendation using content tagging and student learning styles. In: 2017 5th National Conference on E-Learning & ELearning Technologies (ELELTECH), Hyderabad, India, pp. 1–6 (2017) 2. López, J.P., Cerezo, A., Menéndez, J.M., Ballesteros, J.P.: Usage of mobile devices as collaborative tools for education and preparation of official exams. In: 2015 International Symposium on Consumer Electronics (ISCE), Madrid, pp. 1–2 (2015) 3. Aydin, C.C., Tirkes, G.: Open source learning management systems in e-learning and Moodle. In: 2010 IEEE Education Engineering, pp. 593–600, April 2010 4. Sylla, K., Seck, M., Ouya, S., Mendy, G.: Impact of MSRP protocol integration in e-learning platforms of universities. In: 2018 20th International Conference on Advanced Communication Technology, Chuncheon-si, Gangwon-do, Korea, pp. 732–737 (2018) 5. Ouya, S., Mbacke, A.B., Mendy, G., Diouf, P.W., Sy, K.: Social network integration to elearning environment. In: 2015 IEEE/ACS 12th International Conference of Computer Systems and Applications, Marrakech, pp. 1–4 (2015) 6. Ouya, S., Sylla, K., Faye, P.M.D., Sow, M.Y., Lishou, C.: Impact of integrating WebRTC in universities’ e-learning platforms. In: 2015 5th World Congress on Information and Communication Technologies (WICT), Marrakech, pp. 13–17 (2015)

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7. Murai, H., et al.: A study of load-balancing strategy based on students’ action on university cooperative e-Learning. In: 2015 IEEE/ACIS 16th International Conference on Software Engineering, Artificial Intelligence, Networking and Parallel/Distributed Computing (SNPD), Takamatsu, pp. 1–4 (2015) 8. Kalushkov, T., Valcheva, D., Markova, G.: A model for pseudo-cloud hosted e-learning module for collaborative learning. In: 2018 2nd International Symposium on Multidisciplinary Studies and Innovative Technologies, Ankara, pp. 1–5 (2018) 9. Dahirou Gueye, A., Ouya, S., Lishou, C., Sanogo, I., Saliah-Hassane, H.: Decentralized authentication method for accessing pedagogical resources in a cloud computing based virtual organization. In: 2014 International Conference on Interactive Collaborative Learning (ICL), Dubai, pp. 656–662 (2014) 10. Sharma, M.A., Joshi, M.O.: Openstack ceilometer data analytics & predictions. In: 2016 IEEE International Conference on Cloud Computing in Emerging Markets (CCEM), Bangalore, pp. 182–183 (2016) 11. OpenStack. https://www.openstack.org/ 12. HAProxy. http://www.haproxy.org/ 13. Berendt, C.: OpenStack SuperUser: Simple auto scaling environment with Heat. http:// superuser.openstack.org/articles/simpleauto-scaling-environment-with-heat/. Accessed 9 Feb 2015 14. Polonsky, E.: Auto-scaling your apps with openstack heat, 20 May 2015. http://getcloudify. org/2015/05/20/openstack-summit-vancouvercloud-network-orchestration-automation-heatscaling.html 15. Kag-Teube, N., Dodoagnen, Y.P.K., Ouya, S., Gueye, K.: Proposed solution for improving the reliability of HSS data by integrating a queue manager. In: 2018 20th International Conference on Advanced Communication Technology (ICACT), Chuncheon-si, Gangwondo, Korea (South), pp. 685–693 (2018) 16. Kamailio. https://www.kamailio.org/ 17. SEMS 1.4.0 Released – The Kamailio SIP Server Project. https://www.kamailio.org/w/2011/ 03/sems-1-4-0-released/ 18. Welcome to SIPp. http://sipp.sourceforge.net/

Automatic Discovery of Shared Resources in Extended Networks and Their Applications in E-learning Ulrich Hermann Sèmèvo Boko(&), Ousmane Racine Ly, Samuel Ouya, and Gervais Mendy Laboratory LIRT, Higher Polytechnic School, University Cheikh Anta Diop, Dakar, Senegal [email protected], [email protected], [email protected], [email protected]

Abstract. In this article, we propose an automatic resource discovery system in a Wide Area Network (WAN). The proposed platform, developed in NodeJs and using ZeroConf, allows to dynamically discover all resources available in the local networks of the partner universities. Each resource is represented by an identifier including its hostname, port and IP address in the remote local network. Thanks to a VPN client, the student can connect to the remote network where the resource is discovered. Then, he has the ability to take control of any resource connected through the noVNC tool. This solution contributes to improving the mutualisation of resources through e-learning training. Keywords: E-learning


Mutualisation
ZeroConf
VPN
noVNC

1 Introduction In the context of massification at university and geographical dispersion of actors, there is the problem of resource availability. Their automatic discovery becomes a necessity for their sharing. This automatic discovery is now possible thanks to technologies as ZeroConf [1]. But most of these technologies can only be used in a local network. The goal of this paper is to contribute to the automatic discovery of Zeroconf services in Wide Area Networks. To do this, we propose the implementation of a web platform for pooling resources. This platform, based on ZeroConf technology and APIs (Application Programming Interface), allows e-learning learners to discover in real time the resources available in partner universities. To prove the relevance of our approach, we have described a scenario of sharing resources between different Digital Open Spaces (DOS) of Virtual University of Senegal (UVS). The rest of the article is structured as follows: Sect. 2 provides an overview of previous work on Service-Oriented Architectures (SOA). Section 3 describes the technologies used to implement the proposed platform. Section 4 presents the architecture of the proposed solution. Section 5 describes the methodology for implementing the ZeroConf Discovery Web App platform. Finally, Sect. 6 provides the conclusion and future work. © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 69–76, 2020. https://doi.org/10.1007/978-3-030-40271-6_8

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2 Related Works With the advent of Service-Oriented Architectures (SOA), several researchers have focused their work on publishing and discovering web services. Specifications such as the Web Service Modeling Ontology (WSMO) [2, 3], the Web Services Description Language (WSDL) [4–6] and the Web Ontology Language for Web Services (OWL-S) [7–9] have been created. The authors [10] demonstrate that OWL-S is the most popular approach to discovery the resources in a Service-Oriented Architecture. But in practice, this solution is not very effective because of the lack of mediation support. To improve this approach, Ferndriger and Al [11] propose an extension that allows managing inheritance between services. Lee et al. [12] go further by proposing a model for interoperability between services based on different OWL-S and WSMO specifications. However, the discovery of services remains a major challenge. One of the solutions to facilitate this discovery is the use of ZeroConf. The authors [1] present Zeroconf as one of the most widely used technologies for service discovery. Compatible with MacOS, Unix and Windows, ZeroConf allows to discover services automatically in an IP network.

3 Technologies The first part presents multicast as a mode of broadcasting the information to a group of receivers. Then, Zeroconf allows to discover services automatically and without configuration in a local network. 3.1

Multicast

Multicast is sending a message from a single source to multiple selected destinations across an IP network in a single data stream. It allows simultaneous communication with a group of computers identified by a specific address called group address [13]. In multicast, only members of a group receive group data. Any data sent to the group address is received by all members of the group. Multicast is suitable for any scenario where multiple stations need to receive the same information at the same time. Without being exhaustive, here are some advantages of multicast: • use of the network independent of the number of receivers • reduced resource utilization and load of network nodes • all receivers have the same quality of service since they receive the same flow. In comparison with Unicast or Broadcast, multicast is much more efficient. Multicast addresses are class D (224.0.0.0 to 239.255.255.255) and are allocated by the Internet Assigned Numbers Authority (IANA) which defines their usage. However, the 224.0.0.0 to 224.0.0.255 address range is reserved for use in a Local Area Network (LAN). IP datagrams which have multicast addresses in this range can’t be transferred to another network via routers.

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Zeroconf is a project of the Internet Engineering Task Force (IETF) that has created a set of protocols for automatic configuration of a local network. Zeroconf is today one of the most used technologies for discovering services in local networks without configuration. That is why it is preinstalled on operating systems and implemented by manufacturers in electronic devices such as network equipment, smartphones and printers [1]. It allows users to offer and use services such as device synchronization, file sharing, instant messaging, audio and video communication, remote desktop sharing and control access to a local network. Zeroconf essentially uses the mDNS and DNS-SD multicast protocols. This pair of protocols makes it possible to automatically discover and select available services in a local network. DNS multicast (mDNS) works on hosts that perform DNS queries on a multicast group. All network nodes that are members of the multicast group receive all DNS queries. If the incoming DNS request matches the node name query, the node responds to the requestor. Zeroconf service discovery uses the IPv4 multicast address 224.0.0.251. This address 224.0.0.251 used by Zeroconf to broadcast messages about available services is part of the block of addresses reserved by IANA under the name “Local Network Control Block” [14]. The DNS Discovery Service (DNS-SD) is complementary to the mDNS service. Using DNS-SD, hosts providing services publish details of these services such as service type, domain name, and configuration settings [15]. Many network software products for Mac OS, Windows, and Linux, such as the Blink unified communications client, use DNS-SD to locate peers on the local network and allow their users to communicate in audio-video, instant messaging, transfer files, share their screens, and lecture but restrictively in a local network [16]. Other cross-platform software such as VLC also uses Zeroconf to advertise their feeds and allow local network users to discover and access them without configuration [17].

4 Presentation of the Proposed Architecture The proposed solution allows to discover automatically the services available in different remote local networks. Figure 1 describes the architecture of the system. For a good understanding of the architecture, a scenario applicable in the field of elearning is proposed. This scenario consists of automatically discovering the services available in each Digital Open Space (DOS). To do this, a web server implementing Zeroconf is integrated into the local network of each DOS. This server collects the services available on the local network and exposes them via an API (Application Programming Interface). The central server sends http requests to each remote web

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Fig. 1. Architecture of the proposed solution

server and get all available services in each remote local network. The result of these queries is finally presented in real time to the user/student on a web page. With a connected computer, tablet or smartphone, any user/student can view the list of services available in each DOS. Then, he can use a VPN client to access to the remote network where the resource is discovered. He also has the possibility to take control, through the web, of any connected resource thanks to the noVNC tool.

5 Implementation We propose an automatic resource discovery system through a web platform using mainly the ZeroConf protocol. This proposed platform, developed in NodeJs [18] and using ZeroConf, allows users to create an account and authenticate. Once connected, they can view in real time all the available resources in the local network of partner universities. Each resource is represented by an identifier including its hostname, port and IP address in the remote local network. To limit access to the application, we integrate an authentication by username and password. Figure 2 shows the sequence diagram of the proposed solution. Once the user is authenticated, the main web server sends Get HTTP requests to retrieve the list of available services in each local network.

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Fig. 2. Sequence diagram of the proposed solution

Figure 3 shows the list of services available on the local network of each university. To illustrate this automatic discovery through a wide area network, we took the case of the universities of Dakar and Thies in Senegal. The resources of the University of Dakar are located in the local network 10.0.0.0.0 while those of Thies are in the network 192.168.1.0. All resources are listed on the same interface.

Fig. 3. List of ZeroConf services available on the local network of each university

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The list of resources available in each university is retrieved via APIs. These APIs are installed on the web server of each partner university. Figure 4 gives an overview of the response when the Service Recovery API is called.

Fig. 4. Overview of API result

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6 Conclusion In this article, we propose the ZeroConf Discovery Web App platform which allows to discover automatically and in real time the services available in several local networks. The proposed solution contributes to the improvement of the mutualisation of resources of classical and virtual universities. Adopting the proposed solution could allow university students to discover and then use a simulation platform from another partner university. Our platform could also be used to improve collaboration between researchers for the use of resources in different laboratories. In the future, we could study how ZeroConf, combined with IPTV, could contribute to improving the quality of service of e-learning platforms.

References 1. Lee, J.W., Schulzrinne, H., Kellerer, W., Despotovic, Z.: z2z: Discovering Zeroconf services beyond local link. In: 2007 IEEE Globecom Workshops, Washington, DC, pp. 1–7 (2007) 2. Roman, D., et al.: Web service modelling ontology, WSMO Final Draft, April 2005. http:// www.wsmo.org/TR/d2/v1.2/ 3. Keller, U., et al.: WSMO: Web service discovery (2004). http://www.wsmo.org/2004/d5/d5. 1/v0.1/20041112 4. Akkiraju, R., Farrell, J., Miller, J., Nagarajan, M., Schmidt, M., Sheth, A., Verma, K.: Web service semantics – WSDL-S. A joint UGA-IBM technical note, version 1.0, 18 April 2005. http://lsdis.cs.uga.edu/library/download/WSDL-S-V1.pdf 5. Sheth, A., Verma, K., Miller, J., Rajasekaran, P.: Enhancing web service description using WSDL-S. Research Industry Technology Exchange at EclipseCon 2005, Burlingame, CA, Feb 28–Mar 3 2005. http://lsdis.cs.uga.edu/projects/meteor-s/wsdl-s/METEOR-Seclipsecon. pdf 6. Sivashanmugam, K., Verma, K., Sheth, A., Miller, J.: Adding semantics to web services standards. In: Proceedings of the 1st International Conference on Web Services (ICWS 2003), Las Vegas, Nevada, pp. 395–401, June 2003. http://lsdis.cs.uga.edu/lib/download/ SVSM03-ICWS-final.pdf 7. Mcllraith, S., Son, T.: Adapting Golog for composition of semantic web services. In: Proceeding of the Eighth International Conference on Knowledge Representation and Reasoning, France, April (2002) 8. Shmueli, O.: Architecture for internal web services deployment. In: Proceeding of the 27th International Conference on Very Large DataBases, pp. 641– 644. Morgan Kaufmann Publishers, Roma (2001) 9. Martin, D., et al.: OWL-S: semantic markup for web services. W3C Member Submission, 22 November 2004. http://www.w3.org/Submission/OWL-S/ 10. Ngan, L.D., Kirchberg, M., Kanagasabai, R.: Review of semantic web service discovery methods. In: 2010 6th World Congress on Services, Miami, FL, pp. 176–177 (2010) 11. Ferndriger, S., Bernstein, A., Dong, J.S., Feng, Y., Li, Y.-F., Hunter, J.: Enhancing semantic web services with inheritance. In: International Semantic Web Conference, pp. 162–177 (2008)

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12. Ngan, L.D., Tran, B.D., Tan, P.S., Goh, A.E.S., Lee, E.W.: MODiCo: a multi-ontology web service discovery and composition system. In: ICWE 2009, pp. 531–534 (2009) 13. Cotton, M., Vegoda, L., Meyer, D.: IANA guidelines for IPv4 multicast address assignments. BCP 51, RFC 5771, March 2010. https://doi.org/10.17487/rfc5771. https:// www.rfceditor.org/info/rfc5771 14. Cheshire, S., Krochmal, M.: Multicast DNS, RFC 6762, February 2013. https://doi.org/10. 17487/rfc6762. https://www.rfc-editor.org/info/rfc6762 15. Cheshire, S., Krochmal, M.: DNS-Based Service Discovery, RFC 6763, February 2013. https://doi.org/10.17487/rfc6763. https://www.rfc-editor.org/info/rfc6763 16. Blink: A state of the art, easy to use SIP client. http://icanblink.com/ 17. The cross-platform streaming solution – VideoLAN. https://www.videolan.org/vlc/ streaming.html 18. Introduction to Node.js. https://nodejs.dev/

Authentic e-Learning Perspectives from Online Facilitators in a Developing Country Amy Ooi Mei Wong and Kevin Kam Fung Yuen(&) School of Business, Singapore University of Social Sciences, 463 Clementi Road, Singapore 599494, Singapore {amywongom,kfyuen}@suss.edu.sg

Abstract. Although the implementation of e-learning has reached advanced stages in developed countries, it is still in its infancy in many developing countries. This paper examined the benefits and challenges of e-learning as well as the concept of authentic e-learning. To better understand authentic learning in online environments in developing countries, data was collected from 52 faculty members of an institution in India. As participants of a Faculty Online Facilitation course, the faculty members were asked to share their views on how they would go about establishing presence and facilitating an online class in their institution. They were also asked to share their preferred choice of communication tools and elaborate on the reasons for selecting the tools. The data was analysed using the text mining approach. The findings of the study provide pedagogical implications on how to design and facilitate authentic e-learning courses for higher education institutions in developing countries. Keywords: e-Learning
Authentic learning education
Developing countries


Online facilitators
Higher

1 Introduction Along with the advancement of information technology, universities have been under increasing pressure to adopt e-learning as part of teaching and learning. Although the implementation of e-learning has reached maturity in developed countries, it is still in its infancy in many developing countries such as India. This paper examined the concept of authenticity in e-learning. The paper is structured as follows: Sect. 2 presents a literature review of authentic e-learning; Sect. 3 presents the learning management system; Sect. 4 outlines the method of the study, whilst the text mining approach and result are described in Sect. 5. The findings and implications on how to design and facilitate authentic e-learning courses for higher education institutions in developing countries are discussed in Sect. 6. The conclusion of this study is presented in Sect. 7.

2 Authentic e-Learning Authentic e-learning is a pedagogical framework that has been developed and studied in a higher education context. The framework provides learning design guidelines for translating the pedagogical ideas of situated learning into practice in online education © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 77–85, 2020. https://doi.org/10.1007/978-3-030-40271-6_9

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[8]. Authentic e-learning is based on the notion that learning occurs most effectively when it is embedded in a specific context, a role, an activity, the culture or the larger environment where the learning is situated. One of the claims for authentic learning is that it is able to bridge the gap between formal education and the expectations of society and working life better than traditional methods on the basis of the delivery of abstract and decontextualised content [6]. Herrington and Kervin [5] presented a list of authentic learning guidelines which include the following: • Authentic context that mirrors how knowledge is applied in a real-life setting • Authentic activities which involve problem-based and real-world tasks • Expert performance that provides students with ample opportunities to observe experts attempt the task before trying it themselves • Multiple roles and perspectives that incorporate an array of different views and opinions • Collaboration which allows students to work together within a community of learners • Reflection that provides students with time to ponder on what they have learnt in order to use that knowledge for construction of knowledge • Articulation which gives students a platform for expressing their knowledge and ideas • Coaching and scaffolding, where the lecturer acts as a facilitator, providing feedback when needed • Integrated authentic assessment that merges all the assessments into the class activities The goal of authentic e-learning is to apply instructional design principles based on the theory of situated learning to the design of multimedia learning environment for higher education students [6]. e-Learning relies on technology, some of which have been developed specifically for it to deliver an authentic online learning environment. However, the role of technology in an authentic e-learning environment differs significantly from the practice of adopting technology as an information delivery medium where the subject content is delivered to students via various tools and technology. In a setting where students learn from technology, they complete assignments to indicate that they have processed the content, and the instructor uses technology to assess the adequacy of the students’ responses, or the responses are assessed automatically via technological tools [6]. On the other hand, in an authentic e-learning context, learning with technology uses technology as cognitive tools, which learners use for constructing knowledge, solving problems, collaborating, and articulating their knowledge to others. According to Teräs and Kartoglu [13], the authentic e-learning framework consists of elements central to adult learning theories, such as having an authentic context which requires more than just providing real world examples, but reflecting how knowledge is used in real life, mirroring the complexity of the actual setting. There should also be authentic and practical tasks which reflect how knowledge is used to solve real world problems, promoting multiple roles and perspectives which allow the sharing of

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viewpoints and experiences. Authentic tasks consist of complex tasks that are investigated over a sustained period, allowing collaborative construction of knowledge as well as reflection and articulation of new meanings and ideas. Furthermore, authentic assessment, which requires that learners are provided with the opportunity to be effective performers given the skills and knowledge they have acquired, is well integrated in the learning process.

3 The Learning Management System A commonly used system, the Learning Management System (LMS), is often adopted as the main platform for the management and delivery of e-learning course due to its data reliability, privacy and continuity [14]. An LMS can provide students from different backgrounds and lifestyles with the opportunity to study, being devoid of time and space limitations, within a secure online environment [4]. Within an LMS, there are several communication and collaboration tools that can be used for authentic e-learning. These tools can be used to construct knowledge, solve problems, build a community of learners, support higher order learning objectives and critical thinking through discussions and conversations. Moreover, the tools can be used to facilitate organising and managing course content, submitting assignments, providing feedback to students, setting up groups, organising grades and assessing students [4]. A well designed LMS can enhance students’ social learning experiences and connectivity, help them build familiarity with other students, as well as incorporate social media platforms and online forums that can support them to find like-minded learners with similar interests. Although several universities have jumped onto the e-learning bandwagon, many of the e-learning courses in the market were cumbersome, with technical and design problems that continue to negatively impact students’ learning process. Most of the standard LMS incorporated functionalities such as grade book, discussion boards, emails, as well as social media elements such as blogs and wikis. Yet, collaborative tools such as online social media platforms (i.e., Facebook, Instagram, Pinterest and Twitter), made popular with the rapid changes in technology, have not been embedded effectively within the LMS [12]. Further, there is an ongoing debate as to whether the embedded collaboration tools within the current LMSs are efficient in terms of delivering authentic e-learning. For example, Dabbagh and Kitsantas [1] claim that social media tools (i.e., WhatsApp, Skype) are more user-friendly and easily accessible, as such tools provide a better interactive space than other collaborative applications embedded within LMSs. Hence, there is a need to design and develop authentic elearning courses that can deliver the benefits of e-learning to students in an effective manner, and this is especially critical for institutions in developing countries where elearning is still in the early stages.

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4 Methodology The participants of the study included 52 faculty members from a brick-and-mortar institution in Bengaluru, the third most populous city in Southern India. India, a developing country, has more than 1.3 billion residents and a growth rate of 1.08%1. Several challenges exist within the country, such as health risks, high level of pollution, widespread poverty and low education and literacy levels. The participants were mainly male, with only 15.4% female. Most of the participants are aged between 40 and 50 years old (56.3%), with another 37.5% aged between 50 and 60 years old. In terms of number of years working at the institution, 21.8% worked for less than five years, 18.8% worked between 5 and 10 years, 18.8% worked between 11 and 15 years, another 18.8% worked between 16 and 20 years, and 9.4% worked for more than 20 years. The participants had varying levels of prior experience (as an instructor and/or student) with using technology in classrooms, varying from blended learning to fully online learning. As the institution had planned to offer fully online courses in the upcoming six months, it encouraged its faculty members, who are mainly opinion leaders and early adopters of technology, to undergo an e-learning course to equip themselves with the skillsets to teach online. On completion of the course, the participants are supposed to play the role of influencers in encouraging the rest of the faculty to experiment with online teaching and learning. The participants were enrolled in two fully online sections of the Faculty Online Facilitation course delivered by a fully online institution and hosted on an in-house developed LMS. During the six-week course, which includes a mixture of online content, faculty recorded videos, animation, reflection activities and self-assessment quizzes, participants are asked to attend three 90-min synchronous faculty-led webinars and contribute to the weekly asynchronous discussion boards. Six broad topics were covered in the online courseware: learning theory, learning design, learning tools and technology, online facilitation and interaction, online assessment and academic integrity. The topics centred around the components of the authentic e-learning framework. The activities in the weekly discussion boards were authentic as they have real-world relevance to the participants. Playing the role of a facilitator, participants were asked to record their own introduction videos and share them with the rest of the class. They were also asked to design an online lecture and facilitate a small bite size topic in an actual online webinar. Using the asynchronous discussion board tool (on both class and team levels) as well as the wiki tool, the participants were able to collaborate and communicate with each other to construct knowledge. Further, participants were asked to reflect on their learnings on a weekly basis, and this provides them with the opportunity to compare themselves with the experts (i.e., the three course facilitators) and other learners with varying stages of online teaching experience. In addition, participants needed to work on a team assignment and attempt an authentic open book online examination at the end of the course. To collect data, a qualitative approach was adopted. In the middle of the course, after having gone through three weeks of learning online, participants were asked to 1

http://worldpopulationreview.com/countries/india-population/.

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share their views on how they would go about establishing presence and facilitating an online class in their institution. They were also asked to share their preferred choice of communication tools and elaborate on the reasons for selecting the tools. The online discussion board tool was used to facilitate the asynchronous sharing sessions. Over a two-week period, a total of 827 posts were made by the participants as well as the three course facilitators (n = 55). The posts consisted of main postings as well as follow-up discussions and interactions. The data were exported into an excel file for further qualitative data analysis using the text mining method discussed in the next section.

5 Text Mining Analysis Text mining has been widely used in education. For example, Leitner [9] applied the text mining method to analyse 101 research papers between January 2011 and February 2016 for the research problems including research strands and techniques for the Learning Analytics in Higher Education. In addition, Dascalu [2] presented the text analysis tool called ReaderBench for cohesion-based assessment, reading strategies identification and textual complexity evaluation, while Gasevic [3] applied the text mining method to analyse the Massive Open Online Courses (MOOC) research initiatives. Adopting a similar approach, this research used the text mining approach to analyse the main postings as well as follow-up discussions and peer interactions within the discussion board of a fully online course. As there are diverse configurations of text mining techniques, the data analysis process used in this paper is summarised as follows. The text analysis was performed in R platform with related packages [7, 10, 11]. The text analysis for the discussion board consisted of three phases: Phase 1: extract terms from the discussion postings According to the content of the discussion posts, a Document Term Matrix (DTM) is created after all the terms are cleaned up by lemmatisation processes using the textstem package [11]. The n-gram is set to generate a large scale of terms for DTM. In order to derive the log-weighted inverse document frequency (IDF), the term frequency and document frequency are calculated from the DTM. The DTM and IDF are analysed concurrently using the textmineR package [7]. Phase 2: explore clusters to summarise the discussion board By taking the product of DTM and IDF, a cosine similarity matrix (cosim) is calculated for a distance matrix defined by (1-cosim). The posts were divided into several clusters by applying Ward’s hierarchical agglomerative clustering method, using the distance matrix as an input [10]. Phase 3: interpret the cluster results and implications From the cluster results, the significant clusters are chosen from the discussion based on their top terms. In-depth analysis of the top terms in each significant cluster is conducted. In this study, 54 irrelevant posts were removed from the 827 posts and a list of unrelated words for the rest of posts (i.e., 773 posts) were cleaned up manually after running the text mining analysis for several times until no unreasonable terms were

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found. The n-gram size was set to 1, which yielded 2,692 terms after lemmatisation. The cosine similarity statistics for the posts, based on the frequencies of these 2,692 terms, were grouped into ten clusters. Among them, three clusters were considered as important with a cluster size cut-off point of 40, and hence a cluster with more than 40 postings is defined as an important cluster in this study. For each cluster, the top ten terms of the highest frequencies were chosen for discussion. The three clusters with ten top words and cluster size are presented in Table 1. For the better visualisation, the word clouds are shown in Fig. 1. Table 1. Three clusters with ten top words No 1 2 3

Size 562 74 43

Top words sequence Post, online, teach, learn, db, time, tool, nice, read, facilitator Team, student, assessment, question, answer, quiz, evaluation, peer, webi, faq App, Skype, WhatsApp, tool, mobile, group, communication, clarification, model, mention

Fig. 1. Word clouds for three clusters

6 Discussion According to the results presented in Table 1, one major cluster was derived with a cluster size of 562, while the other two clusters had a size of 74 to 43. Specifically, a cluster consists of similar posts with the characters of the top ten words. The three clusters comprise 679 posts among the 773 cleaned posts. All posts within a cluster are related to the topic with at least ten top words displayed, although a total of 2,692 terms were used as the cluster features. The first cluster relates to the most suitable online teaching and learning tool for facilitators in developing countries. The participants suggested the use of discussion board for sharing of ideas, asking questions, and discussing experiences in different contexts. This allows the exploration of multiple perspectives, which is an important authentic learning principle. Participants’ open access to asynchronous discussion forums provides them with ample time to read and reflect on the postings. Participants can then post their views, read their peers’ follow up, and return to the discussion board to post feedback on other’s work and engage in ongoing dialogues, which will generate peer collaborative construction and exchange of knowledge.

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The second cluster focuses on the integration of assessment items such as quizzes, webinar assessments (i.e., both individual and team presentations by students), the use of peer evaluations, and authentic open book open web assessments in the online course. The use of authentic assessment should be embedded within authentic subject content and authentic tasks that are designed on the basis of actual real-world issues. These tasks should be challenging, complex, ambiguous and completed over a longer timeframe, for example, deep reflections or peer reviews. In addition, support tools that can enhance students’ e-learning experiences, such as having a detailed list of Frequently Asked Question (FAQ) will help students who are unfamiliar with the LMS get used to navigating the features and functions in the LMS. The third cluster focuses on the authentic learning principle of scaffolding and coaching [13], as themes related to communication and clarification in an online environment emerged. This is an important component in authentic e-learning in a developing country context. In view of this, the participants suggested that the faculty should be readily reachable via communication mobile apps such as Skype and WhatsApp. In each authentic task, the faculty should guide the learners and provide prompt constructive feedback.

7 Recommendations In view of the findings in this study, the following recommendations on designing and facilitating an online course in developing nations are proposed. First, the findings highlighted the importance of discussion boards. Discussion boards should be opened over a period of at least one week, allowing students ample time to: (1) articulate their knowledge and ideas; (2) compare and contrast the postings of facilitators, experts and other learners with their own contributions, and (3) readily return to the discussion board to post any follow up reflection. Indeed, the discussion board is an invaluable tool, as it facilitates the sharing of multiple perspectives of views and provides students with adequate time to ponder on and construct new knowledge. This requires a significant investment of time and intellectual resources by the community of learners, which consists of both the facilitators as well as the students. Second, the findings reinforced the significance of the integration of authentic assessment into every phase of the class delivery and activities. The online assessment should include complex tasks that incorporate interdisciplinary perspectives and diverse fields, integrated in a manner that mirrors problem-based and real-world settings. These assessment items, completed individually and in groups, should culminate into a total holistic solution with a diversity of outcomes, instead of separate evaluation items with a single correct answer. Finally, to complement the existing LMS tools, the use of relevant mobile apps such as Whatsapp and Skype should be adopted for collaboration and constructing of knowledge, as well as communication and clarification within an active learning community. This reinforces the authentic learning guideline of coaching and scaffolding, however in such a group setting, the role is not limited to just the facilitators, but includes the experts and peers.

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8 Conclusion This paper examined the benefits and challenges of e-learning as well as the concept of authenticity in e-learning. The findings provide insights on how to design and facilitate authentic e-learning courses for higher education institutions in India. The most important tool for establishing presence and facilitating an online class is the use of discussion boards. The suitable authentic e-learning principles for a developing country include having authentic tasks which incorporates multiple perspectives, providing opportunities for collaborative construction of knowledge, scaffolding and coaching, and embedding authentic assessments within authentic tasks. Based on the findings, a theoretical framework for facilitating authentic e-learning can be designed and implemented in a developing country context. Some limitations of the study exist. First, the study relied mainly on the analysis of qualitative text posted by 52 faculty members and three facilitators within one discussion board. Ideally, the sample size can be increased to include faculty members from other institutions. Second, a challenge of the text mining approach lies in determining the appropriate length of strings to process in the analysis. Longer strings or characters will produce fewer data points that can meet the set parameters. Hence, shorter strings are used in this study to allow a larger volume of textual queries to be analysed. However, the limitation of this approach is that the accuracy of the findings might be lower as a longer time and a deeper familiarity of the data is required in understanding the shorter strings. The effect of this limitation is minimised as one of the authors was the main facilitator of the online course. Third, as the study was implemented in one specific developing country (i.e., India), generalisations of the findings and implications from this study were limited. Future research in different settings (i.e., other developing countries such as China or Brazil) or with different participant groups (i.e., students, administrators) may provide further insights on the development and implementation of authentic e-learning designs in developing countries.

References 1. Dabbagh, N., Kitsantas, A.: Personal learning environments, social media, and self-regulated learning: a natural formula for connecting formal and informal learning. Internet High. Educ. 15(1), 3–8 (2012) 2. Dascalu, M., Dessus, P., Bianco, M., Trausan-Matu, S., Nardy, A.: Mining texts, learner productions and strategies with ReaderBench. In: Peña-Ayala, A. (ed.) Educational Data Mining. Studies in Computational Intelligence, vol. 524. Springer, Cham (2014) 3. Gasevic, D., Kovanovic, V., Joksimovic, S., Siemens, G.: Where is research on massive open online courses headed? a data analysis of the MOOC Research Initiative. Int. Rev. Res. Open Distrib. Learn. 15(5) (2014). https://doi.org/10.19173/irrodl.v15i5.1954 4. Heirdsfield, A., Walker, S., Tambyah, M., Beutel, D.: Blackboard as an online learning environment: what do teacher education students and staff think? Austr. J. Teach. Educ. 36(7), 1–16 (2011) 5. Herrington, J., Kervin, L.: Authentic learning supported by technology: 10 suggestions and cases of integration in classrooms. Educ. Media Int. 44(3), 219–236 (2007)

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6. Herrington, J., Reeves, T.C., Oliver, R.: A Guide to Authentic e-Learning. Routledge, London (2010) 7. Jones, T.: TextmineR: Functions for Text Mining and Topic Modeling. R package version 3.0.3 (2019). https://CRAN.R-project.org/package=textmineR 8. Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge (1991) 9. Leitner, P., Khalil, M., Ebner, M.: Learning analytics in higher education—a literature review. In: Peña-Ayala, A. (ed.) Learning Analytics: Fundaments, Applications, and Trends. Studies in Systems, Decision and Control, vol. 94. Springer, Cham (2017) 10. Murtagh, F., Legendre, P.: Ward’s hierarchical agglomerative clustering method: which algorithms implement Ward’s criterion? J. Classif. 31, 274–295 (2014). https://doi.org/10. 1007/s00357-014-9161-z 11. Rinker, T.W.: Textstem: Tools for Stemming and Lemmatizing Text Version 0.1.4. Buffalo, New York (2018). http://github.com/trinker/textstem 12. Stern, D.M., Willits, M.D.: Social media killed the LMS: re-imagining the traditional learning management system in the age of blogs and online social networks. Cutting-edge Technol. High. Educ. 1, 347–373 (2011) 13. Teräs, H., Kartoglu, U.: A grounded theory of professional learning in an authentic online professional development program. Int. Rev. Res. Open Distrib. Learn. 18(7), 192–212 (2017) 14. Zanjani, N., Nykvist, S.S., Geva, S.: Do students and lecturers actively use collaboration tools in learning management systems? In: Biswas, G., Wong, L-H., Hirashima, T., Chen, W. (eds.) Proceedings of 20th International Conference on Computers in Education, ICCE 2012, National Institute of Education, Nanyang Technological University, Singapore, pp. 698–705 (2012)

The e-Learning Environment in Developing Countries: Case of Catholic University of Mozambique Domingos Rhongo1(&), Simone Mura2(&), and Bonifacio da Piedade1(&) 1

FGTI, Catholic University of Mozambique, Pemba, Mozambique {drhongo,bpiedade}@ucm.ac.mz 2 IED, Catholic University of Mozambique, Beira, Mozambique [email protected]

Abstract. This paper present the results of on study based on a questionnaire about the use of ICTs in the environment of e-Learning in Mozambique, having as study object the Catholic University of Mozambique (CUM). For this purpose, 600 forms were sent to the participants (students of CUM) through the Google form. We received back 203 questionnaires, wherein 186 of the sample was selected on a confidence-basis of 90% with an error margin of 5%; The results show that the majority of online students live in provincial capitals and in rural areas and often use ICTs, in daily life as well as for the academic activities. In order to accomplish a quality e-learning there should be taken into account, in addition to the education programmes, the issue of basic infrastructure such as the electric power, the internet access and speed of platforms and the possession of mobile devices connected to network and skills of the end users. Keywords: Education


ICT
e-Learning
e-Environment

1 Introduction Many countries across the world have followed the guidelines of the Millennium development goals, providing citizens with equality, education and a better life opportunities; according to the United Nations, developing countries are those where people live on less than a dollar per day. In developing countries, communication infrastructures are not always funded and elected as a priority. In the Government’s plan, Mozambique considers Education as a priority area to invest and implement the policies of expansion, inclusion and reducing the level of illiteracy. The paradigm of improving education with the use of technology is not new, and it has been discussed since many years ago as the key to develop skills and competencies using electronic learning (e-learning). Since some years so far, the e-learning has become a learning platform inseparable from the Distance Education (EAD) and ideal channel to learn and educate people with different ages, ethnic and geographically dispersed, especially in higher education, since in secondary education there were difficulties of acceptance [1]. With the speed of Information and Communication Technologies (ICTs) Mozambique © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 86–98, 2020. https://doi.org/10.1007/978-3-030-40271-6_10

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has adopted the informatics policy which followed a deployment strategy with the vision of integrating ICTs in schools and communities through Digital Resource Centres (CPRD), which had the objective to teach students and teachers in the use of Microsoft Office basic packages [2–4]. This progress of EAD and ICT improves the E-Learning, and both the strategic documents and the government see this paradigm as the solution to solve the problems of illiteracy, and the rise of opportunity for the citizens without possibilities to attend the classroom education. However the design and implementation of the educational process, as well as the management requires a deeper understanding of the social aspects, infra structural and cultural characteristics of the target population, particularly for the developing countries, characterized by a lack of infrastructure, low technological resources and digital literacy. Without taking into account this last constraint, many public and private institutions recreated the teaching approach, integrating the Distance Education, some with serious problems in their implementation due to the infrastructure and defects of model of student-teacher interaction. Catholic University was one of the pioneers in the implementation of the EAD (started in 2003) and also has a larger number of students and courses [5]. The present study intends to listen to the students of the Catholic University in order to incorporate suggestions regarding the use of ICT in the teaching and learning process, particularly in distance education.

2 Concept of Distance Education Many studies and documents agree that the Distance Education (EAD) is the teaching method, which is not made in presence, i.e., without students and teachers sharing the same space and time. Teaching process is done by means of technologies [5, 6]. So here it is noted that the physical space is replaced by computer, cell phone, tablets connected to the Internet and a virtual platform. In this type of education the teaching and learning process occurs mainly with the separate actors, but sometimes there are some presential sessions. The largest part of the content, however, is transmitted with the use of Technologies [6]. The development of distance education can be subdivided into 5 generations including (Council of Ministers 2013): • • • •

1st Generation - carried out through correspondence and independent study; 2nd Generation - media (radio, television, cassettes); 3rd Generation - use of teleconferencing (audio/video); 5th Generation - Using Web 2.0 (yutube, blogs).

According to the EAD Strategy of Mozambique, the country is located between the 2th and 4th generation [5], by the fact that the universities that implement this process, each uses its own model and technology.

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3 e-Learning • In the 20th century, several technologies were incorporated to the modality of distance education - promoting an authentic revolution especially by the diversity of material that we find through ICT • 4th Generation - Use of the internet (E-Learning) and the Web. Masie [7] was one of the first to use the word e-learning during his speech at the conference in Oralando TechLearn (USA). He defined the word e-learning as a fantastic expression because it’s more complete compared to others like online-learning, web-based training, technology assisted, distance learning or other expression [8]. For Eliot Masie the word “e-learning” connects the technology with the teaching experience in the new era; a word that defines the use of technology to design, deploy, Select, administer, support and disseminate the training. There are many definitions about e-learning and they have been evolving along the technological resources, tools, and users’ skills, having been presented some references of e-Learning 1.0-e-Learning 3.0 [9, 10]. For us e-Learning is essentially the process of virtual learning guided through information and communication technologies such as computers, tablets, and the internet. According to Ugolini (2009) “the e-learning should not be understood only as the use of ICT in educational activities, but also as an exploration of new opportunities that the pedagogical use of ICT make it possible” (p. 9). It is important to emphasize that the role of the teacher is not put aside; it changes his function, i.e., from being the main actor or the most active, to becoming a learning partner or more passive [12]. In the strategy approved by the Council of Ministers, the e-learning is a model of learning supported by ICTs [5]; the process of Distance Education is mediated through a set of tools including: electronic messages, such as Moodle learning platform that offers the Chat, discussion forums and other platforms like Skype, webEx [6, 13].

4 Education in Mozambique The Education in Mozambique plays a very important role in poverty eradication, promotion of social welfare and not only can it bring benefits either to the individual or group level, because it can improve cultural, and economic both [14, 15]. The history of education in Mozambique appeals us to three moments, namely: (a) Indigenous Education, whose characteristic was essentially the transmission of cultural values; (b) Colonial education for the children of assimilates who had many obstacles due to the children’s ages and lack of financial conditions; and (c) Postcolonization education, whose great strategy was the introduction of National Education System [16]. 4.1

Distance Education and e-Learning in Mozambique

The Distance Education in Mozambique plays a fundamental role in the strategy of expansion of higher education [17], hence the government promotes several initiatives

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with the aim of achieving the EAD. Such initiatives include the 39th Conference of the Association of Distance Education in Africa, national conferences on Distance Education in 2008, 2010 and 2013; the creation of the national strategy of the Government of Mozambique for higher education, which included the development of a Distance Education network in Mozambique. This resulted in the creation of the National Institute of Distance Education, and the seminar of the Commonwealth of Learning 2004. The evaluators concluded that there were conditions (process of sensitization, training people and knowledge about EAD) to advance the implementation of the EAD national network in Mozambique [18]. Mozambique has a population of about 27,128,530 inhabitants and a territorial extension of approximately 801, 590 km2; About 18,361,753 of this population live in rural areas [19]; this population presents basic problems such as lack of schools, health care, lack offood, electricity etc. [20], the EAD under these conditions face challenges such as: (a) weaknesses in the technological support to teachers and students; (b) difficulties in the elaboration and adjustment of the modules and didactic materials; (c) not appropriate teaching practices for EAD; (d) problems with the schedule and evaluation, (e) difficulties in accessing the internet [17]; and (f) lack of tools. 4.2

The Distance Education at the Catholic University of Mozambique

Traditional education alone is not enough to cover all the teaching demand. Therefore the goal up to 2015 considers EAD as the vehicle for reducing in 30% of the illiteracy rate in the Country [21]. Higher education is not an exception, even with the increasing number of Institutions of Higher Education (IES), it has not been possible to reach all locations in the country. Hence the Catholic University of Mozambique has created the Centre for Distance Education (CED) in 2003 in order to empower teachers in pedagogical psychological component. And now is dedicated to teach and develop skills to other scientific areas. Currently, CED has 14 resources Centers from the south to the north. In 2014 introduced the modality of full online courses, which works effectively in 7 courses with approximately 600 students. Many students do not have a computer to participate in online classes and, therefore, CED begins to implement innovation using the mobile device applications like the Google Apps for Educational used for student account, Moodle platform and WebEx for online sessions. But another reason to apply Mobile Learning in the CED is the facility in immediate learning delivery, when this is the case, because the majority of students are teachers and public workers. The need for mobile application is encouraged by the spread of mobile phone, we can see in 2012, the mobile penetration of 48% compared to fixed line 0.38 in the same period. Another factor is the reduction in the price of the devices and the rates of communication. Studies assert that the country enriches the conditions created for an effective use of ICT, because the transmission network and all connections of phones are scanned at 100% and all provincial capitals interconnected by fiber cable that connects the sea and the streets; considering the mobile learning as the key to the successful implementation of distance education for middle and high education. This study aims to analyze and characterize the conditions of implementation of elearning in the Catholic University of Mozambique, in particular the Distance Education Centre (DEC); it describes a research looking for a better understanding of the

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use of ICT in the context of inclusive and collaborative teaching, pedagogical mediation, curriculum and method in electronic environment.

5 Methodology This study was conducted through the use of quantitative methodology with the use of a questionnaire to a group of students from the Catholic University of Mozambique, Distance Education Centre. The sample is a portion of the population [22, 23]. The present study’s the target population are the on-line modality students in a total number of 600 students of seven graduate courses; the sample was defined by the formula of Eq. (1). Formula for the calculation of sample z2 pð1pÞ 2  2e  z pð1pÞ 1þ e2 N

ð1Þ

For our case N = 600, the degree of confidence = 90 and margin of error = 5; the degree of confidence 90 was used due to their own scenario whereby not all students planned for the survey are permanently online and most of them do not lay great stress on the process of academic survey, the same reason applies to the margin of error of 5. The sample obtained after the calculation was 186, and we consider satisfactory because in total we obtained 203 responses. 5.1

The Information Collection Strategy

The most feasible strategy with low financial costs due to the EAD students dispersion was the use of Googleform of Google, sending the questionnaire within a period of four days [24]. The questionnaire was consisted of 8 sessions, with a total of 44 questions and all were closed questions.

6 Presentation of Results Data will be presented taking into account the pillars that support the e-learning in the EAD, namely the possession of computer, mobile devices, the internet, means of access to the internet, email and the frequency of use of these equipment. 6.1

Geographical Distribution of Inquired

The capital of Mozambique is Maputo, Mozambique as 11 provinces, divided into municipal districts and villages, districts, administrative posts and localities. Our inquired students (shown in Fig. 1) are residents in different places: in city of Maputo (17.2%), in provincial capitals (22.2%), Towns (41.4%) and rural areas (19.2%). These rates represent the majority of people who live in places with learning conditions.

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This fact is justified because the modality 100% online is new in the country and people who live in the districts still have some apprehension in the use of ICTs effectively, even because the majority who live in rural areas do not master the language in which computers are embedded [20].

17.2% Maputo 22.2% Capital of the Provinces 19.2% Rural Areas 41.4% of Cities and Towns

Fig. 1. Percentage of places of residence of inquired

6.2

Electricity Availability in the Participants’ Residences

One of the resources for the introduction of ICTs in any environment is power availability So, we present, in Table 3, the statistics of electricity existence in participants’ residences, and emphasizing the rural areas where the government is expanding electricity network thereto in fulfilment of its expansion program around the country [2]. Among the total of 203 inquired, 10 of those living in municipal villages do not have electricity from the EDM, and also 13 of those living in rural areas are in the same situation. These numbers do not mean those participants do not have electrical power at all, because on the one hand, some of them use personal generators and others use solar panels (Table 1). Table 1. Electrical power availability Yes Capital of the province 98% (44) Cities, towns 88% (74) Rural zone 67% (26) Maputo 89% (31) Total 86.2% (175)

6.3

Do not 2% (1) 12% (10) 33% (13) 11% (4) 13.8% (28)

Total 45 84 39 35 100% (203)

Possession of Computers in the Household

Another prevalent equipment, but not the fundamental in the EAD, is the computer since it can be complemented by other means of access like mobile devices. The statistics for this equipment shows that 94% have computers in their household and only 6% do not have. This indicator shows that e-learning can be feasible and highly useful for eradication of illiteracy in Mozambique (Table 2).

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D. Rhongo et al. Table 2. Possession of computer in the household Yes Capital of the province 91% (41) Cities, towns 96% (81) Rural zone 92% (36) Maputo 94% (33) Total 94% (191)

6.4

It does not 9% (4) 4% (3) 8% (3) 6% (2) 6% (12)

Total 45 84 39 35 100% (203)

Use Frequency of Personal Computer

The use frequency of computer can determine the extent to which it is an important instrument and customary for the student. In this case, Table 3 shows that 87% of inquired use computer with a frequency of more than once per day and only 13% use less than once per day. Table 3. Use frequency of computer You frequent User not frequent Total (1 or more times per day) (less than 1 time per day) Capital of the province 89% (40) 11% (5) 45 Cities, towns 90% (76) 10% (8) 84 Rural zone 77% (30) 23% (9) 39 Maputo 89% (31) 11% (4) 35 Total 87% (177) 13% (26) 100% (203)

6.5

Places of Use of Computers

Table 4 shows that many students inquired use computer at home (65.5%) of frequency and a few other places like work (27%), and (6%) in other locations. The availability of access to computer at home allows the student to have a greater freedom and time of use.

Table 4. Places where uses the computer

Capital of the province

Home

At home to neighbours or other family members)

Work

University Free public places

69% (31)

2% (1)

24% (11) 0

2% (1)

Public places paid

2% (1)

Total

45

Cities, towns

60% (50)

8% (7)

32% (27) 0

0

0

84

Rural zone

74% (29)

10% (4)

16% (6)

0

0

39

Maputo

66% (23)

2.5% (1)

29% (10) 2.5% (1)

0

0

35

Total

65.5% (133) 6% (13)

27% (54) 0.5% (1)

0.5% (1)

0.5% (1)

100% (203)

0

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Internet Connection in the Household

Internet is the communication channel in the mediation process pedagogy through e-learning modality; thus its findings reveal that 60% of respondents have Internet connection and that 40% who did not have a native Internet connection, see Table 7. Table 5. Internet connection in the household Yes Capital of the province 64% (29) Cities, towns 61% (51) Rural zone 49% (19) Maputo 66% (23) Total 60% (122)

6.7

Do not 36% (16) 39% (33) 51% (20) 34% (12) 40% (81)

Total 45 84 39 35 100% (203)

Access Frequency to the Internet

In terms of time of connectivity easily note that (83%) of those who live in the villages and (56%) of those who live in rural areas have a connection with a frequency of more than 1 time per day, which can be the result of several factors such as free Wi-Fi internet, at work and on the mobile device (Table 6). Table 6. Frequency of your Internet connection

Capital of the province Cities, towns Rural zone Maputo Total

6.8

Frequent use (1 or more times per day) 89% (40)

Use does not frequent (less than 1 time per day) 11% (5)

Total 45

83% (70) 56% (22) 83% (29) 79.3% (161)

17% (14) 44% (17) 17% (6) 20.7% (42)

84 39 35 100% (203)

Cell Phone Ownership (Simple or Smartphone)

The responses of our inquired to the question about ownership of cell phones show that 100% have a cell phone. As we can see in Table 9, the question of background to this issue is so the representativeness of cell phones, something that leads us to realize that there is a significant presence and almost indispensable in the life of the citizen.

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D. Rhongo et al. Table 7. Possession of mobile phone Yes Capital of the province 100% (45) Cities, towns 100% (84) Rural zone 100% (39) Maputo 100% (35) Total 100% (203)

6.9

Do not Total 0 45 0 84 0 39 0 35 0 100% (203)

Models of Mobile Devices of Online Students

This question was responded by only 197 of respondents who reveal a follow up to the tech in terms of mobile device because most of them use smartphone and only 39% of them use the simple cell phone and even fewer (15%) use the tablet (Table 8). Table 8. Type of mobile device Simple Capital of the province 33% (13) Cities, towns 40% (34) Rural zone 49% (19) Maputo 37% (13) Total 39% (79)

6.10

Blackberry smartphone Tablet Answers 67% (26) 10% (4) 39 64% (54) 15% (13) 84 51% (20) 23% (9) 39 74% (26) 11% (4) 35 62% (126) 15% (30) 197

Usefulness of Mobile Devices (for Studying/not)

In terms of use of cell phone as a study instrument, research shows that 68% use this tool for studying. And those who answered yes do not live in the capital of the country but in rural areas, towns and provincial capitals, which shows how the mobile phone can be used as an instrument of pedagogical mediation (Table 10). Table 9. If you have the cell phone, uses to study Yes Capital of the province 70% (28) Cities, towns 69% (58) Rural zone 67% (26) Maputo 66% (23) Total 68% (135)

6.11

Do not 30% (12) 31% (26) 33% (13) 34% (12) 32% (63)

Answers 40 84 39 35 100% (203)

Means of Connecting to the Internet

Table 11 illustrates the instrument that our inquired use as a means for connectivity, and the results show that the majority use the modem (83%) for data communication,

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and 5% use optical fibre (probably those who use the connection at the place of work), and 3% and 9% ADSL does not have any of the above. Note that the numbers of ADSL lines subscribers has been each time decreasing; hence justifying the fact of mobile device-oriented trend [25]. Table 10. Type of internet connection Modem Capital of the province 72.5% (29) Cities, towns 82% (69) Rural zone 90% (35) Maputo 88% (31) Total 83% (164)

6.12

Fibre optics 5% (2) 4% (3) 5% (2) 9% (3) 5% (10)

ADSL 7.5% (3) 4% (3) 0% 0% 3%(6)

Other/Not Have Answers 15% (6) 40 10% (9) 84 5% (2) 39 3%(1) 35 9% (18) 100% (198)

Email Use

Email is main communication means with online EAD students at UCM, since the access to the teaching platforms must be on it, and only after entering the email can get access to teaching material, exercises, assessments, announcements and institutional communications. This modality brings two benefits including: • Privacy and personalization of student account; • Student is “obliged” to access frequently in Gmail platform and thus see any email. The “success” of this policy is evident by the fact that 77% access the email every day and the 21% with a frequency of 2 to 4 times per week. Despite 61% have declared to access the Internet daily with a mobile device, less than half (45%) use this instrument to access frequently to email every day. It is evident that a 28% never access the email with mobile device. 6.13

Online Sessions

This percentage does not change also for the online sessions: 89% of the students declares that they access with a computer, and a 11% access also with a mobile device but it happens rarely in 66% of cases. 6.13.1 Problems Accessing the Online Sessions The Table 11 shows how the quality of the electricity network and Internet is not optimal; we have high percentage of students who lose often the online sessions because of short of energy (24%) and network (30%). It is evident that often the two causes are linked, especially for those who have a connection to the Internet through a router.

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Power trips Network oscillations Loss of online sessions for a short period of energy Loss of online short sessions per network

Often 29% (59) 37% (76) 24% (48)

Rarely 46% (91) 44% (87) 30% (62)

Very rarely 16% (33) 15% (31) 13% (26)

Never 9% (20) 4% (9) 33% (67)

Total 100% (203) 100% (203) 100% (203)

30% (61)

36% (73)

14% (29)

20% (40)

100% (203)

6.13.2 Problems with Moodle Access The Table 12 below displays the students’ major problems of using Moodle. More than 50% of the students present as an access problem the low connection causing problems in access to modules and multimedia documents. Then it highlights the slowness of the system (44.4%) and the need to increase the IT resources. This list does not appear in the power problems and it is justified by the fact that Moodle is an instrument particularly asynchronous and the students can access at different time.

Table 12. Types of problems of access to Moodle Problem Difficulties of access login Password reminder The system slowness Weak internet connection Lack of registration in the discipline

% 12.6% (21) 2% (4) 44.4% (88) 51.5% (102) 16.7% (33)

7 Results Discussion and Final Considerations Table 4 shows that in the villages (3) and rural areas (3) students do not have personal computers in the household, but in the Table 5 we can see the frequency of the same locations with (90%) and (77%) of frequency of use of computer in more than once per day, even without computer in the household because they also use it in their workplace (27%), at the neighbor’s house (6%) and few in public places and universities. The connection of students living in towns (61%) and rural areas (49%) shows the efforts undertaken in order to expand the network of communication via optical fiber to the rural areas and as well as the strategy of Movitel to prioritize the extension of its network for rural areas [25]. Note that all the inquired have cell phone and have often used it in teaching activities.

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The Distance Education mediated by technologies or, the so-called, e-learning has been a challenge for both the public and private institutions of higher education. In order to accomplish a quality e-learning there should be taken into account, in addition to the education programs, the issue of basic infrastructure such as the electric power, the internet, the possession of mobile devices connected to network and skills of the end users. Not all these details can be easily provided; there could be adapted according to the reality of each environment. In the case of Mozambique online content can be delivered through mobile devices due to its massification as the result of price fall and expansion to the rural areas [2, 25, 26]. The national and international experiences show that the EAD can be a vehicle that ensures and complements the teaching in the quality National System of education comparable to the presential education [5].

References 1. Caldeira, A.: Ensino a distância sem aceitação em Moçambique. Jornal Verdade, Maputo, 22 August 2011 2. Matusse, R.: História da Informática em Moçambique. CIEDIMA, Maputo (2013) 3. Macueve, G.: e-Government for development: A case study from Mozambique. Afr. J. Inf. Syst. 1(1), 1–17 (2008) 4. Macueve, G., Domingos, L.N.C, Mabila, F.: Inclusão digital em Mocambique: um desafio para todos (2009) 5. Conselho de Ministros, Estratégia da Educação à Distância 2014–2018, pp. 1–68, Mozambique, (2013) 6. Hamawaki, M.H., de Pelegrini, C.: As ferramentas do ensino a distancia e suas contribuicoes para a eficácia no processo de aprendizagem do aluno. CEPPG 21, 84–91 (2009). no. 1517– 8471 7. Masie, E.: Special report: the ‘e’ in e-learning stands for ‘E’xperience (1999) 8. Masie, E.: The ‘e’ in e-learning stands for ‘E’xperience, TechLearn TRENDS, Special report (1999) 9. Waßmann, I., Schönfeldt, C., Tavangarian, D.: Wiki-learnia: social e-Learning in a web 3.0 environment. J. Educ. Instr. Stud. World 4(1), 21–27 (2014) 10. Miranda, P., Isaias, P., Costa, C.J.: E-Learning and web generations towards web 3.0 and e-Learning. Int. Proc. Econ. Dev. Res. 81, 92–103 (2014) 11. Ugolini, F.C.: Esperienze di e-learning nell’istruzione superiore in Europa, 1st edn. Aracne, Roma (2009) 12. Barbosa, M.: E-Learning – Um conceito a ser seguido. Universidade Lusíada de Vila Nova de Famalicão (2007) 13. Teresinha, Q., Mehlecke, C., Margarida, L., Tarouco, R.: Ambientes de suporte para educação a distância: a mediação para aprendizagem cooperativa. World Wide Web Internet Web Inf. Syst. 1, 1–13 (2003) 14. Frederico, M.: Situação da educação em Moçambique face aos objectivos 2 e 3 de desenvolvimento do milénio. Revista de Estudos AntiUtilitaristas e PosColoniais 2(2), 53–72 (2012) 15. Mário, M., Nandja, D.: A alfabetização em Moçambique: desafios da educação para todos, pp. 1–11 (2006)

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16. Bukachi, F., Pakenham-walsh, N.:Information technology for health in developing countries. Global Medicine Information Technology for Health in Developing Countries (1935) 17. Mondjana, A., Khan, M., Santos, L., Brito, C.: O Ensino à Distância na UEM: situação actual e desafios, pp. 1–11 (2009) 18. Moore, M.G., Pereira, L.: Avaliação da Rede da Educação à Distância em Moçambique (2007) 19. INE, “População 2017,” Instituto Nacional de Estatistica (2017). http://www.ine.gov.mz 20. Alan, G., Sadowsky, G.: A country ICT survey for Mozambique (2006) 21. Ministerio da Educacao, Moçambique Exame nacional 2015 da Educação para Todos, Coreia (2015) 22. Arango, H.G., Carvalho, R.R.D.S., Fernandes, J.A., Junior, V.U., DaSilva, E.M.: Artigos Científicos da ANGRAD. In: IV Congresso Nacional de Excelência em Gestão, pp. 1–20 (2008) 23. Johnson, B., Christensen, L.: Educational Research: Quantitative, Qualitative, and Mixed Approaches. SAGE Publications, Thousand Oaks (2008). Ilustrada 24. Google: Google form (2016) 25. Chemane, L.: Resultados e Impacto do Projecto de Governo Electrónico e de infra-estruturas de comunicação (2016) 26. Mabila, F.: what is happening in ICT in Mozambique (2013)

Course and Curriculum Development

Engineering Pedagogy in Chilean Context: Some Results from the PEDING-Project Diego Gormaz-Lobos1,2(&), Claudia Galarce-Miranda1,2, Hanno Hortsch3, and Steffen Kersten4 1

3

Universidad de Talca, Talca, Chile {Diego_Osvaldo.Gormaz_Lobos, Claudia.Galarce_Miranda}@tu-dresden.de 2 CIEI - IGIP Zentrum Universidad de Talca Chile, Talca, Chile IGIP, International Society for Engineering Pedagogy, Technische Universität Dresden, Dresden, Germany [email protected] 4 Technische Universität Dresden, Dresden, Germany [email protected]

Abstract. This paper presents the results of the research project “Pedagogy in Engineering in Chilean Universities” (PEDING-Project). The aim of the PEDING-Project was the development and testing of training modules for teaching qualifications of teaching staff in academic Engineering Education based in the IGIP Curriculum offered for the TU Dresden. The project was led by Prof. Hortsch (Chair of Didactics of Vocational Learning of the TU Dresden and President of IGIP) and funded by the German Academic Exchange Service (DAAD). The PEDING-Project is a binational university effort – Germany and Chile and consisted of a group of academics from the Chair of Didactics of Vocational Education, Faculty of Education of the TU Dresden and Engineering Faculties of three Chilean Universities: Universidad Autónoma de Chile (UA), Universidad de Magallanes (UMAG) and Universidad de Talca (UTALCA). Keywords: Engineering Pedagogy
Engineering Pedagogy in Chilean Universities
PEDING research project

1 Engineering Pedagogy Prof. Melezinek (1999) defined Engineering Pedagogy as an interdisciplinary scientific subject that collects the “needs” and “demands” of engineering and technical sciences, pedagogy and didactic and the education system in itself (Melezinek 1999). In German-speaking areas has the Engineering Pedagogy a long tradition, particularly in Dresden has more than 60 years of tradition. Already from the investigations of theory and practice of technology of Prof. Lohmann (1954), are derived conclusions for the design of the teaching of technology and technics. Lohmann’s approach distingue between two kinds of design by the engineering education: the “internal”, methodical design (goals, structure of contents, methods, and procedures for instance), as well as the “external”, organizational design of this teaching (see Hortsch and Reese 2012). © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 101–114, 2020. https://doi.org/10.1007/978-3-030-40271-6_11

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Both authors agree about the multiple factors that influence the engineering pedagogy and the academic teacher training, but the society of the 21st century has more requirements derived from different fields, for instance from: (i) the engineering sciences itself, (ii) education sciences, (iii) psychology and sociology, (iv) natural sciences, (v) information and communication technologies (ICTs), (vi) communication sciences and (vii) ethics among others. Kersten et al. (2015) describes the factors that influence and condition (needs and demands) the Engineering Education: (i) the economic and production sectors of a country (requirements determined by the prevailing structures of production and service), (ii) engineering sciences (regarding the matters of engineering sciences and the development of techniques and technologies), (iii) society and culture of the country (the development of technique and technology is also driven by social needs), and (iv) the individuals who study engineering (see Kersten et al. 2015). Based on the approach of Melezinek (1999) and the experience of the Dresden School of Engineering Pedagogy (see Lehmann and Malek 1991; Hortsch and Reese 2012) the authors propose the following scheme (see Fig. 1) that synthesizes areas that should be considered today for the academic teacher training in the field of engineering pedagogy and education.

Model for teacher training on Engineering Pedagogy Communications Psychology

Educational technology

Laboratory Didactics

Sciences

Engineering Sciences Sociology

Natural Sciences

ICTs

Ethics

Educations Sciences

Engineering Pedagogy

Fig. 1. Model for teacher training on Engineering Pedagogy

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2 PEDING Project 2.1

Introduction

The Technische Universität Dresden (TU Dresden) works since 2014 in cooperation with Chilean universities with the goal of the strengthening Engineering Education. This goal was concretized, through the first cooperation project “Engineering Didactics at Chilean Universities” (PEDING-Project). The aim of the PEDING project was the development and testing of training modules for teaching qualifications of teaching staff in academic Engineering Education (based in the IGIP Curriculum offered for the TU Dresden) through a scientific analysis of the Chilean situation at the Engineering Pedagogy and Education. The project was led by the TU Dresden (Germany) and counted with the participation of a group of academics from engineering faculties of three Chilean universities: Universidad Autónoma de Chile (UA), Universidad de Magallanes (UMAG) and Universidad de Talca (UTALCA). The project was directed by Prof. Hanno Hortsch (Chair of Didactics of Vocational Learning of the TU Dresden and President of IGIP) and financially supported by the German Academic Exchange Service (DAAD) as part of the program “Subject-related University Partnerships”. With the purpose of carrying out a scientific data collection about demands and needs on Engineering Pedagogy and Education, Gormaz (2014) systematized and operationalized conceptual categories and indicators, which later were used in the data collection instrument on teaching needs of the engineering faculty of the three Chilean universities. In general the instrument and indicators seek to obtain information about: (i) needs related to engineering pedagogy and didactic fundamentals, (ii) requirements for the structuration and evaluation of teaching-learning processes in a university context and (iii) identification of strengths and weaknesses, together with the conditions to enroll in a training course. The basis for the conceptual categories construction was an analytical adaptation of the instruments and the research results of the E-Didactic project about the training requirements of lecturers at engineering faculties from the state of Saxony in Germany (see Köhler et al. 2013). After applying the instrument in the first stage of the project (2015), Gormaz reedited the instrument by strengthening its indicators and adding new categories of analysis (see Hortsch et al. 2019). The results about the needs in Engineering Pedagogy and Education were used as a basis for the development of a training course offered in 2018 in Chile in blended learning modality. The learning module structure of the course was developed according to the IGIP standards and the guidelines of the IGIP training center of the Faculty of Education at the TU Dresden. 2.2

Needs on Engineering Pedagogy

Methodology With the purpose to integrate the opinions of the participants with the assessment of engineering pedagogy needs and interests of the academic staff of the three faculties of engineering was applied a “cross – focus” strategy (Lincoln and Gubba 2000). The purpose of this is to apply a mixed research design to integrate the obtained data and

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“the convergence of the findings as a way to strengthen the knowledge claims of the study“ (Creswell 2003). Population and Available Sample The sample of this study in its second stage (2017) was composed by 137 academics of the Faculties of Engineering of the three Chilean universities, considering the indications of Hulland (Hulland et al. 1996), who suggest using a minimum sample of 100 individuals. The final sample consisted of 42% of lecturers belonging to Universidad Autónoma de Chile, 18% to Universidad de Magallanes, and 40% to Universidad de Talca. Instrument In order to identify the training needs and interests of the academic staff of engineering faculties in the field of Engineering Pedagogy and Education with focus on pedagogical and didactical aspects and requirements of major importance for the formation of engineers, was applied an opinion poll type instrument with closed and open questions. The goals of this instrument are oriented to identify the perceptions about the teaching needs of different pedagogical aspects related to the engineering subjects at universities. Table 1 presents the conceptual categories and indicators of the instrument. Procedure The instrument was individually applied, considering the ethical aspects according to the Chilean social sciences research criteria. The research process was developed in two stages: first between Mai and July 2015, and then between August and October 2017. Each stage had two phases. The first phase of the study (P1) corresponds to the data collection of the closed questions, carried out by the research teams of the participating universities. The statistical analysis applied was exploratory-descriptive with the aim to raise problems. In the second phase of the study (P2) the open questions of the sample were examined or analyzed through a textual content analysis, based on the item generating conceptual categories. Some Obtained Results The characterization and the results obtained with the surveys applied to the academics staff of the faculties of engineering of the three Universities are presented below. These results were analyzed in two dimensions: (1) closed questions about needs in engineering pedagogy, and (2) open questions about needs in engineering pedagogy. Perception About Needs in Engineering Pedagogy (Closed Questions). This section presents the results of the perception of the respondents regarding the need for different skills and pedagogical tools for academic university teaching in engineering careers. For this section was asked, “How necessary do you consider the following aspects of engineering pedagogy in relation to your teaching experience?” As criteria, were considered 28 aspects (indicators) based on the indicators of Table 1. All aspects concerning to the Needs on Engineering Pedagogy were considered with a relevance over 55% by the academic staff of the three Chilean engineering faculties (see Fig. 2).

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Table 1. Instruments categories and indicators for needs analyse PEDING-Project Categories I. Engineering didactics fundamentals I.1. Design of teaching- learning processes in engineering sciences

Indicator/Aspect * (* simplified version for this publication)

I.1.1. Psychological foundations of teaching and learning I.1.2. Theoretical and practical bases of engineering didactics I.1.3. Didactic Principles I.1.4. Organization of the teaching – learning processes I.1.5. Structuring of the teaching – learning processes I.2. Didactic media for teaching in I.2.1. Concepts and classification of didactics engineering media I.2.2. Functions of didactic media and technological tools I.2.3. Field of action of didactic media I.2.4. Elaboration of didactic media I.3. Communication I.3.1. Design of communication processes I.3.2. Monologic and dialogic communication procedure I.3.3. Conflict identification and resolution I.4. Control and Evaluation of the I.4.1. Registration and evaluation of the learning learning outcomes in Engineering outcomes Education I.4.2. Operationalization of learning outcomes I.4.3. Procedures for the registration of learning outcomes I.4.4. Evaluation of the learning outcomes II. Forms of structuring the teaching-learning processes in university contexts II.5. Lectures (theoretical courses) II.5.1. General structure of a University course planning II.5.2. Preparation of a university course II.5.3. Execution of a university course II.5.4. Feedback in a university course II.6. Laboratory II.6.1. Laboratory training practical training/self-study II.6.2. Experiment functions in the teaching – learning processes II.6.3. Exercises and self – study planning II.7. Engineering internships, written II.7.1 Engineering Internship preparation and reports, research colloquium research preparation II.7.2 Support systems for internships and for autonomous research II.7.3. Internship analysis and research activities analysis (continued)

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Categories

Indicator/Aspect * (* simplified version for this publication) III. Determining the objectives and contents of engineering studies III.8. Determination of the study program III.8.1. Analysis of the activities in engineering objectives III.8.2. Analysis of the activities related to an engineering study program at universities III.8.3. Analysis of social aspects in engineering III.8.4. Analysis of personal aspects in engineering III.9. Determination of the engineering III.9.1. Fundamentals for the determination of study program contents contents III.9.2. Contents determination of university study programs with regard to academic activities III.9.3. Contents determination of university study programs with regard to the societal activities III.9.4. Contents determination of university study programs with regard to personal activities IV. Practical module IV.10. Case discussion IV.10.1. Exemplary documentation IV.10.2. Exemplary reflection IV.10.3. Exemplary evaluation IV.11. Class observation IV.11.1. Documentation IV.11.2. Reflection IV.11.3. Evaluation IV.12 Final Colloquium IV.12.1. Planning IV.12.2. Implementation IV.12.3. Evaluation

PercepƟon and needs in Engineering Pedagogy by university 100.00% 95.00%

Percentage [%]

90.00% 85.00% 80.00% 75.00%

Average

70.00%

UA

65.00%

UMAG

60.00% UTALCA

55.00% 50.00% 1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728

Fig. 2. Relevance of the different aspects consulted about perception and needs in engineering pedagogy by university

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More than 92% of the preferences considered as relevant aspects related to the evaluation methods such as: “Evaluation and assessment of achieved learning” and “Knowledge about design for effective measurement of achieved learning”. Then more than 84% of the preferences considered aspects related to the planning and use of didactical media by teaching-learning processes of engineers. Some of these important aspects are for example: “Structuring of teaching-learning processes in the scientific training of engineers” and “Use of didactic resources and information and communication technologies” (ICTs).

Strenghtening of teaching methods by university 100.00% 95.00%

Percentage [%]

90.00% 85.00% 80.00%

Average

75.00%

UA

70.00%

UMAG

65.00% 60.00%

UTAL

55.00% 50.00% 1

2

3

4

5

6

7

8

9

10

11

QuesƟon Nº

Fig. 3. Relevance of the different aspects consulted on the strengthening of teaching methods by university

Figure 3 shows the results obtained in 11 questions related to the strengthening of teaching methods. Among the considered aspects, the most relevant were: “Design, choice and use of didactic means”, “Use and development of new didactic means in the training of engineers” and “Planning and structuring of teaching-learning processes at university level”. All of them with more than 80% of preferences. The aspects with the lowest relevance were: “Curriculum development for academic training at the university level”, “Realization of communicative processes for teaching at university level” and “Planning and materialization of evaluation and evaluative processes”. Perception About Needs in Engineering Pedagogy (Open Questions). In this part of the study the respondents were consulted about 4 aspects: (1) teaching strengths in engineering pedagogy; (2) aspects to be improved in the teaching task; (3) interest and availability to train in the engineering pedagogy area; and (4) necessary conditions to attend a training course in engineering pedagogy. Figures 4 and 5 present the most relevant results about teaching strengths in engineering pedagogy and aspects to be improved in the teaching task. Regarding the interest in training, 83,2% would be willing to participate in a training course in engineering pedagogy and only 16,8% would not. These results are mainly associated with lack of time, because traditionally in Chile these courses are offered mostly through face-to-face modality.

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Teaching strengths in engineering pedagogy Analysis of specific subjects of the specific engineering acƟvity Structuring of teaching-learning processes Knowledge for the determinaFon of contents of teaching in Engineering in relaFon to personal, technical and social fields of the work of Engineers OrganizaƟon of teaching-learning processes Fundamentals for the determinaƟon of technical contents within the engineering area

0%

10%

20%

30%

Fig. 4. Teaching strengths in pedagogy in engineering

Aspects to be improved in teaching DidacƟc principles for teaching-learning in Engineering Knowledge and skills for the preparaƟon, execuƟon and feedback of teaching Fundamentals for the determinaƟon of technical contents within the area of engineering EvaluaƟon and assessment of achieved learning

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Fig. 5. Aspects to be improved in the teaching task

2.3

Training Modules on Engineering Pedagogy

With the purpose of simplifying and synthesizing the information, are presented the following tables (see Tables 2 and 3), that organized the teacher training modules in the field of engineering pedagogy at Chilean universities (Trainings course PEDINGProject). In the training course participated more than 50 academics from different faculties and regions of Chile and was offered in blended learning modality.

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Table 2. Modules overview of the training course of the PEDING-Project. Module 1

Module 2

Module 3 Module 4

Module 5 Module 6

Name in German Lehr-und Lernprozessgestaltung in den Ingenieurwissenschaften Gestaltung Kommunikativer Prozesse in der Ingenieurausbildung Didaktische Medien in der Ingenieurausbildung Kontrolle und Bewertung von Lernleistungen in der Ingenieurausbildung Labordidaktik Projektbasiertes Lernen als Methodologie zur Unterstützung des autonomen Lernens

Name in English Teaching and Learning Process Design in the Engineering Education Communication – Design of communicative processes Didactic Media in the Engineering Education Control and Evaluation of the Learning Results in the Engineering Education Laboratory Didactics Projekt Based Learning (PBL) as a methodology that allows learning in autonomy

Name in Spanish Diseño del proceso de enseñanza y aprendizaje en la formación en ingeniería Diseño de procesos comunicativos

Medios Didácticos para la formación en Ingeniería Control y evaluación de los resultados de aprendizaje en la formación en ingeniería Didáctica de Laboratorio Aprendizaje basado en Proyectos (ABP) como metodología que apoya el aprendizaje autónomo

Table 3. Modules description of the training course at the PEDING-Project. Modules description of the training course of the PEDING-Project. Tamano letra M1 Teaching and Learning Process Design (1.5 Goal The Engineering participants will be able to design teaching and learning processes to train engineers, taking into consideration the scientific knowledge of the discipline they teach and focusing on the learning process of their students

CP) Units * (* simplified version for this publication) Unit 1 - Engineering teaching perspectives To know perspectives (national and international) that supports the context for engineering education Unit 2 - Some main aspects of Engineering Teaching To know different concepts associated with Engineering teaching and learning Unit 3 - Organization of the Teaching and Learning Processes in the education of Engineering Sciences To know the teaching and learning process to respond to the profile of students graduated from Engineering, by Engineering Didactics

(continued)

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D. Gormaz-Lobos et al. Table 3. (continued)

Modules description of the training course of the PEDING-Project. Tamano letra M2 Communication – Design of communicative Goal The participants, teachers of engineering, are able to conduct methodically and adequately communicative processes in their teaching, based on theoretical knowledge and considering the characteristics of their students

M3 Didactic Media (1.5 CP) Goal The participants will develop knowledge, handover formats, strategies, functions and elaboration and application of didactic Media in the teaching-learning processes

processes (1.5 CP) Units * (* simplified version for this publication) Unit 1 – Introduction to the design of communicative processes The participants know the different communicative intentions and communication models. They are able to use them in a verbal and written situation Unit 2 – Important “monological” communicative procedures in teaching The participants are able to construct monological and dialogical communicative procedures in a structured manner and to employ and implement these in a timely manner Unit 3 – Recognition of conflicts and solution The participants are able to recognize conflicts and to apply procedures for its solution Unit 4 – Fundaments of intercultural communication The participants are able to recognize their own culture and they are capable to include it opportunely in their behavior by means of the communication with its interlocutor in intercultural interactions Units * (* simplified version for this publication) Unit 1 – Concepts and applications of didactic Media The engineering academics can select didactic Media for their own educational activity Unit 2 – Fields of actions of didactic Media The engineering academics can plan, in relation to didactic media, each of the teaching activities, on the base of university didactics Unit 3 – Function of the didactic Media and technological tools The engineering academics can distinguish from the functions of ICT (information and communications technologies) Unit 4 – Bases for the elaboration of didactic Media The engineering academics identify the fundamental principles for the elaboration of didactic Media, using perceptive design and didactic design

(continued)

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Table 3. (continued) Modules description of the training course of the PEDING-Project. Tamano letra M4 Control and Evaluation of the Learning Results in the Engineering Education (1.5 CP) Goal Units * (* simplified version for this publication) Participants are able to design control and Unit 1 – Function of records and evaluations of the evaluation processes of the learning results learning results in universities (taking into consideration personality Participants know the different pedagogical-social features and characteristics, qualifications functions in the collection and evaluation of the and competencies) based on scientific and learning results in University education theoretical foundations Unit 2 – Personality Models Participants know the main personality models in an international level (taking into account qualitative and competitive models) Unit 3 – reference standards to the performance evaluation Students know reference standards to the performance evaluation Unit 4 – Procedure of the learning results record The students know the record system of the learning results. They are able to develop and select adequate proceedings in order to record learning results, regardless of the personality features Unit 5 – Evaluation of the learning results The students are able to develop a scoring range independent of the evaluation purpose and the requirements in the educational regulation and the tests M5 Laboratory Didactics (1.5 CP) Goal Units * (* simplified version for this publication) The participants can design laboratory Unit 1 - Basics of design of laboratory training activities oriented to engineering, focusing Participants know the fundamental conditions and decision fields for the didactic planning of laboratory on the learning objectives of the target group, based on the specific knowledge of work. They can classify experiments under different aspects and know the essential requirements for the discipline experiments in the teaching-learning process Unit 2 - Experiments in knowledge discovery Participants are able to situate functional experiments in these methods and thus to structure the laboratory practical work from an epistemological perspective Unit 3- Functions of experiments in the teachinglearning process They are able to structure the laboratory work under didactic aspects and to create support systems for the laboratory practical acts of the learners Unit 4 - Planning for exercises and self-study Participants know the different didactic objectives of exercises and of autonomous study and are able to design suitable learning situations (for example: by appropriate didactic requirements) for the autonomous and self - guided learning of the learners

(continued)

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D. Gormaz-Lobos et al. Table 3. (continued)

Modules description of the training course of the PEDING-Project. Tamano letra M6 Projekt Based Learning (PBL) as a methodology that allows learning in autonomy (1.5 CP) Goal Units * (* simplified version for this publication) Unit 1 – Getting ready for Project-Based Learning The participants will be able to design teaching and learning processes for the Participants know elements related to the PBL before its training of engineers, through the technique implementation as an T&L methodology of problem based learning (or projects) for Unit 2 – PBL as a methodology that considers the development of student autonomy engineering situations for the self-regulation of the learning of a group of students Participants know the PBL cycle for its implementation as an T&L methodology Unit 3 – Problem-Based Learning in Professional Ethics and Social Responsibility in Engineering Participants are able to use problems on ethics and professional social responsibility in engineering to achieve the development of ethical awareness, identification of ethical problems and ethical-technical decision of the conflict

3 Conclusions The PEDING research project was aimed to show the pedagogical and didactic needs and new possibilities of qualification for the academic staff who teach in the engineering faculties of three Chilean universities (two public and one private), based on the knowledge and experiences in the field of Engineering Pedagogy of the TUDresden. From the results of the survey, it is possible to conclude, that there is an important and real requirement of the academic staff of the three Chilean faculties of engineering on pedagogical contents like planning and evaluation of teaching-learning processes or design of learning resources, among others. To meet these and other pedagogical needs and demands of the contemporary engineering education were developed and subsequently implemented six teacher-training modules according to the curricula of the training program “INTERNATIONAL ENGINEERING EDUCATOR ING.PAED. IGIP” of the IGIP center at the TU Dresden, Faculty of Education: Module 1 “Engineering didactics fundamentals” (Design of teaching-learning processes in engineering sciences, psychological foundations of teaching and learning, theoretical and practical bases of engineering didactics, i.a.), Module 2 “Didactic media for teaching in engineering” (Concepts and classification of didactics media, functions of didactic media and technological tools, i.a.), Module 3 “Communication” (Design of communication processes, monologic and dialogic communication procedure, conflict identification and resolution, i.a.), Module 4 “Control and Evaluation of the learning outcomes in Engineering Education” (Operationalization of Learning outcomes, evaluation of the learning outcomes, i.a.), Module 5 “Laboratory” (Laboratory training, experiment functions in the teaching-learning processes, i.a), and Module 6 “Project-Based Learning” (Concepts and functions, PBL on engineering situations, the self-regulation through PBL, i.a.).

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Although specific results and comments about the participation in the training course, as well as an evaluation of the program, are part of other publication, it is possible to indicate that the participating academic staff was very satisfied with the offered training program, that: (i) covered their specific needs of the teaching-learning processes in engineering, (ii) was flexible in terms of time because was implemented in blended learning modality, (iii) covered interesting and useful topics for the academic teaching work and (iv) used educational technologies and a learning platform (Nearpod), through which the learning progress of the participants could be appreciated. For the successful participation of the Chilean academics in the training course, was very important that this course was not given in a general pedagogic and didactic perspective (like other training programs at universities), but this course was specifically designed and conceived to the teaching on the field of engineering.

References Creswell, J.W.: Research Design: Qualitative, Quantitative, and Mixed Method Approaches, pp. 217–219. Sage Publications University of Nebraska, Lincoln (2003) Gormaz, D., Kersten, S.: Zur Analyse der ingenieurpädagogischen Weiterbildungsbedarfe von Lehrende. In: Projektbericht DAAD 2014. TU Dresden, Institut für Berufspädagogik, Dresden (2014) Hortsch, H., Gormaz-Lobos, D., Galarce-Miranda, C., Kersten, S.: Needs-oriented engineering pedagogy - research projects in Chilean universities. In: Auer, M., Tsiatsos, T. (eds.) The Challenges of the Digital Transformation in Education, ICL 2018. Advances in Intelligent Systems and Computing, vol. 917. Springer, Cham, 741–753 (2019) Hortsch, H., Reese, U.: Historische Aspekte Ingenieurpädagogischer Lehre und Forschung an der TU Dresden. In: Hortsch, H., Kersten, S., Köhler, M.: Renaissance der Ingenieurpädagogik – Entwicklungslinien in Europäischen Raum. Referate der 6. IGIP Regionaltagung, pp. 9–25 (2012) Hulland, J., Chow, Y.H., Lam, S.: Use of causal models in marketing. Int. J. Res. Mark. 13(2), 181–197 (1996) Kersten, S., Simmert, H., Gormaz, D.: Engineering pedagogy at universities in Chile - a research and further education project of TU Dresden and Universidad Autónoma de Chile. In: 2015 Expanding Learning Scenarios. EDEN Conference Barcelona (2015) Köhler, M., Umlauft, T., Kersten, S., Simmert, H.: Projekt Ingenieurdidaktik an Sächsischen Hochschulen - E-didaktik. Projektabschlussbericht. Dresdner Beiträge zur Berufspädagogik, 33. Dresden (2013) Lehmann, G., Malek, R.: Entwicklung der Ingenieurpädagogik an der TU Dresden 1951 bis 1991. TU Dresden, Dresden (1991) Lincoln, Y.S., Guba, E.G.: The only generalization is: there is no generalization. In: Case Study Method, 27–44 (2000)

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Lohmann, H.: Die Technik und ihre Lehre. Ein Forschungsteilprogramm für eine wissenschaftliche Ingenieurpädagogik. Wissenschaftliche Zeitschriften der TU Dresden, pp. 602–621 (1954) Malek, R.: Die Gestaltung des Laborpraktikums in der sozialistischen Ingenieurausbildung aus hochschuldidaktischer Sicht. Wissenschaftliche Beiträge Technische Universität Dresden, 30. Dresden (1980) Melezinek, A.: Ingenieurpädagogik – Praxis der Vermittlung technischen Wissens. SpringerVerlag, Wien, New York (1999) Neuman, W.: Social Research Methods: Qualitative and Quantitative Approaches. Pearson, München (2011)

Evaluation Results of the First Training Program on Engineering Pedagogy in Chilean Universities Diego Gormaz-Lobos1(&), Claudia Galarce-Miranda1, Hanno Hortsch2, Steffen Kersten3, Jorge Hinojosa1, Paul Fuentes1, Pablo Rojas1, Nancy Calisto4, Patricia Maldonado4, Richard Lagos4, and Guillermo Schaffeld5,6,7

2

1 Universidad de Talca, Talca, Chile {Diego_Osvaldo.Gormaz_Lobos, Claudia.Galarce_Miranda}@tu-dresden.de, {jhinojosa,pfuentes,pabrojas}@utalca.cl IGIP, International Society for Engineering Pedagogy, Dresden, Germany [email protected] 3 Technische Universität Dresden, Dresden, Germany [email protected] 4 Universidad de Magallanes, Punta Arenas, Chile {nancy.calisto,patricia.maldonado, richard.lagos}@umag.cl 5 Universidad Autónoma de Chile, Santiago, Chile [email protected] 6 Universidad Autónoma de Chile, Talca, Chile 7 Universidad Autónoma de Chile, Temuco, Chile

Abstract. This paper presents the results of a survey focused on the evaluation of an academic training course related to the different pedagogical aspects that influence the training of engineers seeking to improve the quality of teaching and the academic training in the engineering faculties of three Chilean universities (Universidad Autónoma de Chile, Universidad de Magallanes and Universidad de Talca). The training course consists in six modules according to the curricula of the training program “INTERNATIONAL ENGINEERING EDUCATOR ING. PAED.IGIP” of the IGIP center at the TU Dresden, Faculty of Education. The course was offered in blended learning modality with participation of academics from different regions of Chile (Concepción, Punta Arenas, Santiago, Talca y Temuco). This training program was developed and implemented within the framework of the project “Engineering Didactics at Chilean Universities” (PEDING-Project). The aim of the PEDING-Project was the development and testing of training modules for teaching qualifications of teaching staff in academic Engineering Education based in the IGIP Curriculum offered for the IGIP center at the TU Dresden. The project was led by Prof. Hanno Hortsch (President of IGIP) at the Chair of Didactics of Vocational Learning in the TU Dresden and has been financially supported by the German Academic Exchange Service (DAAD). Keywords: Engineering pedagogy
Blended learning
Evaluation of PEDING training course © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 115–126, 2020. https://doi.org/10.1007/978-3-030-40271-6_12

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1 Engineering Pedagogy in Chilean Universities The subject-related university partnership “Engineering Didactics at Chilean universities” (PEDING project) ran for five years between January 2014 and December 2018 financially supported by DAAD. The project was led by the Faculty of Education of the TU Dresden of Germany, and has the participation of a group of academics from engineering faculties of three Chilean universities: Universidad Autónoma de Chile (UA), Universidad de Magallanes (UMAG) and Universidad de Talca (UTAL). At the impact level, this project aims to increase the quality of labor market-oriented engineering education by improving the design of engineering teaching and learning processes. It isn’t a discussion that one of the main factors that influencing the quality the engineering education is the didactic qualifications of the engineering teaching staff (see Hortsch et al. 2019). From the results of two surveys at the PEDING project (2015 and 2017) about many different needs in the field of engineering pedagogy and didactic were identified: (i) “Evaluation and assessment of the students’ learning achievements”, (ii) “Theoretical and practical knowledge about the didactics for the teaching and learning process in engineering”, (iii) “Organization of teaching and learning processes for the scientific formation of engineers”, (iv) “Use of didactic resources and of information and communication technologies” (ICTs) and (v) “Knowledge about how to design effective measurements of the learning accomplishments” among others (see Hortsch et al. 2018, 2019). The PEDING project try to improve the quality of the engineering education through the participation of the engineering teaching staff at a needs-based continuing education trainings program. The research project PEDING offered, for the first time at the Chilean university context, a scientific discussion about the concept of Engineering Pedagogy and established clear guidelines and concrete activities for its installation and development at this context. It is very important to note, that this course differs widely from other university teaching courses because it is specifically aimed at teaching staff of faculties of engineering, with modules built specifically for engineers and with examples that are interesting for this group (see Hortsch et al. 2018). This is a big difference with the currently trainings program for teaching qualifications at the Chilean universities because the most of them are “generic programs” for the university teaching, with low acceptance because they are “too pedagogical” or “general-oriented” (not thematic specific). This training course consists in six modules according to the curricula of the training program “INTERNATIONAL ENGINEERING EDUCATOR ING.PAED. IGIP” of the IGIP center at the TU Dresden, Faculty of Education. The course was offered in blended learning modality in 2018 with the participation of 35 academics from different regions and cities of Chile (Concepción, Punta Arenas, Santiago, Talca y Temuco), and was focused on the following modules (see Table 1):

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Modules overview of the PEDING trainings course Modules overview of the PEDING trainings course M1 Teaching and learning process design (1.5 CP) Units * (* simplified version for this publication) Unit 1 – Engineering teaching perspectives Unit 2 – Some main aspects of engineering teaching Unit 3 – Organization of the teaching and learning processes in the education of engineering sciences M2 Communication – Design of communicative processes (1.5 CP) Units * (* simplified version for this publication) Unit 1 – Introduction to the design of communicative processes Unit 2 – Important “monological” and “dialogical” communicative procedures in teaching Unit 3 – Recognition of conflicts and solution Unit 4 – Fundaments of intercultural communication M3 Didactic media (1.5 CP) Units * (* simplified version for this publication) Unit 1 – Concepts and applications of didactic media Unit 2 – Fields of actions of didactic media Unit 3 – Function of the didactic media and technological tools Unit 4 – Legislative bases for communication media Unit 5 –Bases for the elaboration of didactic media M4 Control and evaluation of the learning results in the engineering education (1.5 CP) Units * (* simplified version for this publication) Unit 1 – Function of records and evaluations of the learning results in universities. Unit 2 – Personality models Unit 3 – Reference standards to the performance evaluation Unit 4 – Procedure of the learning results record Unit 5 – Evaluation of the learning results M5 Laboratory didactics (1.5 CP) Units * (* simplified version for this publication) Unit 1 – Basics of design of laboratory training Unit 2 – Experiments in knowledge discovery Unit 3 – Functions of experiments in the teaching-learning process Unit 4 – Planning for exercises and self-study M6 Project Based Learning (PBL) as a methodology that allows learning in autonomy (1.5 CP) Units * (* simplified version for this publication) Unit 1 – Getting ready for Project-Based Learning Unit 2 – PBL as a methodology that considers engineering situations for the selfregulation of the learning of a group of students Unit 3 – Problem-Based Learning in professional ethics and social responsibility in engineering

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The educational offer in engineering pedagogy, consisted of six (6) modules of 1,5 SCT-Chile (ECTS). Given the characteristics of the participants and their institutions of origin, the face-to face sessions were carried out via video streaming in the afternoon, to facilitate the participation of the academics of different Chilean cities, complemented by an autonomous work through a learning platform (based on moodle). Additionally, collaborative and cooperative work was promoted through the use of technological tools in the platform. The evaluation was primarily formative and the lecturer of each module requested a final product that allowed to demonstrate the developed competences by each of the participants. Each one of the six modules considered in this project was designed and planned by representatives of each university participating on the project and led by a lecturer. It should be noted that the lecturers are teacher-colleagues with the participants of the training in each of the respective universities. The training considered as didactic means, the following ones; videos available on YouTube, Microsoft PowerPoint slides, the interactive classroom tool NearPod and the project´s website http://pedagogiaeningenieria.cl/, among others. The execution of the program was possible with the support of standard video conferencing equipment, connecting: Universidad Autónoma de Chile (Santiago/point 1), (Talca/point 2) and (Temuco/point 3), Universidad de Santiago (Santiago/point 4), Universidad de Talca (Talca/point 5) and (Curicó/point 6), Universidad del Bío-Bío (Concepción/point 7), Universidad de La Frontera (Temuco/point 8) and Universidad de Magallanes (Punta Arenas/point 9). Modules 1, 4 and 5 were broadcast from UMAG; modules 2 and 6 from UTAL and module 3 from UA. Once the implementation of the program was completed, a survey was conducted to obtain feedback on both the implementation and the topics of each module.

2 Evaluation of the PEDING Trainings Course 2.1

Methodology

With the purpose to identify the opinions and the satisfactions from the participants of this trainings program, focused in the pedagogical and didactical aspects of engineering education processes, and their learning outcomes in each module of the course, was applied a “concurrent triangulation” strategy (Creswell 2003). This is a mixed research design with the goal to confirm and cross-validate findings from qualitative and quantitative data strategy (see Creswell 2003). The data collect and the analyses followed the approach of “data management” from Hubermann and Miles (1998) for a systematic and coherent process of data collection with emphasis at the following stages: before data collection (during study design and planning), during data collection (interim and early analyses) and after data collection (final products) (see Hubermann and Miles 1998). This approach was the basis for the phases design at the research process.

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Population and Available Sample

The sample of this study in his second phase was composed by 35 academics from the Engineering Faculty of seven Chilean universities. The participants on the courses belong to different specialties: chemical engineering, mechanical engineering, computer engineering, electrical engineering, construction engineering, industrial engineering and commercial engineering. Even though the sample does not meet the traditional recommendations for the validity of research results with a minimum sample of 100 participants (see Hulland et al. 1996) or the level of statistical significance (see Lipsey 1990), to check the accuracy of findings a “concurrent triangulation” strategy of quantitative and qualitative data to build the coherence of the research design and the credibility of the results was developed (see Creswell 2003). 2.3

Instrument

Methodologically was developed an instrument for identify satisfactions levels in relation to learning outcomes in each module of the trainings program of the PEDING project with focus on pedagogical and didactical aspects on the field of Engineering Education. Based on specific theoretical concepts of the engineering training course as well as the experience in research projects of the TUD in this area, Gormaz-Lobos and Galarce-Miranda in 2015 developed an opinion poll type questionnaire, with closed and open questions. The goals of this instrument are oriented to identify the perceptions about: (i) the pedagogical quality of the trainings program, (ii) the usefulness of the learning outcomes for the teaching work and (iii) the professional development of the academic staff of the engineering faculties. Table 2 presents the dimensions and conceptual categories for the instrument items (see Gormaz-Lobos and Galarce-Miranda 2015). 2.4

Procedure

The instrument was individually applied through an online survey, considering ethical aspects according to the Chilean social sciences research criteria. The research process was development in two phases: Phase (P1) corresponded to the test and adjustments of the instrument with participation of the PEDING academic team from the three the Chilean universities and the staff of the TU Dresden. The second phase (P2) corresponds to the instrument´s application to the participants of the Chilean engineering faculties, and consists in the information collection of the closed questions and the open question, carried out by the research teams of each university. The statistical analysis applied was exploratory-descriptive with the aim to raise problems. The data analyze for the open questions was based on a textual content analysis from the item generating conceptual categories (see Lamnek 2005).

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Dimensions and conceptual categories for the instrument items (Gormaz-Lobos and GalarceMiranda 2015) Dimensions Conceptual categories for the instrument’s items * (* simplified version for this publication) 1. Evaluation of the project development 1.1. Knowledge of project objectives 1.2. Satisfaction with the development of the project 1.3. Satisfaction with project progress and achievements 1.4. Satisfaction with results and products of the project 2. Evaluation of the didactic design of the 2.1. Satisfaction with planning and time of course course 2.2. Satisfaction with used organization and methodologies 2.3. Satisfaction with demands and evaluation of the course 2.4. Satisfaction with face-to-face classes 2.5. Satisfaction with the use of online platform and educational tools 2.6. Satisfaction with learning materials and instruments 2.7. Satisfaction with organization and implementation of the study program 3. Evaluation of teaching competences 3.1. Satisfaction with different teacher competences 3.2. Evaluation of teacher’s motivation and teaching organization and implementation 3.3. Evaluation of teacher‘s attitude at the organization and implementation 4. Evaluation about the usefulness of 4.1. Usefulness of contents and methods for learning outcomes for the teaching work teaching work 4.2. Satisfaction with applicability of contents and methods on the teaching reality 4.3. Applicability of learning outcomes in to modern teaching spaces 5. Self-assessment and vision about the 5.1. Motivation at the course learning process 5.2. Satisfaction with the participation in the course 5.3. Evaluation about usefulness of the learning outcomes for professional development 5.4. Evaluation of learning outcomes and its usefulness for the teaching work

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3 Characterization and Obtained Results In total, 35 academics were gathered with 22,9% women (8) and 77,1% men (27). Of the total respondents, 82,9% were engineers by profession (29), the rest had professions that help to complement the total training of the future engineers. In relation to the groups, were: 25,7% from Universidad Autónoma de Chile (9), 20% from Universidad de Talca (7), 20% from Universidad de Magallanes (7), 11,4% from Universidad de Santiago (4), 11,4% from Universidad del Bío-Bío (4), and 11,4% from Universidad de La Frontera (4). Of the total number of participants, 74,3% (26) have been trained in university teaching. In the following, the summary of the main results of the survey are presented: • Indicate your degree of agreement or disagreement with the following statement. I am satisfied with the implementation of the project. The 87% of the participant agreed with the development of the project (Fig. 1), this implies: its contents, speakers, duration, etc. Considering also that all the contents of the PEDING project are part of those considered in the IGIP curriculum, which would help in a possible certification of the academics.

Fig. 1. Item: I am satisfied with the implementation of the project.

• Indicate your degree of agreement or disagreement with the following statement. The contents of the classes are useful in my professional activity. The 97% of the participants consider that the contents of the course will be useful in their respective training activities (Fig. 2), such as rethinking the used methodology to teach their classes, apply various scoring methods, etc.

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Fig. 2. Item: The contents of the classes are useful in my professional activity.

• Indicate your degree of agreement or disagreement with the following statement. Through the classes it became easier for me to prepare my own material and lectures. The 80% of the professors participating in the training considered that the program provided tools to optimize the preparation process of the teaching material in their respective subjects (Fig. 3).

Fig. 3. Item: Through the classes it became easier for me to prepare my own material and lectures.

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• Indicate your degree of agreement or disagreement with the following statement. The thematic content of the lectures is linked to the demands present in my daily professional work. The 94% of the participants considered that the contents developed in the six modules are directly related to the daily tasks of the teacher in charge of the training of engineers (Fig. 4).

Fig. 4. Item: The thematic content of the lectures is linked to the demands present in my daily professional work.

• Indicate your degree of agreement or disagreement with the following statement. Through the content provided I was able to improve my competences. The 90% of the participants agree that their competences as a professor of higher education, from the point of view of pedagogy in engineering, were improved (Fig. 5).

Fig. 5. Item: Through the content provided I was able to improve my competences.

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• Indicate your degree of agreement or disagreement with the following statement. Thanks to the program, I can express myself better with the students. The 84% of the participants indicated that the tools delivered in the program allow them to better express I with the students (Fig. 6). Being able to adapt and to use the pedagogical tools, taught during the training, from their own experiences and capacities as a teacher.

Fig. 6. Item: Thanks to the program, I can express myself better with the students.

• Indicate your degree of agreement or disagreement with the following statement. I would like to deepen into the covered topics. The 86% of the participant would be willing to deepen their training in engineering pedagogy (Fig. 7). This reveals the importance that the engineering pedagogy training has acquired in the group of teachers who voluntarily participated in the program. Considering that this group of professors represent seven (07) Universities, this is a good indicator to satisfy the need to include specific training in the field of engineering pedagogy in the Chilean higher education system.

Fig. 7. Item: I would like to deepen into the covered topics.

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Currently, in Chile, several Universities are in the stage of redesigning their plans and study programs in engineering. In particular, some Universities that are attached to the CORFO Program “New Engineering for 2030” (financed by the State of Chile), have among their requirements, the redesign of the engineering education process addressed in this PEDING project.

4 Conclusions i. Even though, in each university there are training activities aimed at teachers with the guidance of professionals to improve their teaching competences, these programs do not contemplate a particular approach to the formation of future engineers. This need, of having an specific training, motivated the execution of this project and its success was reflected in the satisfaction of the participants (87%), and even more, 94% indicated that the subject taught were linked directly with their lectures. ii. The majority of the participants (over 94%) valued the work of the team in charge of the planning and development of the program. In particular, the subject addressed and the attitude of the lecturers of the topics were highlighted. iii. According to the opinion expressed by the participating (mostly engineers), the addressed subjects in each of the modules were essential to support the process of updating teaching/learning process in engineering. iV. From the point of view of the factors related to the learning situations in engineering, over the 98% of the participants affirmed that they were able to identify and improve their personal characteristics in order to better prepared their lectures. V. The team of facilitators, composer of six members, managed to effectively transfer the competences required to carry out the teaching work in the classrooms. This is evidenced by the affirmation of 94% of the participants. Vi. Since 86% of the participants in the program would be interested in deepen and improve their knowledge about the teaching/learning process in the training of engineers. These participants can be used as future replicators of the program in their respective universities. This will generate a multiplier effect in order to update the competences in engineering pedagogy. Vii. Some aspects proposed by the participants for future revision and versions were: (i) to incorporate subject about gender and racism, (ii) to consider the evaluation activities and the laboratory module with the topics related to each field of engineering according to the different participants, (iii) to consider the possibility of implementing the activities in a 100% virtual modality and (iv) to include more feedback activities during the program. Viii. From the above results it is possible to conclude, that a training course on engineering pedagogy oriented specifically for the academic staff of engineering faculties has a high level of interest, participation, effectiveness and impact. The perception of “pedagogical needs” at the engineering faculties in Chilean universities has grown enormously in recent years: on one hand, the universities are currently promoting themselves to get positioned in the international context

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(sponsored for instance by the project Nueva Ingeniería 2030); but also, the academics perceive the “needs” from the students and the society of the 21st century. All this make that the academic staff sees the need to continue learning to improve their teaching strategies and methods.

References Creswell, J.W.: Research Design: Qualitative, Quantitative, and Mixed Method Approaches, pp. 217–219. Sage Publications University of Nebraska, Lincoln (2003) Gormaz-Lobos, D., Galarce-Miranda, C.: Evaluationsdimensionen des Weiterbildungsprogramms am PEDING-Projekt. In: Hortsch, H., Kersten, S., Gormaz-Lobos, D., GalarceMiranda. Projektbericht DAAD 2015. TU Dresden, Institut für Berufspädagogik, Dresden (2015) Hortsch, H., Gormaz-Lobos, D.. Galarce-Miranda, C., Kersten, S.: Needs-oriented engineering pedagogy - research projects in Chilean Universities. In: Auer, M., Tsiatsos, T. (eds.) The Challenges of the Digital Transformation in Education, ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 741–753. Springer, Cham (2019) Hortsch, H., Gormaz-Lobos, D., Galarce-Miranda, C., Kersten, S., Maldonado, P., Hinojosa, J., Fuentes, P., Rojas, P., Calisto, N., Lagos, R., Romero, M., Schaffeld, G., Paulete, M., Millán, C.: Pedagogy in engineering: a proposal to improve the training of chilean engineers. In: Proceedings of the 10th International Symposium on Project Approaches in Engineering Education (PAEE) and 15th Active Learning in Engineering Education Workshop (ALE) (PAEE/ALE 2018), University of Brasília, 28 February – 02 March 2018, Brasilía, Brazil, pp. 163–171 (2018) Huberman, M., Miles, M.: Data management and analysis methods. In: Denzin, K.N., Lincoln, S. Y. (eds.) Collecting and Interpreting Qualitative Materials, 179-210. Sage, California (1998) Hulland, J., Chow, Y.H., Lam, S.: Use of causal models in marketing. Int. J. Res. Mark. 13(2), 181–197 (1996) Lamnek, S.: Qualitative Sozialforschung/Lehrbuch. Beltz Verlag, Weinheim und Basel (2005) Lipsey, M.: Designs Sensitivity. Statistical Power for Experimental Design. Sage, Newbury Park (1990) Neuman, W.: Social Research Methods: Qualitative and Quantitative Approaches. Pearson, München (2011)

Terminology Glossaries for Engineering Students of Kirghizstan Tatiana Polyakova(&) Moscow Automobile and Road Construction State Technical University (MADI), Moscow, Russia [email protected] Abstract. The paper concerns the implementation of the project “Compiling and publishing bilingual learners’ terminology glossaries for engineering universities of Kirghizstan” that was initiated by Moscow Automobile and Road Construction State Technical University (MADI) and supported by “Russian and Kirghiz Consortium of Technical Universities” and “Russkiy Mir” Foundation. The goal of the project was compiling five learners’ Russian-Kirghiz and Kirghiz-Russian concise terminology glossaries “Transportation tunnels”, “Automobile roads and infrastructure”, “Automobile service”, “Bridges”, and “Customs”. The glossaries are intended for engineering undergraduate, graduate and post graduate students, university educators and researchers of Kirghizstan. The paper describes the approach applied for compiling the glossaries, their structure and contents, the main stages of the project implementation. It also covers the linguistic problems revealed, the main results of the glossaries usage and the potential of the project. Keywords: Terminology


Glossary
Engineering students

1 Context Eurasian Economic Union was established in 2015. State members of this organization are Russia, Belarus, Kazakhstan, Kirghizstan, and Armenia. The main goal of the Union establishment is the creation of common market with free transportation of goods, services, capital, and work force as well as coordination of economic policy by its members. The Russian language acts a means of international communication. At the same time, it is the basis for all-union terminology area in various professional spheres. The Union contributes to the development of interregional and bilateral cooperation between its members in many spheres including higher education. There are traditional ties between Kirghiz and Russian higher education institutions. Many students from Kirghizstan study in Russian engineering universities. In 2013, “Russian and Kirghiz Consortium of Technical Universities” (“RKCTU”) was founded to stimulate academic mobility of students. The Consortium adopted a typical model of students’ training for their participation in educational exchange programs. As it is known that one of the barriers to studying abroad is the language of instruction, according to “RKCTU” model, before studying © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 127–134, 2020. https://doi.org/10.1007/978-3-030-40271-6_13

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for Bachelor’s or Master’s degrees Kirghiz students are supposed to take a course of Russian at the Preparatory Departments either in their home universities or in Russian universities. That means that the realization of the typical model requires a good command of Russian from both students and teachers. In this case, the knowledge of specific terminology in a certain field of professional activity is becoming critical. Terminology is the core of a course of Russian as a foreign language. A good knowledge of basic specific terminology in Russian is quite necessary for students when listening to university lectures, participating in seminars in technical disciplines, taking examinations, reading textbooks. Terminology in Russian is also necessary for university educators and researchers when reading various scientific sources of information in Russian, making presentations and participating in discussions at the conferences of Eurasian Economic Union, carrying out joint projects within the Union, writing and publishing papers, communicating formally and informally with colleagues. However, the experience shows that when studying in Russia the main problem foreign students deal with is insufficient knowledge of terminology.

2 Goal The most popular specialties for Kirghiz students in Russian engineering universities are in construction, logistics, and automobile transport. Thus, the problem to be solved is terms selection for these specialties, the terms organization and their translation into the Kirghiz language. In order to solve the problem MADI initiated the project “Compiling and publishing bilingual learners’ terminology glossaries for engineering universities of Kirghizstan”. The main goal of the project is compiling and publishing five learners’ concise terminology Russian-Kirghiz and Kirghiz-Russian glossaries. The aims for achieving the goal were described as follows: • working out a typical synopsis of the five Russian and Kirghiz learners’ terminology glossaries • compiling bilingual terminology glossary “Transportation tunnels” • compiling bilingual terminology glossary “Automobile roads and infrastructure” • compiling bilingual terminology glossary “Automobile service” • compiling bilingual terminology glossary “Bridges” • compiling bilingual terminology glossary “Customs” • publishing the five glossaries • disseminating the five glossaries in engineering universities in Kirghizstan. “Russian and Kirghiz Consortium of Technical Universities” supported the idea. At the same time, MADI applied for a grant to “Russkiy Mir” (Russian World) Foundation that was established in 2007 in order to promote understanding and peace in the world by enhancing and encouraging the appreciation of the Russian language and culture. As the Foundation also promotes teaching of the Russian language within Russia and abroad to new learners and those who are eager to maintain their fluency, the Foundation supported MADI project and financed publication and dissemination of the five glossaries in engineering universities in Kirghizstan.

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3 Approach The glossaries were compiled according to the lexicographical concept worked out in MADI. The main statements of the concept were described in detail in [1, 2]. Based on the concept, MADI is issuing a special series “Learners’ Concise Terminology Dictionaries” [3]. A number of bilingual and three-lingual dictionaries have already been published and the dictionaries are being used in the educational process. As the contents of the glossaries depend mainly on their target audience, it was necessary to define target groups of the five glossaries. They are: • Kirghiz students studying Russian in their home universities • Kirghiz students preparing for academic mobility programs in Kirghizstan • Kirghiz students studying for Bachelor’s, Master’s and Doctorate degrees in Russian engineering universities • teachers of the Russian language of both Kirghiz and Russian universities for compiling teaching materials • Kirghiz lecturers of technical disciplines for life-long Russian language learning • Kirghiz students studying for Master’s and Doctorate degrees in Kirghizstan for publishing papers in Russian scientific journals and participation in conferences of Eurasian Economic Union • engineers and researchers participating in the implementation of joint projects launched by Eurasian Economic Union. As it was necessary to translate the selected terms into the Kirghiz language MADI initiated cooperation with the Kirghiz State University of Construction, Transport and Architecture named after N. Isanov (KSUCTA). The specialists from this university took an active part in the project. The realization of the project had four stages. At the first stage, the lexicographical concept worked out in MADI and the experience of MADI Department of Foreign Languages allowed defining the typical structure of the glossaries, the entry, the sources of information that were described in the typical synopsis. Each glossary consists of preface, guide, Russian alphabet, Kirghiz Cyrillic alphabet, the main rules of Russian pronunciation, the main Russian-Kirghiz Subject Section, Russian-Kirghiz alphabetic section, Kirghiz-Russian alphabetic section, references, appendices, conclusion, information about the authors. The entry comprises the term in Russian, its Kirghiz equivalent, definition of the term in Russian and in some case illustrations to the term. As correct usage of accent in Russian words causes regular difficulties for learners, the accent is indicated with a special stress sign in all the terms. The stress sign is not used in one syllable word and in case of the letter “ё” that is stressed whatever its position is. As the gender of Russian nouns influences the usage of the terms in written and oral speech, the gender as well the plural form of the terms are marked with letters (м. – for masculine gender, ж. – for feminine gender, cp. – for neuter gender, мн.ч. – for plural). For example, бáлoчнo-пoдкócный мocт м. – ycтyн тaкaнчыккa бeкитилгeн .

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At this stage, due to MADI and KSUCTA cooperation five international working groups were organized. The groups consisted of the specialists in the sphere of construction, automobile transport and customs regulations. Each group included compilers of the lists of Russian terms, an editor and translators of the terminology into the Kirghiz language. At the second stage, according to the main statements of the lexicographical concept and the synopsis, the specialists from MADI began their work with the main Russian- Kirghiz Subject Section. At first, they determined the subject subsections for the five glossaries and after that produced the lists of Russian terms for all the subsections. At the same time, coordination between members of the working groups was established. At the third stage, the lists of the Russian terms were sent to KSUCTA. While MADI specialists were compiling definitions of the terms in Russian included in the glossaries and were preparing illustrations, KSUCTA specialists were looking up Kirghiz equivalents for the selected Russian terms. At the fourth stage, the completion of the main Subject Sections allowed compiling bilingual alphabetic sections. The working groups up-dated versions of references, wrote other parts of the five glossaries, edited the glossaries and prepared them for publishing. At the same stage, the glossaries were published and MADI organized their dissemination in engineering universities of Kirghizstan.

4 Actual Outcomes As the result of the project, in 2017 the five learners’ glossaries were published in MADI: • Learners’ Concise Russian-Kirghiz and Kirghiz-Russian “Transportation Tunnels” [4] • Learners’ Concise Russian-Kirghiz and Kirghiz-Russian “Automobile roads and infrastructure” [5] • Learners’ Concise Russian-Kirghiz and Kirghiz-Russian “Automobile Service” [6] • Learners’ Concise Russian-Kirghiz and Kirghiz-Russian “Bridges” [7] • Learners’ Concise Russian-Kirghiz and Kirghiz-Russian “Customs” [8].

Terminology Glossary Terminology Glossary Terminology Glossary Terminology Glossary Terminology Glossary

The main aim of the glossaries was defined as assisting learners to acquire the key terms of their specialty either at classes of the Russian language or during self-study work. The preface to each of the glossaries describes the main statements of the lexicographical concept. According to the concept not only one word terms but also terms of more than one word are included in the glossary. The guide instructs learners in detail how to use the glossary most effectively. It shows an entry, explains the signs used in the glossary.

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The alphabets help to find the terms quickly in any part of the glossary. As at the moment there exist simultaneously two Kirghiz alphabets, Kirghiz Latin alphabet and Kirghiz Cyrillic alphabet, in order to help learners the latter was included in the glossary. The main rules of Russian pronunciation describe how to pronounce vowels in stressed and unstressed syllables and consonants in various positions. The Subject Section is the core of each glossary. The terms were selected according to the subject principle. They express the main concepts of the five specialties and reflect the system of a particular field of science. As a result, the Subject Section of each of the glossaries contains about 400 most relevant terms for learning by undergraduate, graduate and post graduate students. The terms are united in subsections. For example, the glossary “Customs” contains 10 subsections. They are: • • • • • • • • • •

Customs operations State regulations and foreign operations Contracts and foreign trade documentation Goods declaration Customs procedures Transport provision of foreign trade Customs control Customs payment Customs offence Basic terms of delivery.

The process of compiling Subject Sections revealed a serious linguistic problem. It turned out that significant number of Russian terms do not have one exact and accepted equivalents in the Kirghiz language. The professional translators from Russian into the Kirghiz language confirm that in some cases a concept in Kirghiz may be expressed by a number of synonyms. As a result, one can find different variants of the same Kirghiz term in the dictionaries, textbooks, papers and other sources of information. For example, in the glossary “Bridges” the Russian term “yклoн” (gradient) has two equivalents: “жaнтaймa” and “ ”. Some terms having no equivalents were translated with the help of interpretation of Russian terms or their description. For example, the term “cмeтa” (cost estimation) in the same glossary was translated as “кypyлyштyн чыгым нapкын aныктooчy нopмa эceби” (estimation of the rates determining the cost of construction expenses). In many cases, the terms are translated with the help of borrowings from the Russian language. For instance, the term “бeтoн” (concrete) is expressed as “бeтoн”. At the same time, some Kirghiz terms may have either international or Russian origin. For example, both the Russian and Kirghiz term ‘фpaкция’ has originated from English “fraction”, and the Kirghiz term “мoнoлиттик бeтoн” originates from the Russian term “мoнoлитный бeтoн” (cast in-situ concrete). The situation described shows the absence of the nationally accepted terminology in the spheres of construction, automobile transport and customs. This hypothesis is confirmed by the results of the analysis of medical terminology [9]. The authors concluded that in Kirghizstan, in medicine, Russian terminology is still playing an important role but there are social and linguistic conditions for the transition from

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Russian to Kirghiz terminology in this sphere. It is possible to suggest that there is a similar situation in the sphere of construction, automobile service and customs. This situation may be explained by the fact that introduction of Kirghiz terminology in business and science began in the last decades and the Kirghiz language is in the process of developing as a state language of the country. At this stage of the language development, it is natural to use different variants of terms. During the work on the glossaries, the linguistic problem mentioned above caused a number of difficulties, as the translation of some Russian terms, their interpretation in the Subject Section were different from those used in the alphabetic parts and appendices. These differences concerned all the five glossaries. At the same time, the interpretation of the Russian terms given in the glossaries create necessary and sufficient conditions for their understanding and usage in written and oral speech and do not prevent learners’ acquisition of the Russian terminology. For that reason, in these cases the decision was taken to use unified descriptions in all the sections of the glossary. The scientists of Kirghizstan are making efforts to create national terminologies in many fields of knowledge. In the process of forming national terminological systems in construction, automobile transport and customs, they can use the glossaries compiled under the project because they represent basic terms selected and systematized. The implementation of the glossaries contribute to the wide terms usage of international and Russian origin and the existence of Kirghiz Cyrillic alphabet facilitates this process. All the selected terms presented in the Subject Sections are indexed and due to this fact are connected with the following alphabetic sections. Russian-Kirghiz alphabetic section contains Russian terms with their Kirghiz equivalents. They are numbered which allows finding quickly complete information about any Russian term in the Subject Section. Russian-Kirghiz and Kirghiz-Russian alphabetic sections help learners to write papers, prepare presentations in Russian and translate scientific papers from Russian into Kirghiz. All the glossaries were mailed to engineering universities of Kirghizstan. Among them, it is worth mentioning MADI partner KSUCTA, Kirghiz State Technical University named after I. Razzakov, Kirghiz National Agricultural University named after K. I. Skryabin, Osh Technological University and International University of Innovative technologies. The implementation of the glossaries in these universities showed that the project in question has a potential for: • compiling and publishing learners’ Russian-Kirghiz concise terminology glossaries for other engineering specialties • compiling and publishing learners’ Russian-Kirghiz concise terminology glossaries “Transportation tunnels”, “Automobile roads and infrastructure”, “Automobile service”, “Bridges”, and “Customs” for engineering universities of other countries members of Eurasian Economic Union • compiling and publishing learners’ Russian-Kirghiz concise terminology glossaries for other engineering specialties for other countries engaged in the exchange program with Russia.

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5 Conclusions The project “Compiling and publishing bilingual learners’ terminology glossaries for engineering universities of Kirghizstan” initiated by MADI and supported by “Russian and Kirghiz Consortium of Technical Universities” and “Russkiy Mir” Foundation resulted in the creation of five learners’ Russian-Kirghiz and Kirghiz-Russian concise terminology glossaries “Transportation tunnels”, “Automobile roads and infrastructure”, “Automobile service”, “Bridges”, and “Customs”. The implementation of the five glossaries in the educational process improves learners’ communicative competence in Russian. It may increase the number of students involved in the programs of academic mobility and coming from Kirghizstan to Russian engineering universities and improve the quality of their education at all the levels of higher education. The five glossaries are useful for teachers of Russian of both countries when working out teaching materials. The glossaries usage by Kirghiz technical disciplines lecturers, engineers and researchers may improve the quality of oral and written scientific communication in the process of joint projects in the spheres of transport and construction within Eurasian Economic Union. It may contribute to the development of bilateral ties between Russia and Kirghizstan. Selected terminology contributes to the process of standardization of terminology in the fields of transport, construction and customs in Eurasian Economic Union and to promotion of the Russian language as a means of international professional communication in this organization. The lists of Russian terms may be used for the development of Kirghiz national terminology systems in the above-mentioned spheres. The project has a potential for its further development. The lexicographical concept worked out in MADI and the experience gained due to the project allows compiling bilingual and three-lingual glossaries for various specialties for other countries. Acknowledgment. The project aimed at publication and dissemination of bilingual glossaries for Kirghiz engineering students and at the development of Russian and Kirghiz cooperation was carried out thanks to granted financial support of the Russkiy Mir Foundation (Russian World) (grant number 1644Гp/II-225-16).

References 1. Polyakova, T.Y., Tishkova, I.A.: Bilingual terminology dictionaries – the development of professional foreign language communicative competence. In: Proceeding of Kazan Technological University (Becтник Кaзaнcкoгo тexнoлoгичecкoгo yнивepcитeтa), vol. 16, №. 16, pp 220–223 (2013) 2. Polyakova, T.Y.: Selection and organization of specific foreign language terminology for engineering university graduate students. Vestnik of Moscow State Linguistic University. Development and quality assurance in language training at non-linguistic institutions of higher education, issue 4 (775), pp. 106–116 (2017). Пoлякoвa, T.Ю. Oтбop и opгaнизaция cпeциaльнoй инoязычнoй тepминoлoгии для мaгиcтpaнтoв и acпиpaнтoв инжeнepныx вyзoв. Becтник Mocкoвcкoгo гocyдapcтвeннoгo лингвиcтичecкoгo yнивepcитeтa. Oбecпeчeниe кaчecтвa и paзвития языкoвoгo oбpaзoвaния в нeлингвиcтичecкoм вyзe, выпycк 4 (775), c.106–116 (2017)

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3. Polyakova, T.Y.: The development of the series of learners’ bilingual concise dictionaries of terminology for technical university students. Vestnik of Moscow State Linguistic University. Scientific fundamentals of foreign language teaching innovative system in higher non-language educational institutions, issue 12 (698), pp. 100–109 (2014). Пoлякoвa T.Ю. Paзpaбoткa cepии двyязычныx тepминoлoгичecкиx cлoвapeй-минимyмoв для cтyдeнтoв тexничecкиx вyзoв. Becтник Mocкoвcкoгo гocyдapcтвeннoгo лингвиcтичecкoгo yнивepcитeтa. Hayчнoмeтoдичecкиe ocнoвы фopмиpoвaния иннoвaциoннoй cиcтeмы языкoвoй пoдгoтoвки в нeязыкoвыx вyзax, выпycк 12(698), c. 100–109 4. Learners’ Russian-Kirghiz and Kirghiz-Russian concise terminology glossary “Transportation tunnels”, Issue 8. Moscow, MADI. p. 111 (2017). Учeбный pyccкo-киpгизcкий и киpгизcкopyccкий тepминoлoгичecкий cлoвapь-минимyм “Tpaнcпopтныe тoннeли” (2017). Bып. 8. Mocквa, MAДИ. c. 111 5. Learners’ Russian-Kirghiz and Kirghiz-Russian concise terminology glossary “Automobile roads and infrastructure”, Issue 9. Moscow, MADI. p. 211 (2017). Учeбный pyccкoкиpгизcкий и киpгизcкo-pyccкий тepминoлoгичecкий cлoвapь-минимyм “Aвтoмoбильныe дopoги и дopoжнaя инфpacтpyктypa” (2017). Bып. 9. Mocквa, MAДИ. c. 211 6. Learners’ Russian-Kirghiz and Kirghiz-Russian concise terminology glossary “Automobile service”, Issue 10. Moscow, MADI. p. 163 (2017). Учeбный pyccкo-киpгизcкий и киpгизcкo-pyccкий тepминoлoгичecкий cлoвapь-минимyм “Aвтoмoбильный cepвиc” (2017). Bып. 10. Mocквa, MAДИ. c. 163 7. Learners’ Russian-Kirghiz and Kirghiz-Russian concise terminology glossary “Bridges”, Issue 11. Moscow, MADI. p. 120 (2017). Учeбный pyccкo-киpгизcкий и киpгизcкopyccкий тepминoлoгичecкий cлoвapь-минимyм “Mocты” (2017). Bып. 11. Mocквa, MAДИ. c. 120 8. Learners’ Russian-Kirghiz and Kirghiz-Russian concise terminology glossary “Customs”, Issue 12. Moscow, MADI. p. 162 (2017). Учeбный pyccкo-киpгизcкий и киpгизcкopyccкий тepминoлoгичecкий cлoвapь-минимyм “Taмoжeннoe дeлo” (2017). Bып. 12. Mocквa, MAДИ. c. 162 9. Dmitrieva, E.V.: The peculiarities of the Russian language functioning in the sphere of medicine (A survey of medical institutions in Bishkek). In: Proceeding of KRSU. Philology, vol.16. №. 4, pp. 36–40 (2016). Дмитpиeвa, E.B. (2016). Ocoбeннocти фyнкциoниpoвaния pyccкoгo языкa в cфepe здpaвooxpaнeния (Coциoлингвиcтичecкoe oбcлeдoвaниe мeдицинcкиx yчpeждeний г. Бишкeкa). Becтник КPCУ. Toм 16. Филoлoгичecкиe нayки, № 4. c. 36–40

A Collaborative Approach in Designing Curriculum for Industry 4.0 Software Integration Implementation Dan Centea(&), Seshasai Srinivasan, Ishwar Singh, and Tom Wanyama McMaster University, Hamilton, ON, Canada {centeadn,ssriniv,isingh,wanyama}@mcmaster.ca

Abstract. Working in Industry 4.0 enabled environments requires multidisciplinary skills. Academic programs that produce graduates who are ready to support Industry 4.0 concepts need to offer curricula that prepare students to implement different aspects of Industry 4.0 as soon as they enter the workforce. Designing a full new curriculum or modifying an existing curriculum are challenging due to the multidisciplinary nature of the Industry 4.0 implementation. A possible approach involves collaboration between teams of academics specialized in hardware and in software who often belong to distinct academic programs, and include topics that generally belong to different academic specializations. Although such collaboration can be defined in theory, implementing it in an academic program brings a series of challenges. This paper presents a collaborative work that addresses the challenge of integrating software-specific topics in automation engineering and software engineering programs, and describes an experiential learning environment that demonstrate physical implementation of several Industry 4.0 concepts. Keywords: Industry 4.0 factory


Curriculum design
Internet of Things
Learning

1 Introduction A modern trend in industry is the digitization of manufacturing processes. This digitization is accomplished by implementing in production a series of concepts such as Cyber-Physical Systems (CPS), Internet of Things (IoT), Industrial Internet of Things (IIoT), and cloud-based manufacturing, commonly grouped under a concept known as Industry 4.0. The level of implementation of this concept in industry varies significantly between companies. Teaching Industry 4.0 concepts and defining experiential learning approaches that demonstrate how to implement them are challenging tasks. One of the challenges is that an Industry 4.0 enabled environment requires multidisciplinary skills. Academic programs that teach Industry 4.0 concepts need to offer curricula that prepare students to implement different aspects of Industry 4.0 as soon as they enter the workforce. Designing a full new curriculum requires a new academic program, which is a difficult and time consuming task considering all the required approvals that need to © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 135–144, 2020. https://doi.org/10.1007/978-3-030-40271-6_14

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complement the didactic components. On the other hand, modifying an existing program is challenging due to the multidisciplinary nature of the Industry 4.0 implementation. A possible approach involves collaboration between teams of academics specialized in hardware and in software who often belong to distinct academic programs, and include topics that generally belong to different academic specializations. Although such collaborations can be defined in theory, implementing them in an academic program brings a series of challenges. The purpose of this paper is to present a collaborative work that addresses the challenge of integrating Industry 4.0 softwarespecific topics in automation engineering and software engineering programs, and applying them in a learning factory environment.

2 Industry 4.0 Definition, Technologies, and Key Factors A generally accepted definition of Industry 4.0 does not exist. The Industry 4.0 concepts do not belong to a single traditional engineering area but to a combination of several specializations using distinct technologies. Such technologies originate from different disciplines including CPS, IoT, cloud computing, industrial integration, enterprise architecture, business process management, and industrial information integration [1]. Similarly, Zhong et al. [2] state that key technologies that enable intelligent manufacturing are IoT, CPS, cloud computing, big data analytics, and information and communications technology. These elements derive from the German initiative Industry 4.0 published in 2013 that focuses on industrial integration, industrial information integration, manufacturing digitization, CPS, IoT, and Artificial Intelligence (AI). Industry 4.0 is not the only term used to integrate all these elements, Li [3] compares Industry 4.0 with an equivalent Chinese initiative called Made-inChina 2025, a plan that lays out the Chinese strategic goals for economic development for 10 years from 2016 to 2025. Without a universally accepted definition of Industry 4.0, developing an academic curriculum related to Industry 4.0 is a challenging task. Various authors use different elements, such as components, technologies, key factors, graduate competencies to characterize Industry 4.0. A comprehensive literature analysis published by Hermann et al. [4] identifies four basic components that define Industry 4.0: CPS, IoT, smart factory, and Internet of Services (IoS). Lu [5] surveyed the technologies, applications and open research issues related to Industry 4.0, identified a series of definitions proposed by different authors, and concluded that Industry 4.0 has two key factors: integration and interoperability. An approach to teach Industry 4.0 concepts includes the identification of the specific competencies that the graduate will need from the perspective of Industry 4.0 [6], or the description of the qualifications and skills that secondary and post-secondary graduates need to have in order to be employed in jobs related to Industry 4.0 [7].

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3 SEPT Approach for Industry 4.0 Education The authors of one of the initial recommendations for implementing the strategic initiative Industry 4.0 [8, 9] state that the achievement of Industry 4.0 requires the implementation of three key features: development of inter-company value chains and networks through horizontal integration; digital end-to-end engineering across the entire value chain of both the product and the associated manufacturing system; and development, implementation and vertical integration of flexible and reconfigurable manufacturing systems. The horizontal integration across the entire value creation network describes the cross-company and company-internal intelligent cross-linking and digitalization of value creation modules throughout the value chain of a product life cycle and between value chains of adjoining product life cycles [9]. The end-to-end engineering across the entire product life cycle describes the intelligent cross-linking and digitalization throughout all phases of a product life cycle: from the raw material acquisition to manufacturing system, product use, and the product end of life [9]. Vertical integration and networked manufacturing systems describes the intelligent cross-linking and digitalization within the different aggregation and hierarchical levels of a value creation module from manufacturing stations via manufacturing cells, lines and factories, also integrating the associated value chain activities [9]. These key features, shown in Fig. 1 [10], can be implemented through several technologies shown on the circle. These technologies can be devised in two major categories: foundation technologies, mostly theoretical or implemented through simulations; and applied technologies, generally implemented in hands-on laboratories. The foundation technologies that need to be included in curricula include IoT and IIoT theoretical models and simulations; electronic circuit simulations; data analytics; AI and cognitive computing; and web programming and app development. The hands-on technologies that can be demonstrated in laboratory experiments include design and manufacture of Printed Circuit Boards (PCB); app development and implementation; use of collaborative robots; IoT and IIoT physical models; and 3D Printing. The published literature describes several laboratory environments used to implement Industry 4.0 concepts. Wermann et al. [11] describe the use of an interdisciplinary demonstration platform to teach Industry 4.0 concepts. Their learning methods focus on four major steps: (i) linking theory related to the Industry 4.0 paradigm learned in the classroom with the analysis of published research results; (ii) transferring this acquired knowledge to prototype innovations and implementations in a digital factory model of the university; (iii) transferring some of those prototype and the acquired foreground know-how to the industry; and (iv) disseminating the research and innovation results in an international context. The teaching and learning approach that includes the four major steps presented in the previous paragraph, namely theory – academic experimentation – industrial applications – and dissemination of results, implies the development of curricula that include significant hands-on components. Section 4 presents curricula development and the associate challenges, describes a series of hardware and software components used to implement Industry 4.0 concepts in two academic programs, and provide short descriptions of the courses that include these elements. Section 5 presents a lab

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Fig. 1. Industry 4.0 foundation technologies

designed to demonstrate and experiment the use of Industry 4.0 concepts in an academic environment. Section 5 describes different collaboration approaches used to define curricula that integrate and implement software components in a learning factory.

4 Software Integration Challenges and Curriculum Design Issues The coexistence of hardware and software technologies in a production environment that integrate several Industry 4.0 concepts is an important challenge in the education of a particular engineering discipline. This multi-disciplinary domain cannot be taught in a single program, and often the faculty members specialized in a particular domain do not have the required experience and expertise in all these technologies. As a result, implementing software integration in an Industry 4.0 learning environment and designing curricula for more than one related engineering discipline need to be accomplished through a collaborative approach between faculty members, laboratory staff, and students. The process of integrating software elements in an Industry 4.0 environment can be accomplished through a series of multidisciplinary software and hardware components that can be covered through a combination of theoretical courses and experiential learning. The software and hardware components depend on the purpose of the learning factory where the theoretical knowledge is applied. In the particular case of the SEPT Learning Factory [12, 13] whose purpose is to demonstrate Industry 4.0 concepts in a hands-on environment for an automation engineering program and for a software engineering program, the hardware and software components that give students the knowledge and skills to apply Industry 4.0 concepts in the workplace are presented in Table 1.

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The table has been developed through a collaborative work that included faculty members, lab technicians and postdoctoral fellows affiliated with the SEPT Learning Factory, faculty members in charge with the curriculum of the automation and software engineering programs, and experts from industry with expertise in Industry 4.0. Table 1. Hardware and software components for implementing Industry 4.0 concepts 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4.1

Software or hardware components Sensors, data acquisition, and signal processing Microcontrollers & microprocessors Embedded systems Programming languages (C/C++, Python, Java, .NET) App development tools (Android, Flutte) Web programming (HTML5, Java Script, Socket) Microservices and APIs IoT & IIoT protocols (OPC, MQTT, REST, AMQP) Networking concepts and programming Database programming and cloud computing Data analysis (i.e. big data, data mining, data analytics) Wireless communication Design and simulation (CAD/CAM, MATLAB & Simulink, Modelica Enterprise Resource Planning (ERP), Manufacturing Execution Systems (MES), Supply chain management Software requirements and specifications AI, machine learning Smart systems Horizontal and vertical integration of industrial systems Mobile and remote monitoring Additive manufacturing

Automation X X X X X X X X X X X

Software X X X X X X X X X X X X

X X X X X X

X X

X

Automation Engineering Courses

Table 1 shows that many automation courses related to Industry 4.0 include elements similar to the courses taught in the software engineering program. The development of the curricula of some of these courses has been accomplished through collaboration between the faculty members of the two specializations. Short descriptions of these courses and the corresponding components from Table 1 are presented below. Industrial Networks and Controllers (covers elements from items 2, 9, 18, 19 on Table 1): fundaments of communication and industrial networks; implementation of industrial control systems by integrating PLCs, PCs, sensors, actuators, and remote input-output modules using industrial networks such as Modbus, Foundation Fieldbus, DeviceNet, PROFIBUS, AS-I, and propriety buses protocols; horizontal and vertical industrial systems integration, including the integration of industrial and corporate

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networks, PLC systems, and Distributed Control Systems (DCS); using TCP/IP and Ethernet based industrial networks. Advanced System Components and Integration (covers elements from items 8, 14, 16, 17 on Table 1): network technologies that support system integration of process/manufacturing automation, building automation, environment management, energy management, electricity systems automation, smart grid systems; hardware and software networking (NetDDE, OPC, and SCADA Systems); infrastructure of IIoT; smart sensors and actuators; AI based control systems; use of robotics and vision systems in automated work cells, flexible manufacturing systems, computer integrated manufacturing, and industrial safety systems. Machine Health and Remote Monitoring (covers elements from items 1, 8, 10, 11, 12, 19 on Table 1): machine monitoring using an electronic interface to a machine’s PLC and with Direct Machine Interface (DMI) modules; installation of noise and vibration sensor network and analysis of data from the sensors; signal processing, mobile and remote monitoring through sensors, wired and wireless Local Area Networks, cloud, and the IoT. Industrial Components, Networks, and Interoperability (Graduate course) (covers elements from items 1, 6, 9, 16 on Table 1): advanced software and hardware components of industrial systems; industrial networks used in Machine to Machine (M2 M) and Business to Business (B2B) communication to integrate industrial components; interoperability issues of industrial automation systems; legacy industrial networks; integration of process/manufacturing automation, building automation, environment management, energy management systems, and electricity automation systems; integration of AI in industrial systems. Artificial Intelligence and Machine Learning (covers elements from items 16 on Table 1): AI & Machine Learning; supervised classification based on artificial neural networks (deep Learning) and unsupervised learning (clustering, regression, optimization and reinforcement learning); application in AI systems. Embedded Systems (covers elements from items 1, 3 on Table 1): design and implementation of embedded hardware and software systems; design of real-time embedded systems; hardware; interfacing external devices; control systems; real-time operating systems, and real-time issues pertinent to embedded control systems. Human Monitoring and Smart Health Systems (covers elements from items 1, 8, 9, 12, 19 on Table 1): project based course that covers human monitoring and health data acquisition; monitoring of respiratory activities and other vital signs; wearable and contactless sensors; multi-sensor platform for circadian rhythm analysis; signal processing, networked and mobile system for vital signs monitoring through wired and wireless LAN, cloud, and IoT. IoT Devices and Networks (covers elements from items 8, 9, 19 on Table 1): IoT networks and how ‘things’ connect to networks, including whether the connection and processing is local (fog computing), is on the network edge (edge computing), or is remote (cloud computing); data networks, connection types, layer models, and IoT network protocols and standards. Smart Cities and Communities (covers elements from items 9, 17 on Table 1): deployment of city and community networks; computation of data extracted from connected devices in the city, and sharing of analyzed data across agencies; city wide

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system monitoring and predictive modeling to optimize and improve services such as parking and public transportation, low energy consumption, increase safety, reduce traffic congestion, and protect infrastructure. 4.2

Software Engineering Courses

Many of the software automation courses related to Industry 4.0 include elements also taught in the automation engineering program. Through collaboration between the faculty members of the two specializations; the following courses related to Industry 4.0 concepts have been developed: Networking Principles (covers elements from items 9, 12 on Table 1): OSI model layers 1–4 including Ethernet, IP addressing, sub-netting, routing, and VLANs; spanning-tree protocol and network device configuration; network security. Principles of Object Oriented Programming (covers elements from items 4, 13 on Table 1): procedural and object oriented programming fundamentals; C++ and Java programming languages. Software Requirements and Specifications (covers elements from items 15 on Table 1): requirements gathering; documentation and validation for computer systems; modeling paradigms including information, behaviour, domain, function and constraint models, specification languages. Artificial Intelligence (covers elements from items 16 on Table 1): fundamentals and hands-on modules of classic and advanced AI techniques; AI models and tools such search and optimization, probabilistic methods, and pattern recognition techniques; solving problems including real world problems; management of training data; applications in manufacturing and automation, biotechnology and healthcare, automotive, and energy. Data Analytics and Big Data (covers elements from item 11 on Table 1): statistical data analysis, linear regression using OLS, MLE and FLD; linear classification using the perceptron; neural networks; Big Data architectures. Data Mining (covers elements from item 11 on Table 1): classification, association, prediction and clustering of data; decision trees; Bayesian probability; supervised and unsupervised learning. Advanced Networking Infrastructure (covers elements from items 9, 12 on Table 1): wireless networking and infrastructure concepts and deployment; softwaredefined networking infrastructure; applications for managing corporate networks. Advanced Web Programming (covers elements from items 2, 5, 6, 7, 19 on Table 1): advanced technologies for web development; apps for mobile, desktop and cloud based systems; client and server side web APIs.

5 SEPT Leaning Factory The concept of the learning factory has been developed recently to improve learning and training in manufacturing. The aim is to modernize the learning process and bring it closer to industrial practice. Some of the objectives reported in the literature include the development of a modern, realistic manufacturing environment for training; learning

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interdisciplinary skills; and teaching abilities of synthesis. The learning factories include integrated physical components such as machining and assembly, as well as digital environments. Various learning factories have been reported in the literature [14–19]. Although learning factories are built for various applications, this paper focuses on the SEPT Learning Factory developed in Canada at McMaster University that integrates Industry 4.0 concepts in a manufacturing environment [10, 12, 13, 20–22]. The integration is obtained through the following steps: acquire large quantities of real-time data from networked sensors that measure physical properties; transmit data over computer networks and store it on cloud systems; use software products to manage and process data from cloud systems and information from cyber models; supervise and operate physical systems and manage their cyber twins; enable horizontal and vertical connectivity between the components of the system; use mechanical, electrical and electronic, and robotic processes managed by multiple layers of software components to obtain smart products with mechanical and electronic components able to use one or more network communication systems; integrate humans in the various processes. This SEPT Learning Factory allows students to understand and work with interdisciplinary approaches that are not possible to be addressed in a single academic program. Automation engineering students are able to understand the importance of cloud computing and data mining when working with big data. Software engineering students can visualize the effects of designing or using specialized software in physical implementation of automated manufacturing that combine classical machining with modern additive manufacturing processes; design and functionality of automated guided vehicles; automation of processes through the IoT and IIoT.

6 Collaboration Approached to Develop Curricula for Industry 4.0 Implementation A new curriculum is generally developed by faculty members with expertise in a certain field. The previous sections have demonstrated that developing a curriculum for integrating software components that implements Industry 4.0 concepts in a manufacturing environment cannot be done in a single program and cannot be accomplished by faculty members with expertise in only some of the related fields; a collaboration between the faculty members has been shown as extremely important in curriculum development. However, due to the applied nature of the multi-disciplinary work accomplished in the learning factory, the experimental knowledge of the faculty members might not be sufficient but can be complemented by the knowledge and expertise of laboratory staff and students. The undergraduate students working in co-op placements in the Leaning Factory work with the faculty members and laboratory staff to develop specialized experiments and demonstration related to Industry 4.0. Similarly, graduate students work in the Learning Factory and collaborate with faculty supervisors from different specialization areas and with the laboratory staff to conduct research activities. These collaborations are fundamental in developing multidisciplinary curricula for integrating software components in a modern manufacturing environment that demonstrates Industry 4.0 concepts and integrating them in a Learning Factory.

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7 Summary Industry 4.0 can be defined through a series hardware and software components. Due to the multidisciplinary nature of these components, they cannot be implemented in a single program. The paper proposes a solution that includes collaborative work between faculty members from different disciplines, laboratory staff, undergraduate, and graduate students. The results of these collaborations are materialized through two interdisciplinary curricula, one developed for a software engineering programs, and a second one for an automation engineering program. The curricula are implemented in a specialized lab referred to as learning factory that include the hardware equipment and software packages capable of demonstrating Industry 4.0 concepts.

References 1. Xu, L.D., Xu, E.L., Li, L.: Industry 4.0: state of the art and future trends. Int. J. Prod. Res. 56(8), 2941–2962 (2018). https://doi.org/10.1080/00207543.2018.1444806 2. Zhong, R.Y., Xu, X., Klotz, E., Newman, S.T.: Intelligent manufacturing in the context of Industry 4.0: a review. Engineering 3(5), 616–630 (2017). https://doi.org/10.1016/J.ENG. 2017.05.015 3. Li, L.: China’s manufacturing locus in 2025: With a comparison of “Made-in-China 2025” and “Industry 4.0”. Technol. Forecast. Soc. Chang. 135, 66–74 (2018). https://doi.org/10. 1016/j.techfore.2017.05.028 4. Hermann M., Pentek T., Otto B.: Design principles for Industrie 4.0 scenarios - a literature review. Technical University, Dortmund (2015). http://www.snom.mb.tu-dortmund.de/cms/ de/forschung/Arbeitsberichte/Design-Principles-for-Industrie-4_0-Scenarios.pdf. Accessed 30 May 2019 5. Lu, Y.: Industry 4.0: a survey on technologies, applications and open research issues. J. Ind. Inform. Integr. 6, 1–10 (2017). https://doi.org/10.1016/j.jii.2017.04.005 6. Fernández-Miranda, S.S., Marcos, M., Peralta, M.E., Aguayo, F.: The challenge of integrating Industry 4.0 in the degree of mechanical engineering. Proc. Manuf. 13, 1229– 1236 (2017). https://doi.org/10.1016/j.promfg.2017.09.039 7. Benešová, A., Tupa, J.: Requirements for education and qualification of people in Industry 4.0. Proc. Manuf. 11, 2195–2202 (2017). https://doi.org/10.1016/j.promfg.2017.07.366 8. Kagermann, H., Wahlster, W., Helbig, J.: Securing the future of German manufacturing industry. Recommend. implement. Strategic Initiat. INDUSTRIE 4(199), 14 (2013). Accessed 31 May 2019 9. Stock, T., Seliger, G.: Opportunities of sustainable manufacturing in Industry 4.0. Proc. CIRP 40, 536–541 (2016). https://doi.org/10.1016/j.procir.2016.01.129 10. Centea, D., Singh, I., Elbestawi, M.: Framework for the development of a cyber-physical systems learning centre. In: Auer, M.E., Zutin, D.G. (eds.) Online Engineering & IoT. Lecture Notes in Networks and Systems, vol. 22, pp. 919–931. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-64352-6_86 11. Wermann, J., Colombo, A.W., Pechmann, A., Zarte, M.: Using an interdisciplinary demonstration platform for teaching Industry 4.0. Proc. Manuf. 31, 302–308 (2019). https:// doi.org/10.1016/j.promfg.2019.03.048

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12. Elbestawi, M., Centea, D., Singh, I., Wanyama, T.: SEPT learning factory for Industry 4.0 education and applied research. Proc. Manuf. 23, 249–254 (2018). https://doi.org/10.1016/j. promfg.2018.04.025 13. Centea, D., Singh, I., Elbestawi, M.: SEPT approached for education and training using a learning factory. Proc. Manuf. 31, 109–115 (2019). https://doi.org/10.1016/j.promfg.2019. 03.018 14. Erol, S., Jäger, A., Hold, P., Ott, K., Sihn, W.: Tangible Industry 4.0: a scenario-based approach to learning for the future of production. Proc. CIRP 54, 13–18 (2016). https://doi. org/10.1016/j.procir.2016.03.162 15. Sackey, S.M., Bester, A., Adams, D.: Industry 4.0 learning factory didactic design parameters for industrial engineering education in South Africa. South Afr. J. Ind. Eng. 28(1), 114–124 (2017). https://doi.org/10.7166/28-1-1584 16. Hennig, M., Reisinger, G., Trautner, T., Hold, P., Gerhard, D., Mazak, A.: TU Wien pilot factory Industry 4.0. Proc. Manuf. 31, 200–205 (2019). https://doi.org/10.1016/j.promfg. 2019.03.032 17. Baena, F., Guarin, A., Mora, J., Sauza, J., Retat, S.: Learning factory: the path to Industry 4.0. Proc. Manuf. 9, 73–80 (2017). https://doi.org/10.1016/j.promfg.2017.04.022 18. Tisch, M., Hertle, C., Cachay, J., Abele, E., Metternich, J., Tenberg, R.: A systematic approach on developing action-oriented, competency based learning factories. Proc. CIRP 7, 580–585 (2013) 19. Abele, E., Metternich, J., Tisch, M., Chryssolouris, G., Sihn, W., ElMaraghy, H., Hummel, V., Ranz, F.: Learning factories for research, education, and training. Proc. CIRP 32, 1–6 (2015). https://doi.org/10.1016/j.procir.2015.02.187 20. Wanyama, T., Singh, I., Centea, D.: A practical approach to teaching Industry 4.0 technologies. In: Auer, M.E., Zutin, D.G. (eds.) Online Engineering & Internet of Things. LNNS, vol. 22, pp. 794–808. Springer, Cham (2018). https://doi.org/10.1007/978-3-31964352-6_74 21. Wanyama, T, Centea, D., Singh, I.: Teaching Industry 4.0 technologies and business modeling: case of energy efficiency and management. In: Proceeding of the Canadian Eng. Educ. Association Conference (CEEA 2015), 19–22 June 2016, Halifax (2015) 22. Justason, M., Centea, D., Belkhir, L.: Development of M.Eng. programs with focus on Industry 4.0 and smart systems. In: Auer, M.E., Zutin, D.G. (eds.) Online Engineering & IoT. LNNS, vol. 22, pp. 68–76. Springer, Cham (2018). https://doi.org/10.1007/978-3-31964352-6_7

Information and Computer Support for Adaptability of Learning in Higher Education Institutions Olena Kovalenko, Nataliia Briukhanova, Tetiana Bondarenko(&), and Tatjana Yaschun Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine [email protected]

Abstract. The paper substantiates the problem of timely determining the need for specific educational services and competent and instant provision of these services in the context of the requirements of relevance, variability, and attractiveness in the higher education system. It was noted that in order to provide higher education of the appropriate degree in specific specialties, postgraduate education, and additional educational services, educational and professional programs, curricula, work programs in academic disciplines, didactic training projects, diagnostic tools require the development. In accordance with the types of educational services of higher educational institutions and educational documentation, which reflects the characteristics of the provision of these educational services, factors that influence the type and nature of the developments have been established. The tasks that can be assigned to the developer of educational documentation have been formulated. The types of information and computer operations the execution of which is relevant to the performance of each of the tasks and sets of tasks have been justified. On the example of the curriculum, the work of the computer system supporting its compilation has been demonstrated. Keywords: Higher education institutions
Adaptability of learning
System analysis
Educational documentation
Curriculum
Computer technologies
Optimization of educational information
Computer support system for curriculum development

1 Problem Statement For the modern stage of the world development, it is characteristic: techno-globalism, for which the take-off of innovative technologies and intensive interstate scientific and technological exchange is decisive; revolutionary changes in the important parameters of computer equipment and technology; the course of society for sustainable democratic development; increasing the role and amount of information in society. In these conditions, training in higher education institutions should adapt all its components as soon as possible to the needs and requirements of customers represented by the state, enterprises, organizations, and each person. In other words, modern education should be adaptive, and its goals, content, technologies, and quality should take into account © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 145–153, 2020. https://doi.org/10.1007/978-3-030-40271-6_15

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the state policy in the field of education, the achievements of pedagogical science as accurately and quickly as possible; the state of the labor market, material-and-technical and human resources of the institution; a contingent of students, and the like. Accounting for a large number of different factors requires a legitimate, comprehensive, informed, quick decision in the form of educational and professional programs, curricula, work programs in subject matters, didactic training projects, diagnostic tools, etc. At the same time, designated academic staff, as a rule, becomes the developers of educational documentation. It is their sectoral education, methodological competence, and personal qualities, as well as the degree of consistency between them determine the quality of educational documentation. Such a pronounced closure on the person of the performer becomes a certain restriction in the quality and speed of development, the freedom to implement managerial decisions. Thus, ensuring the adaptability of learning in higher education institutions more and more often points to the need for powerful information and computer support in the process of developing and adjusting educational documentation that is free from the influence of the “human factor” of developers.

2 Analysis of Recent Research and Publications The solution to the problem of learning adaptability in higher education institutions by means of information and computer support is based on the results of studies of the theory of systems, pedagogical design, the content of education and training, the educational capabilities of computer technologies and programs. The systemic nature of the surrounding and being created objects of reality, as well as ourselves, makes system analysis a methodological, universal, and effective means of any research, including pedagogical one. In education, the theory of systems is implemented at all levels. Social institutions whose main activity are educational activity and the most prominent representatives of which are educational institutions, their departments, and divisions, pedagogical design, training of specialists, etc., are considered as systems. The result of pedagogical design is the documentation reflecting the content of education and training, namely, educational and professional programs (EPPs), curricula, work programs for subject matters, didactic training projects, diagnostic tools, teaching and methodical support, etc. [1, 2]. The development and improvement of the package of educational documents require significant time and human resources, not to mention the need for continuous adaptation to the conditions of reality. So, information and computer support systems should help in creating new packages of educational documentation, due to which an organized and implemented educational process will be as close as possible to the needs of consumers. The problem of using and developing such systems has a wide worldwide geography. Researchers offer a variety of approaches to adapting educational documentation. Thus, a group of scientists in Vietnam has organized a community of practice (CoP) approach, which was tested in International University Vietnam for contribute to the design of a renewed curriculum [3].

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The broader name of information and computer support tools—Electronic Performance Support Systems (EPSS)—refers to computer programs that help in performing various complex tasks. Since the early 1990s, the EPSS concept has been applied in the field of curriculum development. A study called CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation) was launched in 1993 at the University of Twente’s Faculty of Educational Science and Technology [4]. The study has been developed on various continents. For example, the goal of CASCADE-SEA (Science Education in Africa) was to support science and mathematics resource teachers, being exemplary lesson materials in African countries. The CASCADE-MUCH study (MUltimedia curriculum design in China) is dedicated to supporting the design of multimedia scenarios in China. CASCADE-MUCH includes a software package that allows to optimize and computerize the process of developing training courses. In 1999, the third study, CASCADE-IMEI (Innovation in Mathematics Education in Indonesia), which focuses on the development and implementation of a learning environment for student teachers in Indonesia, has been launched. Curriculum is a mandatory element of the educational documentation package. That it is subject to change and adaptation in the development of a modern education system. There are a number of practices in the field of automation of curriculum compilation. For example, researchers at Columbus State University offer a cloud-based visual and intelligent tool for rapid development of cybersecurity curriculum based on curriculum modeling using the Decision Support Expert System, which has a significant knowledge base of concepts and related subject matters [5]. Authoring allows using a convenient online tool to create a curriculum prototype with a list of subject matters, simply by entering keywords. Petrozavodsk State University (Russia) presents the information-analytical system “EPP-Curriculum” [6]. Among the numerous tasks solved by the system on 21 MS Excel sheets, it is possible to single out the construction of the schedule of the educational process, the automatic formation of a matrix of interdisciplinary connections, the automatic construction of a basic curriculum and working curricula. At the Ufa State Aviation Technical University (Russia), the “Curriculum Compiler” program, which builds a logical and time curriculum model, has been implemented [7]. The Odessa National Academy of Food Technologies (Ukraine) offers software based on the use of a web interface and a MS Excel tabular processor, which generates curricula based on EPPs, generates work curricula, monitors the output of curriculum parameters beyond the regulated areas and implementation of the corresponding alarms [8]. At the Institute of Informatics and Mathematical Modeling of Technological Processes of the Kola Scientific Center of the Russian Academy of Sciences, a program to determine the necessary educational material, optimally distribute it by semesters, form a curriculum taking into account the existing restrictions has been developed [9]. As can be seen, the problem of information and computer support for the development of educational documentation has a tangible response on a global scale. However, it is worth noting that the existing developments are devoted either to automating the process of creating subject matters (Curriculum), or to consistent and logically correct information content of the curricula. The problem of contextual verification of the correctness of curriculum design and observance of numerical

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restrictions has solutions only at the stage of drawing up plans, and not adjusting them in order to adapt to changing requirements. The purpose of this study is to systematize the requirements for curriculum development, the development of computer support system for curriculum development (CSS CD), which performs the calculation of final values, intelligent contextual support for accounting for constraints, the formation of electronic and printed curriculum forms. The purpose of the CSS CD is to adapt the curriculum with the maximum approximation to the requirements of the consumer of educational services.

3 Statement of Basic Material and the Substantiation of the Obtained Results Adaptability as a property of the social system, which is the pedagogical system, has been studied for more than one year. Adaptability, in a broad sense, refers to the ability of the system to adapt, which, in turn, is associated with its adaptation to changing conditions [10]. In the system of learning, adaptive processes constantly take place concerning the state and activity of the teacher, the state and activity of the students, and the interaction of the teacher with the students. The system analysis of the learning adaptation process allowed obtaining a generalized list of subsystems [11]: energy, environment, activity, social, and personal subsystems. For the interconnection of external and internal adaptive processes, subsystems such as managerial and informational ones should also function. The managerial subsystem reflects the regulation of all subsystems through the implementation of analytical, prognostic, organizational, control functions to take into account the development trends of learning, the state of the educational process, motivation, expectations, and capabilities of customers of educational services. The information subsystem reflects the ability of a person, firstly, to orient himself/herself in the information space, to select and process the necessary information, to develop documents; secondly, it is expedient and efficient to use computer capabilities and technologies; thirdly, to maintain computer equipment. The information subsystem in the context of increasing the need to take into account the state and requirements of customers of educational services is becoming increasingly relevant and becoming real provided powerful and effective information and computer support. Information and computer support for adaptability of learning in higher education institutions performs the following functions: analytical (highlighting specified concepts and inter-conceptual relations), accounting (calculating the percentage of specified repetitions of concepts and inter-conceptual relations), control (signaling the need to fill in missing or incorrectly filled document cells), orientating (refer to the requirements and recommendations for the content and design of an educational document), guiding (moving on to the next document related in meaning to the previous one). It allows working with concepts and their groupings of different sizes, helping to achieve integrity, continuity, and consistency in various types of educational documentation.

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The analytical function of the developed CSS CD is the distribution of subject matters of the educational and professional program of the specialty throughout all semesters, indicating the number of training hours devoted to a subject matter in a given semester. In one semester, several subject matters can be taught, taking into account the restriction: the total number of learning hours of subject matters assigned to this semester should correspond to the scheduled duration of the semester (accounting function). A single subject matter can be taught for several semesters. If the subject is distributed over several semesters, then the total number of learning hours for all semesters should be equal to the number specified for the subject in EPPs (orientating function). For some of the subject matters included in the EPPs, a mandatory sequence of presentation shall be determined. Consequently, the development of a curriculum requires from lecturers-developers considerable time, diligence, strict compliance with the requirements for curricula by the Ministry of Education and Science of Ukraine. CSS CD automates this multitasking process. At the initial stage of its development, the specification of the list of requirements for the curricula of specialties has been made. The concretization consists in the division of requirements into formal and actual, as well as in putting them in order of priority in compliance. Formal requirements put forward to the curriculum should be divided into three parts: • the organizational part of the curriculum (periods and duration of the academic semesters, examination schedules, holidays, various types of practices), common to all specialties; • the invariant part containing the list and the amount of learning sessions in the subject matters of a particular specialty (the number and purpose of curriculum cycles; a list of subject matters taught in each cycle); • “hour” and quantitative restrictions on the construction of the curriculum (the number of full-time and total learning hours in each cycle and in each semester; the number of standard hours in each cycle; the number of existing controls for each semester). Each of the requirements given in the previous paragraph has its actual value. These values are changed according to the instructions of the Ministry of Education and Science of Ukraine. Thus, the curriculum development process is quite laborious, but it can be formalized in detail, automated by computer means. One of them is a MS Excel tabular processor. The choice of this app is indicated by the fact that MS Excel not only provides various possibilities for creating tables, which are the basis of the curriculum, but also allows performing computational operations and implementing control of the imposed restrictions by using service capabilities and macros in Visual Basic for Application (VBA). Traditionally, the curriculum consists of the following semantic sections (sheets): a title page, an educational process schedule, a consolidated time budget (in weeks), an educational process plan, a summary table of the amount of learning sessions, practices, and State Final Certification. Each of the sections allows for a certain automation using MS Excel, which has become the practical goal of this study.

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CSS CD provides the ability to create a specialty curriculum using service functions for the established semantic sections: • Title page: Only the code number and the name of a particular specialty are entered in the title page. • Curriculum schedule: changes are made to the form of the educational process only in the content part with control over the correctness of the input of symbols (Fig. 1). • Consolidated budget time (in weeks): information on the duration of each type of educational activity for each course is automatically generated in the summary table form, based on the data from the “Curriculum schedule” sheet; all final values are calculated automatically (Fig. 2).

Fig. 1. Formation schedule

of

the

Curriculum

Fig. 2. Automation of calculations in the “Consolidated budget time (in weeks)” section

• Educational process plan (information content): in the form of the main part of the curriculum, data on the variable and “special” subject matters (name, learning amount, leaning period, form of controls) are entered; the possibility of automatically adding new lines for entering “special” disciplines is implemented (Fig. 3); the total amount of learning sessions for each cycle is calculated automatically (Fig. 4); the total amount of learning sessions and the amount of in-class learning for each subject is calculated automatically (Fig. 5); control over the exhaustion of the budget fund is implemented (Fig. 6); automatic creation of a printed version of the curriculum in black-and-white is performed with the use of suppressed service information. • Educational process plan (CSS CD control function): color information about possible errors is performed as follows: the absence of any control based on the results of studying the subject in the semester (Fig. 7); the presence of control in a semester in which the subject is not learned (Fig. 8); the discrepancy between the total amount of learning sessions and the planned one (Fig. 9); the discrepancy between the total amount of learning sessions in semesters and the amount of lecture, laboratory, and practical sessions (Fig. 10), etc. • Summary table of the volume of learning sessions: according to the “Educational process plan” sheet, the table automatically generates information on the total amount of all types of learning sessions according to the learning period and the

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total amount of in-class learning in each semester (Fig. 11); color informing on the discrepancy of the total amount of learning sessions and the amount of in-class learning with planned values (Fig. 12), the number of controls for each semester planned) is performed.

Fig. 3. Automatic adding new lines

Fig. 5. Automatic learning amount

calculation

of

in-class

Fig. 4. Automatic calculation of final values

Fig. 6. Monitoring the exhaustion of the budget fund

Fig. 7. Informing about the lack of controls

Fig. 8. Informing about “excess” control

Fig. 9. Discrepancy between learning session amount

Fig. 10. Discrepancy between the total amount of learning sessions

Fig. 11. Automatic data generation

Fig. 12. Discrepancy between the final values and the planned ones

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Therefore, in the course of the study, a CSS CD has been developed as a workbook of an MS Excel tabular processor, designed in a special way and containing blocks for entering necessary data, intellectual developer support for fulfilling all the requirements for curricula, and service functions implemented as macros.

4 Conclusions In the Ukrainian Engineering Pedagogics Academy, CSS CD is developed and implemented based on the MS Excel tabular processor. The computer support system for curriculum development has been shown in the form of a workbook consisting of 6 sheets. This system allows entering invariant data and a list of subject matters, determining the number of in-class learning and independent sessions for each subject matter, displaying input errors and non-compliance with existing restrictions, generating summary tables, and creating a printed version of the curriculum. Distinctive features of the developed system are its free distribution, ease of learning, and use. The reliability of the CSS CD is ensured by taking into account all the requirements put forward to the curriculum. The effectiveness of the CSS CD is confirmed by the results of its use at the Department of Information Computer Technologies and Mathematics of UEPA in the compilation and the adaptation of the curriculum of the specialty “Professional Education. Computer Technologies”.

References 1. Kovalenko, D., Briukhanova, N., Kupriyanov, O., Kalinichenko, T.: Academic determination of technical information optimization due to information and communication technologies. In: Auer, M., Tsiatsos, T. (eds.) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 25–34. Springer, Cham (2019) 2. Kovalenko, O., Bondarenko, T., Kovalenko, D.: Evaluation automation of achievement tests validity based on semantic analysis of training texts. In: Auer, M., Tsiatsos, T. (eds.) The Challenges of the Digital Transformation in Education ICL 2018. Advances in Intelligent Systems and Computing, vol. 917, pp. 485–492. Springer, Cham (2019) 3. Brown, M.: Expanding the landscape: developing knowledgeability through communities of practice. Int. J. Acad. Dev. 23(3), 1–12 (2018) 4. McKenney, S., Nieveen, N., Akker, J.: Computer support for curriculum developers: CASCADE. Educ. Technol. Res. Dev. 50(4), 25–35 (2002) 5. Hodhod, R., Wang, S., Khan, S.: Cybersecurity curriculum development using ai and decision support expert system. Int. J. Comput. Theory Eng. 10(4), 111–115 (2018) 6. Semenova, E., Svetova, N.: Information and analytical curriculum development system. Sci. J. Mod. Inform. Technol. IT Educ. 10, 244–255 (2014) 7. Kuzmina, E.: Models and optimization of curriculum in educational systems, 155 p. Ufa State Aviation Technical University. Ufa Center (2002) 8. Medovaya, E.: Automating the process of creating a curriculum in ONAFT. Sci. J. Autom. Technol. Bus. Process. 6(4), 151–154 (2014) 9. Fridman, O.: Analysis of software products for automate the formation of the curriculum of the university. Proc. Kola’s Sci. Cent. Russian Acad. Sci. 3(29), 162–175 (2015)

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10. Dmitrenko, T., Kopyilova, S.: Conceptual bases of the adaptive system of professional preparation of masters of social work. Pedagogy of the Formation of a Creative Person in Higher and Secondary Schools, Zaporozhe, Ukraine, vol, 43, no. 96, pp. 501–508 (2015) 11. Vlasova, O., Semichenko, V., et al.: Psychology of higher education, 470 p. Kyiv National Taras Shevchenko University (2014)

Poster: Computer-Aided Translation Course for Students Majoring in Engineering Olga Lefterova, Diana Giliazova, Elvira Valeeva(&), and Julia Ziyatdinova Kazan National Research Technological University, Kazan, Russia [email protected], [email protected], [email protected], [email protected]

Abstract. This paper describes the experience of Kazan National Research Technological University in teaching a foreign language and translation by means of e-tools. SmartCat is used as main software for students who are getting Minor Degree in English for Professional Communication and for Master’s Degree students in Engineering when learning a foreign language. Students are to use various software tools: communication and emailing programs, project and database management programs, PDF tools, electronic dictionaries and data mining, web tools, text editors, translation memory and terminology management tools. Keywords: Computer-Aided Translation
Engineering education
CAT tools

1 Introduction Every day the number of engineers is constantly increasing. There are a lot of graduates looking for a job in this competitive world. Nowadays, employers need highly qualified specialists who are ready to work in international teams. Therefore, young graduates face some challenges. The main question for them is how to make their nominees more appealing. So, it means that the candidate is to have a certain number of qualities and characteristics to be competitive in the modern society. What a remarkable trait should a graduate have? Modern business world integrates many countries and nationalities. The process of globalization leads to weakening the barriers between people and nationalities in business. The existence of partnerships and transnational corporations and companies from various countries of the world is a direct proof of this phenomenon [1, 2]. But there is still a border; it is very difficult to overcome a language barrier. In the period of globalization and collaboration it is important for engineers to know a foreign language. For many years, to do business and make solutions and accomplish professional communication tasks, the parties need to reach a clear mutual understanding and agreement, and for this purpose English has become the international communication tool of business.

© Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 154–158, 2020. https://doi.org/10.1007/978-3-030-40271-6_16

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2 Minor Degree English Program for Engineers Nowadays, the world is demanding a highly-qualified engineer. But this demand does not concern only his or her sphere of interests. An English-speaking professional is what the society needs now. A student is to get knowledge combining engineering disciplines and the English language. Students are to know the language not only for chatting but also for academic purposes, for communication with scientists all over the world. And this is also a vital task for a university and its professors. So, how a university can achieve this aim? It is necessary for an educational establishment to make and develop educational programs for learning English. In this case, we would like to present you the program developed and realized at Kazan National Research Technological University. We offer a minor degree program for our engineering students. There is the School of Foreign Languages “Lingua” which aims at providing excellent language training services for students and adult employees. The School offers a wide range of professional development programs in English, French and German languages [3]. These programs have been created for people who want to start learning or improve their knowledge of foreign languages for professional communication. Generally, the programs include courses for developing skills of translation for professional communication such as Technical Translation, English for Special Purposes, Interpretation, Technical Computer-Aided Translation [4, 5].

3 Technical Computer-Aided Translation Course Many people almost entirely rely on modern science and technology, trusting translation computer programs. It is not difficult to find the necessary program interpreter and use it on-line, but this method is unreliable and is not suitable for complex technical translation from English into Russian, and vice versa. Even the best computer software is not able to adequately fulfil the translation of specialized engineering topics. The Course of Technical Computer-Aided Translation has been developed and implemented in the minor degree program aimed at training highly qualified specialists for English translation in the field of chemical and petrochemical technologies, mechanical and power engineering, food industry, nanomaterials and nanotechnologies. These areas of science and engineering were chosen according to student majors. Some classes of the course may be used for training Master’s and doctoral students of the University. The objectives of Technical Computer-Aided Translation Course are: • forming an approach to the use of computer tools and means of communication as an integral part of the modern process of the translation; • providing knowledge and skills to work with software for the translation; • mastering the skills of translation in accordance with the conditions of modern translation companies.

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After this course our students will be able to: • select the optimal software tools for carrying out computer-aided translation; • practice preliminary tasks to optimize the text for computer-aided translation; • create a database in translation memory and terminology suitable for subsequent use by other translators; • inspect and analyze its own translation and translation done by other translators; • translate technical texts, scientific papers and patents suitable for further use and analysis of professional translators; • work with the special terminology for its unification in terms of adequacy for the translation and analysis of external specialists (glossary). For each goal to be solved students are to use various software tools: communication and emailing programs, project and database management programs, PDF tools, electronic dictionaries and data mining, web tools, text editors, translation memory and terminology management tools. CAT, abbreviation of Computer-aided Translation, is a form of language translation in which a translator uses computer software to support and promotes the translation process. This technology dramatically changes the way of traditional translation. CAT allows translators to reduce the translation time. They do not need traditional paper dictionaries or specialized books for references, they just copy the content into the translation program and the draft translation product will appear on their computer screen [6]. The termbase can also be used to store and retrieve various kinds of information about the term, such as gender, definition, part of speech, usage, subject field, etc. In addition, the termbases in some CAT tools provide the storage and retrieval of multimedia files, e.g. graphics, sound or video files, etc., much more quickly and efficiently than software such as MS Excel. Also, they provide a hierarchical organization of the information [7]. Information and linguistic retrieval are the activity of obtaining word equivalents and shortenings using e-dictionaries, finding word notions, definitions and images in different search engines. As the source of linguistic retrieval such e-dictionaries as ABBYY Lingvo, Multitran, lookup program GoldenDict can be used. For the translation of English or Russian shortenings Sokr.ru and AcronymFinder are recommended. Google, Yandex, Blekko and such web-resources as Wikipedia and WolframAlpha are used for the information retrieval. Many our students and professors pointed out the importance of providing licensed software in the computer lab of the University to maximize their practice opportunities rather than limiting the practical components on freely available applications. SmartCat is used as basic computer software for Computer-Aided Translation Course. It can be used for free. It includes e-dictionary, translation memory, embedded converters to convert PDF from Word texts. Students can create more than one project and also use other translators’ translation memories. However, students cannot use CAT tools properly because of the several factors. They are:

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• Lack of student confidence in IT skills. • The high prices of commercially available applications, for example TRADOS. • Teachers of translation have a limited knowledge about CAT. Examples of learning by means of online courses should be fulfilled by media tools for learning a language, such as movies, documentaries, podcasts, music, which are used as real-life language contexts provided to learners. These useful e-learning tools must be applied by research supervisors, professors teaching translation for professional communication. “Unless permanently assisted by a teacher or supervisor in flesh and blood, the individual’s learning interest wanes, failing to develop the necessary language awareness” [8]. A role of an instructor in teaching a foreign language is not only related to a transfer of information in terms of grammar, vocabulary, pronunciation rules, but also in educating one’s personality, in developing a mode of thinking in the foreign language, in giving knowledge about a new cultural background and a new prospects of life and its challenges. Using and improving the existing learning experience, the example of professional translators could be a case in point. Not only does one’s knowledge of a language make one a good translator, but also one’s awareness of that language, one’s sense and sensitivity related to that language. A person’s mind can never be replaced by a software application for a technical translation or for any other type of specialized translation. We use different types of e-tools based on our experience with the language. That is why the translator’s profession will not be able to be replaced by virtual translators or by software applications [9]. Instructors can learn to become good translators by using e-materials when they have already developed our language knowledge and awareness. Translators give tips on open specialized forums for translating certain phrases and words on the Internet; less time is spent on searching these details in a paper dictionary or on searching an appropriate paper material. At this point, e-learning is undoubtedly essential. Using specific software is of high importance. Teaching grammar and vocabulary on a traditional basis as well as using supportive e-platforms with supportive e-tasks, such as matching grammar/vocabulary exercises, gap-filling vocabulary exercises, contribute to effective blended learning. There should be more e-tasks which help to improve the students creativity in a foreign language.

4 Conclusion Translation teaching by means of CAT tools is different from other language education, it requires more on students’ ability of using computer. However, to efficiently use computers in learning is not difficult for many students, but complicated for instructors. In this case, finally, professors should adopt such teaching methods, for example, the teamwork and collaborative work to help them learn from each other so as to make progress and facilitate a good communication.

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References 1. Panteleeva, M., Sanger, P.A., Bezrukov, A.: International approaches to the development of cross-cultural education at high school. In: 123rd ASEE Annual Conference and Exposition, Conference Proceedings, vol. 2016, code 123120, June 2016 2. Shageeva, F.T., Bogoudinova, R.Z., Kraysman, N.V.: Teachers-researchers training at technological university. In: 21st International Conference on Interactive Collaborative Learning, ICL 2018, Kos Island, Greece, 25–28 September 2018, pp. 977–980 (2018) 3. Kraysman, N.V., Ziyatdinova, Y.N., Valeeva, E.E.: Advanced training in French with practical application in professional and scientific activities at KNRTU. In: 2015 International Conference on Interactive Collaborative Learning (ICL), Conference Proceedings, pp. 1091– 1092, September 2015. https://doi.org/10.1109/icl.2015.7318183 4. Bezrukov, A.: Flexible learning model for computer-aided technical translation. In: 2013 International Conference on Interactive Collaborative Learning, ICL 2013, art. no. 6644680, pp. 673–675 (2013). https://doi.org/10.1109/icl.2013.6644680 5. Valeeva, E.E.: Developing academic writing skills in foreign language courses. Vysshee obrazovanie v Rossii (High. Educ. Russia) 12(207), 76–81 (2016). (In Russ., abstract in Eng.) 6. Shuping, Y.: Application of computer-aided translation in english teaching. Int. J. Emerg. Technol. Learn. 12(08), 105–117 (2017) 7. Alotaibi, H.M.: Teaching CAT tools to translation students: an examination of their expectations and attitudes. AWEJ. Spec. Issue Transl. 3, 65–74 (2014) 8. Fernández-Parra, M.: Integrating computer-assisted translation tools into language learning. In: Pareja-Lora, A., Calle-Martínez, C., Rodríguez-Arancón, P. (eds.) New Perspectives on Teaching and Working with Languages in the Digital Era, pp. 385–396. Research-publishing. net, Dublin (2016). https://doi.org/10.14705/rpnet.2016.tislid2014.450 9. Catana, S.E.: The role of robinsonian skills in successful blended learning for engineerinng students. In: The 9th International Scientific Conference eLearning and software for Education Bucharest, 25–26 April 2013, pp. 591–596 (2013). https://doi.org/10.12753/2066026x-13-096

Development of Soft Skills by Doctoral Students Elvira Valeeva(&), Julia Ziyatdinova, and Farida Galeeva Kazan National Research Technological University, Kazan, Russia [email protected], [email protected], [email protected]

Abstract. This paper has been prepared as a part of the capacity building project “Modernization of Doctoral Education in Science and Improvement of Teaching Methodologies” made possible by the programs of Erasmus+. The main aim of this project is to improve the quality of doctoral education by implementing new teaching methodologies based on interdisciplinary approaches and international cooperation. The author presents Russian system of Doctoral education, its structure, content and main competences required for training highly qualified researchers. The paper focuses on developing communicative skills by PhD students in the framework of Foreign Language Course which is included Doctoral degree programs. Keywords: Doctoral degree programs


Soft skills

1 Introduction The Russian higher education system consists of three levels: undergraduate studies (Bachelor’s degree (4 years) or Specialist’s degree (5–6 years)), graduate studies (Master’s degree (2 years)), and post-graduate studies (doctoral education). This system follows the principles of the Bologna process and its development and implementation began in 2013. The structure and context of all doctoral degree programs are run in accordance with the Federal State Educational Standards, where the expected educational outcomes are listed and characterized by the following competencies: universal, general professional and professional competencies. General professional and professional competences are developed in accordance with the direction of each doctoral degree program and include specific professional and research skills. As a rule, the universal competences are similar for all doctoral degree disciplines and include skills such as critical thinking and evaluation of contemporary scientific achievements; conducting research in interdisciplinary fields; participating as part of Russian and international research teams; being able to communicate in the academic sphere in Russian and other foreign languages; as well as self-directed professional and personal development. These competences aim to develop and foster doctoral students’ soft skills, which have recently become important components for being a competitive candidate in the field of research and education. However, one of the issues with the Russian higher education © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 159–168, 2020. https://doi.org/10.1007/978-3-030-40271-6_17

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system is implementing new content and teaching methods, which would lead to effective hard and soft skills development in doctoral degree programs.

2 Structure and Content of Doctoral Degree Programs Traditionally, doctoral education in Russia has focused on training doctoral students to be ready for conducting research in one specialized field of science [1]. In the past, doctoral students were required to pass candidate exams on Foreign Language, Philosophy, and a specialized subject related to the field of their research. After, Ph.D. students had the opportunity to defend their doctoral thesis and obtain a PhD degree. These students possessed specialized hard skills related to the field of industry or science but were unable to apply these skills across other disciplines. As a solution, new Federal State Educational Standards were developed, which specified the expected outcomes, content, and structure of doctoral education. Doctoral education is also called “highest professional training” and aims at training “professionals of the highest qualification”. According to the “Law on Education in the Russian Federation”, there are over 50 disciplines in which a student can pursue doctoral study, 29 of them are developed for STEM disciplines. The list of these “directions” is given in Table 1. Table 1. Russian doctoral program directions Code Doctoral program direction Mathematical and Natural Sciences 01.06.01 Mathematics and Mechanics 02.06.01 Computer-Based and Information Science 03.06.01 Physics and Astronomy 04.06.01 Chemical Science 05.06.01 Earth Science 06.06.01 Biological Science Engineering, Technological and Industrial Sciences 07.06.01 Architecture 08.06.01 Civil and Industrial Engineering 09.06.01 Informatics and Computer Science 10.06.01 IT Security 11.06.01 Electronic, Radio, and Communication Systems 12.06.01 Photonic, Instrument-Making, Optical, Bioengineering Systems, and Technologies 13.06.01 Electrical and Heat Engineering 14.06.01 Nuclear, Thermal, Renewable Energy, and Related Technologies 15.06.01 Mechanical Engineering 16.06.01 Physical and Technical Sciences and Technologies 18.06.01 Chemical Technology (continued)

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Table 1. (continued) Code 19.06.01 20.06.01 21.06.01 21.06.02 22.06.01 23.06.01 24.06.01 25.06.01 26.06.01 27.06.01 28.06.01 29.06.01

Doctoral program direction Industrial Ecology and Biotechnology Technosphere Safety Geology, Exploration and Development of Mineral Resources Geodesics Materials Science and Technologies Engineering and Technologies of Ground Transport Aeronautics and Space Equipment Aircraft Navigation and Operation Engineering and Technologies of Ship-Building and Water Transport Control of Engineering Systems Nanotechnologies and Nanomaterials Technologies of Textile Industry

Every “direction” includes several “sub-directions”, or “profiles”. For example, direction 04.06.01 Chemical Science includes a number of profiles: • • • • • • • • • • • • • • • • • •

Crystallography, Physics of Crystals Inorganic Chemistry Analytical Chemistry Organic Chemistry Physical Chemistry Electrochemistry High Molecular Weight Compounds Chemistry of Element Organic Compounds Chemistry of High Energies Bioorganic Chemistry Colloidal Chemistry Petroleum Chemistry Radio Chemistry Kinetics and Catalysis Medical Chemistry Mathematical and Quantum Chemistry Chemistry of Solid Body Ecology

As a rule, a university runs several doctoral programs, e.g. Kazan National Research Technological University (KNRTU) runs doctoral programs in 16 directions, including 44 profiles. In Chemical Science, the university runs 8 profiles, including Inorganic Chemistry, Analytical Chemistry, Organic Chemistry, Physical Chemistry, High Molecular Weight Compounds, Colloidal Chemistry, Petroleum Chemistry, Kinetics and Catalysis. Every direction of doctoral studies is implemented in accordance with the Federal State Educational Standard which includes a set of requirements regarding the contents

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of the program, the number of credits, the period of study, the professional areas for the graduates, the program outcomes, outputs and impact, the program structure, and the conditions under which the program can be run. The period of study in most STEM programs is 4 years, including 60 credit units per year. One credit equals 36 academic hours, an academic hour is 45 min. There are two forms of study: full-time (intramural) and part-time (extramural). Intramural studies imply a two-semester academic year with two examination sessions in winter and in summer, and two breaks: a short winter break (mid-January – mid-February) and a long summer break (July – August). During the semester, doctoral students have to attend classes, work in the laboratory or in the library every day. Intramural studies last 4 years. Extramural studies can last 4.5–5 years. In this case, doctoral students do not have to attend classes during the semesters, but they have to self-study and are still required to take exams during every examination session. The university is free to develop its own form of extramural studies. Doctoral program outcomes and outputs are evaluated in accordance with the competencies developed by the graduates. The competencies are subdivided into: – universal competencies; – general professional competencies; – professional competencies. Universal competencies are given in Federal State Educational Standards and are similar for all doctoral programs, general professional competencies are also given in the Standards for every “direction” of doctoral education, while professional competencies are developed within the university for every “profile” of doctoral education. For example, looking at the direction ‘Chemical Sciences’ and the profile ‘Colloidal Chemistry’ at the university: Universal competencies include: • critical thinking and evaluation of contemporary scientific achievements, generating new techniques and experiments to effectively generate new research in order to solve applied problems in interdisciplinary fields; • design and complex research including interdisciplinary research based on the integral system view using principles of history and philosophy of science; • participation in Russian and international research teams to address research and educational problems; • application of contemporary methods and technologies to be proficient in academic communication in Russian and foreign languages; • self-directed professional and personal development. General professional competencies include capabilities of: • self-directed independent research in corresponding professional areas using modern methods, information, and communication technologies; • leading a research team in chemistry and complementary sciences; • teaching chemistry in undergraduate and graduate degree programs.

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Professional competences formulated at KNRTU for Colloidal Chemistry profile include capabilities of: • written and oral professional communication of ideas, problems, and their solutions in a logical and well-structured manner using appropriate terminology in the English language; • appropriate choice of software for research and teaching; • application of basic theory and ideas of colloidal chemistry in professional activities, mathematical analysis, theoretical and empirical research methods; • doing physics and chemistry related experiments, processing their results, evaluating the margin of error, modeling physical and chemical processes and phenomena, setting a hypothesis and boundaries of its application; • applying theory and methodology of physical and chemical research in studying different types of matter organization, including synthesis and analysis of liquid crystals and nanomaterials; • using fundamental and applied knowledge principles in colloidal chemistry; • making technical decisions in developing chemical engineering processes and choosing technologies considering their potential environmental impact; • utilizing the results of research in colloidal chemistry for solving applied problems; • organizing and leading research groups in colloidal chemistry, directing research seminars, and supervising student research; • self-directed independent research in colloidal chemistry satisfying doctoral degree requirements; • following ethical regulations in professional activities; • organizing professional teaching based on theory, methodology, and technologies of educational science; • planning projects, evaluating resources, and administering teams in professional settings. Table 2 gives examples of study plans for direction “Chemical Science”, profiles “Physical Chemistry” and “Colloidal Chemistry”. During the first year of studies, students in all doctoral programs attend three academic courses: 1. Foreign Language; 2. History and Philosophy of Science; 3. Computer Technologies for Science and Education. For the first two courses, doctoral students take exams at the end of the first year of studies. The grades for these exams are included into the student’s CV, announced during the viva (defense procedure) and are sent in the package of documents to the Highest Attestation Commission if the doctoral student decides to defend his thesis. The third course is ungraded. Apart from these academic courses, the students start their research under supervision of the principal investigator. During the second year of studies, students take 7 academic courses and take an exam in their “profile” course. Apart from these courses, students continue their research and have practice in teaching undergraduate students called teaching internship.

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The third year of studies is dedicated solely to research. The fourth year of studies includes research practice, finalization of research experiments, and final state exams. Extramural programs last 5 years. The structure is similar to intramural programs with an additional year given for research. Upon the completion of any doctoral program, a doctoral student has to pass the final state exam and give a report presenting the outputs, outcomes, and impact of his research to a board of professors for approval. Upon successful completion of the final exam and report, the doctoral student is conferred a new qualification attested by a state document. Depending on the doctoral program curriculum, there are two options for the qualification, either “Researcher” or “Educator and Researcher”. Apart from this qualification, upon completion of the doctoral studies program, a doctoral student is given permission to defend his doctoral thesis.

Table 2. Study plans for direction “Chemical Science”, profiles “Physical Chemistry” and “Colloid Chemistry” Direction 04.06.01 “Chemical Science” Mandatory courses (9 credit units) Foreign Language History and Philosophy of Science Optional courses (21 credit units) Profile “Physical Chemistry” Profile “Colloidal Chemistry” Computer Technologies for Science and Computer Technologies for Science and Education Education Commercialization of Research Results. Commercialization of Research Results. Principles of Fundraising Principles of Fundraising Physical Chemistry Colloid Chemistry Physical Chemistry of Supramolecular Current Issues in Chemistry Systems Surface Chemistry, Adsorption, and Theoretical and Experimental Research in Chemistry Nanosystems Physical and Chemical Processes for Colloid Chemistry of Surfactants Chemical Technologies Methodology, Theory and Technologies of Methodology, Theory and Technologies of Professional Education Professional Education Psychological and Pedagogical Science for Psychological and Pedagogical Science for Personal Self-Development Personal Self-Development Internship and Research (201 credit units) Teaching internship (practice in teaching students) Research internship (practice in professional area) Research project Preparation of doctoral thesis Final State Exams (9 credit units) Preparation to successfully pass final state exams and presenting a scientific report

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However, the traditional system of doctoral education slows the development of the new principles of doctoral education aimed at fostering the soft skills of doctoral students. Therefore, it is of great interest to solve this problem by analyzing European educational systems and applying effective practices in doctoral programs at our university.

3 Developing Soft Skills by Doctoral Students Within the Framework of Foreign Language Course Different international and Russian literature data on developing the soft skills of doctoral students in European universities were collected and analyzed [2–7]. There were different meetings with EU and UK representatives who are responsible for doctoral degree programs at their universities. According to these meetings and analyses three main categories of competences related to soft skills were selected: • personal skills; • communicative skills; • career management skills. Developing these skills is the most important for doctoral students conducting their research in chemical, physical or engineering sciences. One of the most important communicative skills for European doctoral students is academic communication and writing in the English language. The English Language as a course of doctoral education curriculum was specifically created to implement the principles of soft skills training for doctoral students. It includes scientific communications, writing scientific articles and abstracts, preparing conference presentations, preparing documents for applying for international grants, working in an interdisciplinary environment and international teams. Doctoral students conducting research in the field of colloid and physical chemistry were chosen as an experimental group. The interdisciplinary approach was used to combine English language knowledge and chemical sciences. The key outcome of the study is new content of a Foreign Language course specially created for developing the soft skills of doctoral students conducting research in the field of chemistry and chemical technologies. The course content was based on the interdisciplinary approach which resulted in the interaction of English knowledge with research projects of doctoral students. Some of the English teaching materials for doctoral students were created with the help of the American assistant who worked in the Department of Foreign Languages which was made possible through the Fulbright Foreign Language Teaching Assistant Program. Such cooperation allows us to prepare authentic English exercises for developing academic writing and communication skills which meet the requirements of modern academic society. Also the active work for creating teaching materials is conducted for French and German courses [8]. The interdisciplinary approach was used to combine English language knowledge with doctoral student research. The topics and vocabulary of English teaching materials were created in cooperation with the research supervisors of the doctoral students from

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the Department of Physical and Colloid Chemistry. Professors with PhD in engineering and chemistry are involved in teaching doctoral students [9]. This resulted in fostering teaching materials and educational process for professionally-focused foreign language. Two credit hours are given for Foreign Language Course which consists of three components (modules): • Professionally-focused foreign language. • Academic writing. • Presentation skills in foreign language. The first component is designed to train Doctoral students in their special fields according to their direction. In terms of Chemical Science direction foreign language teaching materials contain grammar and stylistics for scientific chemical texts, as well as vocabulary and terms in the field of research methods for chemical parameters, processes, technologies and equipment. The second components trains students to write scientific papers and abstracts in accordance with the requirements of international top-rated journals. Doctoral students are introduced to the structure of experimental scientific papers, and the content of each part of the papers starting from paper title to references. Students prepare their scientific papers and abstracts using the examples of materials which have been already published in top rated international journals [10]. The third component is developed to train Doctoral students to present their scientific report according to the existing well-known practices and international standards for presentations. Such module approach has been widely used for developing structure and context of Master’s and Bachelor’s degree programs at KNRTU [11, 12]. The on-line study mode was developed on the basis of learning platform Moodle for part-time (extramural) doctoral students. This mode allows us to foster independent study of a foreign language by students [13]. Nowadays, there is a great number of international students from different countries who are getting doctoral degrees at KNRTU. One of the most important tasks is to create friendly and positive atmosphere for them [14]. The English Language Course has special teaching modules focused on easy and fast introduction of foreign students to the academic environment of the university. The skills of academic writing, presentation and professional communication allow doctoral students to publish their research results in international scientific journals, present themselves and their research at international conferences, and successfully participate in international grant programs. Therefore, the Course of Foreign Language can be the starting point for creating and implementing new content of Doctoral degree programs aimed at developing communicative soft skills.

4 Conclusion The Russian higher education system has changed significantly due to internationalization and globalization. Successful development of the Russian economy is impossible without highly qualified academic specialists who are able to conduct research on

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the international level. Doctoral study as the third level of the Russian higher education system plays a very important role in training future academic employees. Therefore, developing and implementing new content and advanced teaching methods in doctoral courses are one of the most important issues concerning the higher education system. Nowadays, it is not enough to develop hard skills, which focus on scientific research, it is also important to develop soft skills such as academic communication and writing, career management, creative thinking, and working as part of a team. The combination of hard and soft skills allows graduates to find their place in the multilingual and multiethnic world of science and education. Acknowledgment. The research was co-funded by the Erasmus+ Programme of the European Union under the grant “Modernization of Doctoral Education in Science and Improvement of Teaching Methodologies” (MODEST) No. 598549-EPP-1-2018-1-LV-EPPKA2-CBHE-JP (2018 – 2939/001 – 001).

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10. Bakirova, I.N., Romanov, D.A., Gubanov, E.F., Zenitova, A.: Thermomechanical analysis of Poly(urethanes) produced from recycled raw materials. Polym. Sci. Ser. B 40(9–10), 323– 326 (1998) 11. Shageeva, F.T., Nazmieva, L.R.: Module technologies in training chemical-process engineers. In: 15th International Conference on Interactive Collaborative Learning, ICL (2012). Article no. 6402189 12. Shageeva, F.T., Suntsova, M.S.: Improving skills for teaching at an engineering university. In: Proceedings of International Conference on Interactive Collaborative Learning, ICL, ID 1385, pp. 1741–1746 (2018). (ISI) 13. Semushina, E., Ziyatdinova, J.: Final project of graduate engineers as realization of principle of combinatory when teaching English in distant form. In: Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015, pp. 296–298 (2015) 14. Ziyatdinova, J., Bezrukov, A., Sukhristina, A., Sanger, P.A.: Development of a networking model for internationalization of engineering universities and its implementation for the Russia-Vietnam partnership. Paper Presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana (June 2016). https://doi.org/10.18260/p.26808

Development of a “Smart Materials” Master’s Degree Module for Chemical Engineering Students Artem Bezrukov(&) and Dilbar Sultanova Kazan National Research Technological University, Kazan, Russia [email protected], [email protected] Abstract. This paper describes development of an interdisciplinary “Smart Materials” module in English for Master’s students in a Russian chemical engineering university. The module is intended for promoting English proficiency of engineering students and internationalizing education by attracting foreign students within the framework of short-term academic exchange. The research stage of project implementation included comparative analysis of international engineering education in Germany and Russia in a form of survey included 30 faculty members and 100 students. Germany was selected because it offers excellent engineering education in English and is originally non-English speaking. The visits to universities in four different regions of Germany allowed for planning the structure of the module and the content of lectures and practicums. The survey results contributed to the implementation of the second stage of the project that was focused on developing three disciplines for the module: “Introduction to smart Materials”, “Research Methods for Smart Materials” as lecture courses and “Practical Course in Smart Materials” as the laboratory practicum. The module is ready for introduction into the education process of a Russian chemical engineering university starting from the 2019–2020 academic year and is selected as the core for a new Master’s degree program “Molecular Materials Engineering”. Keywords: Master’s program Smart materials


Engineering education internationalization


1 Motivation for a “Smart Materials” Module Development Globalization of engineering education eliminates boundaries between countries for those students who want to pursue a competitive Master’ degree. English is the main language of instruction for international academic programs and many non-English speaking countries are implementing the strategy of development academic resources in English on a university or even government level. For example, Russia implements programs in foreign languages to develop cooperation with such countries as the USA, Germany of France [1–4]. English, however, is the main foreign language when strategic international cooperation is considered [5, 6]. Fourth industrial revolution, on the other hand, is characterized by disruptive technologies based a fusion of STEM sciences, such as chemical engineering, IT, © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 169–180, 2020. https://doi.org/10.1007/978-3-030-40271-6_18

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biotechnology, and etc. Interdisciplinary research provides the majority of lifechanging solutions for challenges we face in the XXI Century. Interdisciplinary competences of chemical engineers are, therefore, necessary for their success in an emerging world of blurred lines between technologies, while English proficiency is the prerequisite for career success of non-English speaking engineering students [7, 8]. Engineering programs taught in English are indispensable for technical translators and other professionals who plan a career at a global company; they bridge communication gaps among engineers [9, 10]. Among interdisciplinary engineering programs, which attract close attention of educators, program in materials science represent recent advances in merging areas of scientific knowledge. Such programs as “Advanced Materials” and “Smart Materials” are offered by many universities in Europe, USA, China and Russia. Programs in smart materials science combine advances in physics, chemistry, chemical engineering, surface science, catalysis, and etc. New functional materials are the key components of modern industry and science. A concept of so-called smart materials is rapidly becoming more and more popular. Such materials are responsive to the influence of various factors, such as temperature, pressure, electric fields, surface properties and etc. Therefore, their properties can be controlled in a variety of different ways. Nanotechnology has provided new solutions for many branches of industry. Polymers or other functional materials doped with nanoparticles demonstrate a set of new interesting properties broadening their application areas and commercial attractiveness. Surface treatment of solid materials can form a nanolayer with difference structure and properties. Although several nanometers in depth, such surfaces are responsible for completely different behavior of treated materials. Another important research field closely related to smart materials is soft matter science. Soft matter is represented by various polymer nanoparticles in solutions, surfactant micelles, vesicles, bilayer structures and etc. Soft matter is often a smart responsive structure: if we change the ratio of components, medium composition, pH, hydrophilic-lipophilic balance and etc., we will obtain a lot of different systems at nanoscale with various size, shape, surface activity and volume properties. Soft matter is the key component of target drug delivery systems. From the viewpoint of education, smart materials represent an interdisciplinary topic which is closely related (as it can be seen above) to material science, nanoscience and nanotechnology, chemistry, chemical engineering, interfacial phenomena, solution chemistry, biochemistry and biotechnology, and etc. Smart materials courses are taught in many top world universities gaining growing attention from students. For example, Royal Melbourne Institute of Technology, Australia, offers a “Nanotechnology and Smart Materials” Master’s Degree program. University of California in Los-Angeles has launched a similar academic program entitled “Multifunctional and Smart Materials”. A term similar to “Smart Materials” is “Advanced Materials”. Such programs and courses are offered by top universities in the USA and Europe: University of Gratz, Austria (Advanced Materials Science); Ulm University, Germany (Advanced Materials); University of Bordeaux, France (Advanced Materials); California State University Northridge, USA (Advanced Materials Science); Cranfield University, Great Britain (Advanced Materials).

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For Russia, it is of special importance to internationalize engineering education [9, 10] and academic programs in English are developed by many universities. Such initiatives are focused on developing new academic solutions offered to international students as we as on diversifying academic experience of Russian engineering students. It should be noted that in addition to full-time academic programs, such as Bachelor’s and Master’s degree programs, short-term term academic experience is highly demanded by students all over the world. Students from many countries spend a month or semester abroad to internationalize their academic experience. Thus, development of semester-long training programs can be a good solution to internationalize engineering education.

2 Module Development Purpose and Environment The project described in this paper was focused on development an additional module in English for an existing Master’s degree program in a Russian chemical engineering university. The title of the Master’s program is “Psychochemical Foundations of Supramolecular Processes and Systems”. The topic selected for the additional module was “Smart Materials”. It is a vibrant interdisciplinary area combining recent advances of science and engineering from chemistry, physics, biology, IT, chemical engineering, materials science, and etc. The primary purpose of the project was to add an interdisciplinary component to the existing graduate program so students can get a transformative experience from applying their expertise obtained at studying various disciplines as parts of their undergraduate course to practicing interdisciplinary approaches within the “Smart Materials” module. Secondly, this module was developed in English to add internationalization opportunities for its curriculum. Russian students can obtain additional language skills from attending courses within this module. On the other hand, the module is interesting for foreign STEM students eager to get international academic experience from shortterm (up to one-semester) international exchange programs. The key idea behind this strategy was that a new module will contribute to attraction of international students, which cannot be enrolled for longer than a semester. Such students may attend the module disciplines as parts of short-term events such as summer schools or as semester-long courses, as there is a series of grants in the European Union, USA and China, which provide funding for such initiatives. The project was supported by one of Russian private funding organizations, which, among other charitable activities, provides support for initiatives in higher educations. Its academic grants are specifically focused on development of Master’s programs and their components [11]. Such an approach differs this foundation from other state or private granting agencies, which mostly support specific research initiatives. In this case, development of a specific academic product was declared as a priority. Three options are offered for developing an academic product: a new Master’s program, a new module for an existing Master’s program and a new discipline for an existing Master’s program. It is specially emphasized that these academic components can be developed in English. It reflects the general trend in the Russian academic

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society (the similar situation is in the other countries, which are transforming their higher education and where English is not a domestic language) to develop programs in foreign languages and the share of programs in English is over 99%. The project team decided to apply for a new module development as such a format of a new academic product followed the general trend of the university internationalization strategy. The project team was happy to be selected among only 100 other Russian academic team to join this experiment of developing new solutions for the Russian academic community in 2019. In our case, a semester-long module in English was developed for an existing Master’s program in Russian. A short-term perspective behind such an approach was that such module will help to internationalize the existing Master’s program without its total transformation into its analogue in English (that may require a lot of time and efforts). A longer-term perspective was that such a module, in case of its success, may become a core for a new Master’s program, this time – completely in English. This paper describes two specific project implementation stages. Firstly, the analysis of best international practices in development of international Master’s programs, motivation of students, faculty and university administrations to be involved in such programs, and practical experience of various universities in implementing interdisciplinary STEM programs was performed before the development of program components. Secondly, three module disciplines were developed after a thorough analysis of the experience of foreign universities. The disciplines of were dedicated to general aspects of fabrication, processing and practical use of smart materials, research methods of smart materials and a technical English course for getting practical experience in terminology of smart materials for further professional communication. The project described in this paper is a part of an integral strategy aimed at introducing an internationalized component into the existing program to transform it into a new modern international product in a long run. At this stage of project implementation, the module it can be used both by Russian students who intend to enrich their study experience with courses taught in English and foreign students who plan to take a STEM course in English.

3 “Smart Materials” Module Development Stages 3.1

Comparative Analysis of International Engineering Education in Germany and Russia

The first stage of project implementation described in this paper was focused on the comparative analysis of international engineering education in Germany and Russia. Germany was selected because it offers excellent engineering education in English and is originally a non-English speaking country. German universities offer competitive STEM programs for foreign Master’s students and attract many international students from different countries. Master’s programs in English are also highly demanded by German students who want to add professionally oriented English skills to their career portfolio to be more competitive in the international labor market.

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The Russian higher education system pursues similar goals and Russian students are initially non- English speaking. With its vast experience in higher education internationalization, Germany is, therefore, an excellent role model and a reference country for internationalizing Russian higher education. The comparative analysis was performed in a form of survey in universities visited in four different regions of Germany (Bavaria, North-Rhine Westphalia, Hessen, and Sachsen-Anhalt. The special questionnaire was prepared for the survey. The survey audience included faculty, students and administrators involved in all stages of Master’s programs lifecycle (30 faculty and administrators and 100 students). This questionnaire was supposed to reveal motivation for program development and selection of program theme, details of administrative planning, creation of structured program materials such as lectures and practicums, program advertising, program administration in domestic and international aspects, student motivation and expectation from the Master’s program in English and etc. Survey questions (slightly shortened to fit the paper formatting requirements) were prepared together with the Master’s Programs Office team at the Russian university: 1. What is the main purpose of introducing English-language programs (attracting foreign students, increasing the language competence of German students, university ranking, an initiative from the Ministry of Education, etc.)? 2. How are English-speaking teachers selected (training of own faculty or hiring experienced professors from abroad)? 3. Motivation of teachers (salary increase and etc.). 4. Motivation of students (better employment options, and etc.). 5. Are funds for the program development attracted by the university or proposed from higher level initiatives? 6. Do faculty members participate design stage of an English-language program? 7. Who proposes the area and the specific structure of the prospective program? 8. Educational and methodical support of the program. 9. Who administers an international master’s program (Dean’s offices, international services or departments themselves? 10. What is percentage of German students studying programs in English? Do they have employment benefits in Germany? The reference groups of Russian students included 50 Bachelors and Master’s STEM students with various majors who also study “English for Professional Communication” as their minor program and 10 Russian students studying in Germany. The second part of this analysis was dedicated to the comparison of teaching materials of Master’s programs in Germany in Russia to analyze their similarities and differences. German STEM programs offered by the universities visited for survey and related to “Smart Materials” such as “Surface Phenomena”, “Advanced Materials”, “Advanced Synthesis and Catalysis” were analyzed. The detailed content of program materials based on the analysis of curriculum in German universities is provided in Sect. 4.2.

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Development and Content of the Smart Materials Module Disciplines

The visits to German universities allowed for proceeding to the second stage of the project. The best practices revealed at the comparative analysis stage of project implementation contributed to successful development of three disciplines for the module: “Introduction to smart Materials” and “Research Methods for Smart Materials” as lecture courses and “Practical Course in Smart Materials” as the laboratory practicum. These disciplines combined recent advances in this area from chemistry, physics, materials science and biotechnology and were based on the experience the authors got from their colleagues and students in German universities. The lectures were prepared with the consideration of their further upload to the Moodle system for distance learning opportunities (German universities have a welldeveloped distance learning environment and distance learning technologies are attractive for Russian students). The language training course planned as a series language exercises and text translations was transformed into a separate study guide with topics for student projects, that are more typical for Germany as Russian student indicated it to be a better alternative.

4 Project Implementation Outcomes and Outputs 4.1

Survey Results

The survey revealed similarities in motivation of German and Russian students to study a Master’s program in English: professional competitiveness in a global and interdisciplinary environment. There are, however, significant differences in approaches to development of international Master’s programs in Germany and Russia and administrative and faculty level from motivation to select a topic for the prospective Master’s Program to administering such programs at faculty, department and institute levels. The questionnaire was analyzed to reveal similarities and differences in approaches of Russian and German academic community to international Master’s degree programs. Similarities (confirmed by 90–100% same responses from Russian and German faculty and students): 1. Both Russian and German universities try to actively attract international scientists for their programs in English; 2. Funding of the Master’s program can come from a higher level (such as regional government) and usually not from a university administration; 3. Lectures and practicums are performed in English even if there are only native speakers in the audience; 4. Native students consider it a good opportunity to study in English for better career options. 5. Distance learning components are not very well developed for international Master’s programs in engineering.

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Three major differences were revealed (confirmed by 80–90% similar responses from Russian and German faculty and students): 1. Russian universities implement a top-down approach for developing Master’s degree programs, the initiative often comes from the university rectorate or even the Ministry level, while the main administrative unit in Germany responsible for development and implementation of Master’s is the specific department, such as department of materials Science. 2. STEM curriculum in German universities has definitely a strong interdisciplinary dimension (what Russian universities should definitely copy). 3. Development of international Master’s programs in German universities is motivated (at the government and university levels) by a longer term prospective than a commercial profit (the latter is again typical for modern Russian higher education). Internationalization offered by such Master’s programs developed in English is a considered as a “soft power” component, which will provide a better positioning of Germany in the global community. 4. Program content in English is developed by German faculty themselves, textbooks are usually not purchased. 5. An international Master’s program is administered at the department level in Germany and by a special administrative unit (usually a Master’s Programs Office) in Russia. 4.2

Module Disciplines

Three module disciplines were first developed as study guides and then transformed into lecture courses in English. Their structure and content were planned and drafted after a thorough comparative analysis of the experience of German universities in this area and the content of similar Master’s programs offered by these universities. The module also agrees well with the internationalization strategy of the university where it was developed and is planned to be used to recruit more students from Asia [12]. The module disciplines are also planned to be offered via an online-learning platform. The Moodle environment will provide students with online access to the learning materials and laboratory practicums. Such an approach fits well with the general strategy of Russian academic community to introduce digital solutions for the higher education system [13]. Another focus will be given to teaching technical English in a distant form. Such a practice is gaining more attention in the foreign languages departments of Russian engineering universities [14, 15] and technical English teachers will have sufficient expertise and motivation to train students in smart materials terminology in a distant form. Such a module will also be suitable as a component for professional development courses offered to engineers from industry and STEM teachers. Such programs are popular in Russian engineering universities [16, 17]. Module disciplines can be taught both by domestic faculty members at a university hosting such disciplines and by incoming professors from university international partners to boost inbound academic mobility [18].

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Discipline 1 “Introduction to Smart Materials” This study guide provides an overview of smart materials – from general concepts to their applications. The term “Smart Materials” is quite broad and should not be limited to the areas described in this study guide. The aspects and applications of smart materials discussed here are mostly related to: • • • • •

chemical engineering; physical chemistry; polymer engineering; supramolecular systems; soft matter. Smart materials may be also applicable to:

• • • •

computer science; electrical engineering; electronics; and etc.

Each chapter of this study guide described a broader area which is not limited to smart materials only: microfluidics, polymers, liquid crystals, nanotechnology, applications of smart materials in electronics and medicine. These chapters, therefore, can be offered as a supplementary source of information to the respective STEM disciplines. As this module is designed for engineering students, the major focus was given to various aspects of smart materials: • • • •

physics of smart materials; chemistry of smart materials; fabrication of smart materials micro- and nanostructures that contribute to properties of advanced materials at a macroscale. A major attention is given to:

• • • • • •

polymers and composites; soft matter made of polymers, surfactants and quantum dots; liquid crystals; drug delivery systems; nanoparticles; and etc.

The areas of smart materials application selected to be described in this study guide also follow this general approach to characterize smart materials at a molecular level first, discuss unique properties they obtain and explain their attractiveness from a macroscale prospective. Therefore, chapters dedicated to applications of smart materials in polymer industry, electronics and medicine are accompanied by a chapter describing functional nanomaterials.

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Discipline 2 “Research Methods for Smart Materials” This discipline provides an overview of research methods for smart materials, such as spectroscopic, microscopic and surface characterization methods. The term “Smart Materials” is quite broad, so the analytical methods for their characterization are definitely not limited to the areas described in this study guide. The research methods for smart materials discussed here are mostly related to chemical engineering, physical chemistry, polymers, supramolecular systems and soft matter. This discipline consists of several parts (for the lecture course) or chapters (in the study guide) which can be used both individually and step-by-step. These chapters can be used by students or professors as separate topics to be studied as an English in addition to the disciplines they teach or as an integral “Smart Materials” guide if such a discipline is included into their Master’s degree program. Analytical methods described in this discipline are used in a variety of scientific research areas not limited to smart materials only: • • • • • • •

dynamic light scattering; nuclear magnetic resonance; mass spectroscopy; lab-on-a-chip analysis methods; X-ray methods; scanning and transmission electron microscopy; atomic force microscopy.

The methods are powerful experimental techniques providing customized solutions for many specific research areas. It should be emphasized that the research methods for intelligent materials are much broader than the analytical techniques summarized in the discipline, where the major focus was given to characterization of smart materials represented by soft matter structures. Students are encouraged to learn more about application of advanced materials from up-to-date publications. Each chapter begins with the list of self-development questions, so the students can prepare to studying the content of this chapter. For the faculty, it is recommended to check the answers before the students proceed to the chapter itself. These questions are usually more general than the information provided in the chapter for broader understanding of the analytical method this chapter describes. The control questions in the beginning and the end of each topic proved to be an efficient tool for discussion with students the main aspects of STEM topic in English, so faculty using this study guide is recommended to include questions-and-answers session at the beginning of their class. The final part of each chapter in this study guide is dedicated to a list of tasks, which can be made in a form of student presentations which will consider certain aspects of characterization methods for smart materials. It is recommended that such presentations cover some additional areas not mentioned in the text.

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Discipline 3 “Smart Materials: Handbook for English Learners” The purpose of this discipline is to teach specialized English terminology in the area of smart materials. English texts of publications in smart materials are characterized by their own specialized terminology, which is important for modern students in engineering education programs. This discipline is devoted to the study of professionally oriented English in the interdisciplinary field of “smart materials”. This discipline is represented by a study guide, which is structurally divided into a series of chapters describing general characteristics of “smart materials”, introduction to nanotechnology and interfacial processes, a brief description of supramolecular systems and smart materials based on liquid crystals. A number of components of this discipline describes some applications of “smart” materials, including electronics, medicine, and the polymer industry. In the final chapters of the study guide, some research methods for the study of smart materials, including microfluidic methods (technologies under the common name “lab-on-chip”) are reviewed. In each chapter, a number of exercises for analyzing texts, their translation, and the new terminology are proposed for students. The topic of each chapter is represented by both English and Russian texts. Each chapter contains a set of questions for students and topics for additional presentations in English for in-depth study of the material. The linguistic content of this study guide is based on the content first two disciplines, so the students can study these disciplines simultaneously in the same semester.

5 Conclusions The survey carried out in German universities revealed significant differences in approaches to development of international Master’s degree programs in Russia and Germany with similar motivations of students in these countries to attend such programs. This stage of project implementation allowed for development of the new “Smart Materials” module for a Master’s degree program in a Russian chemical engineering university based on best practices learnt from these partner universities in Germany. Significant changes were implemented to the initial plan of lecture courses and the laboratory practicum after meeting with German faculty and students. The resulting module is ready for introduction into the education process of a Russian chemical engineering university starting from the 2019–2020 academic year. It is also planned that the module will become the cornerstone for the entirely new “Molecular Materials” program the university administration plans to develop in the next 2–3 years. The experience gained during this project implementation can be used by other engineering universities in Russia and adapted to internationalization of their curriculum and development of new academic solutions that eliminate education boundaries for engineering students.

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References 1. Valeeva, E.E.: English for special and academic purposes for graduate students at technological university. In: 2013 International Conference on Interactive Collaborative Learning, ICL 2013, art. no. 6644597 (2013). https://doi.org/10.1109/ICL.2013.6644597 2. Sanger, P.A., Ziyatdinova, J.: Bridging the communication gap of a foreign speaking instructor in hands of pedagogy. In: Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015 (2015) 3. Kraysman, N.V., Ziyatdinova, Y.N., Valeeva, E.E.: Advanced training in French with practical application in professional and scientific activities at KNRTU. In: Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015, 20–24 September 2015, Firenze, Italy (2015) 4. Kraysman, N.V., Valeeva, E.E.: Integration of KNRTU into the world community as an example of cooperation with France. In: Proceedings of 2014 International Conference on Interactive Collaborative Learning, ICL 2014, art. no. 7017886, pp. 862–863 (2014). https:// doi.org/10.1109/ICL.2014.7017886 5. Ziyatdinova, J., Bezrukov, A., Sanger, P.A., Osipov, P.: Best practices of engineering education internationalization in a Russian top-20 university. In: ASEE International Forum (2016) 6. Ziyatdinova, J.N., Osipov, P.N., Bezrukov, A.N.: Global challenges and problems of Russian engineering education modernization. In: Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015 (2015) 7. Ziyatdinova, J., Ivanov, V.G., Bezrukov, A., Osipov, P., Sager, P.A.: Going globally as a Russian engineering university. In: ASEE Annual Conference and Exposition, Conference Proceedings (2015) 8. Burylina, G., Sanger, P.A., Ziyatdinova, J., Sultanova, D.: Approaches to entrepreneurship and leadership development at an engineering university. In: 2016 ASEE Annual Conference and Exposition, Conference Proceedings (2016) 9. Bezrukov, A.: Flexible learning model for computer-aided technical translation. In: Proceedings of 2013 International Conference on Interactive Collaborative Learning, ICL 2013 (2013) 10. Bezrukov, A., Ziyatdinova, J.: Internationalizing engineering education: a language learning approach. In: Proceedings of 2014 International Conference on Interactive Collaborative Learning, ICL 2014 (2014) 11. Jakobson, L.I., Toepler, S., Mersianova, I.V.: Foundations in Russia: evolving approaches to philantropy. Am. Behav. Sci. 62, 1844–1868 (2018) 12. Ziyatdinova, J., Bezrukov, A., Sukhristina, A., Sanger, P.A.: Development of a networking model for internationalization of engineering universities and its implementation for the Russia-Vietnam partnership. Paper Presented at 2016 ASEE Annual Conference and Exposition, New Orleans, Louisiana, June 2016. https://doi.org/10.18260/p.26808 13. Barabanova, S.V., Kaybiyaynen, A.A., Kraysman, N.V.: Digitalization of education in the global context. Vysshee Obrazovanie v Rossii (High. Educ. Russia) 1, 94–103 (2019) 14. Semushina, E.Y., Ziyatdinova, J.N.: Final project of graduate engineers as realization of principle of combinatory when teaching English in distant form. In: Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015 (2015) 15. Semushina, E.Y., Ziyatdinova, J.N.: On-line testing of engineering students as a form of assessment when studying English in distant form. In: Advances in Intelligent Systems and Computing, vol. 716, no. 2, pp. 475–480 (2018)

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16. Shageeva, F.T., Bogoudinova, R.Z., Kraysman, N.V.: Teachers-researchers training at technological university. In: 21st International Conference on Interactive Collaborative Learning, ICL 2018. Advances in Intelligent Systems and Computing, Kos Island, Greece, 25–28 September 2018, vol. 917, pp. 977–980 (2019) 17. Sukhristina, A., Bezrukov, A., Ziyatdinova, J.: Industrial networking through academic cooperation. In: 2016 ASEE Annual Conference and Exposition, New Orleans, Louisiana, June 2016 (2016) 18. Bezrukov, A., Ziyatdinova, J., Sanger, P., Ivanov, V.G., Zoltareva, N.: Inbound international faculty mobility programs in Russia: best practices. In: Advances in Intelligent Systems and Computing, vol. 715, pp. 260–265 (2018)

Predictive Model for Improvement of Spatial Visualization Skills Jorge Rodriguez1(&) and Luis G. Rodriguez-Velazquez2 1

Western Michigan University, Kalamazoo, MI, USA [email protected] 2 University of Wisconsin, Waukesha, WI, USA [email protected]

Abstract. Improvement of spatial visualization skills is an objective that has been pursued at several academic institutions because it has been reported its positive relationship with STEM disciplines. Spatial visualization has been identified as an important competence for successful studies in the STEM fields. Several academic institutions have implemented a policy to have first-year students tested on such competence, and initiatives to improve visualization skills have been implemented mainly at those academic institutions. A standardized visualization test, which is accepted as indicator of spatial visualization skills, is utilized as an indicator to evaluate students. In this study the goal is to identify the most influential factors in the administered standardized test that will help in predicting test performance and score improvement, thus indicating adequate academic intervention. In this study the main factors are the specific question numbers in the standardized test (i.e., PSVT:R), and the academic intervention is material covered in a CAD course that focuses on improving spatial visualization skills. Keywords: Predictive model


Spatial visualization
First-year students

1 Introduction 1.1

Spatial Visualization

Because there has been an increase in the number of academic institutions in the USA that utilize measurements of spatial visualization skills as predictors of successful performance by students in technical programs, several initiatives to improve such skills have been implemented at some of those academic institutions, with some positive overall results. One goal pursued with those initiatives is to improve the students’ spatial visualization skills, as measured by their scores in a standardized visualization test, by comparing the pre-intervention and the post-intervention performance of the students. Thus having as well an indication of the effectiveness of the implemented initiative. There are several tests that have been applied to measure spatial visualization skills of students [1, 2], and there are numerous studies that have collected and analyzed information regarding demographics, spatial visualization skills, and academic performance [3, 4]. Of interest are studies where spatial visualization skills have been © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 181–187, 2020. https://doi.org/10.1007/978-3-030-40271-6_19

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linked to abilities to do engineering and technology work, and subsequent studies that have provided a relationship between those skills by students and their performance in engineering courses, particularly for engineering graphics and design courses [5]. Additionally, there are reports that indicate the importance of improving spatial visualization skills when looking at students’ performance in technology and engineering courses [6]. Other reports indicate the value of improving such skills as the complexity of the problem increases [7], which is one of the reason to take a closer look at pre- and post- scores in a standardized test such as Purdue Spatial Visualization Test with Rotations (PSVT:R) [8]. The PSVT:R consists of 30 questions with increasing degree of difficulty in terms of number and sequence of spatial rotations that need to be applied to a 3D object in order to end with a desired configuration. 1.2

Data Analytics

Data analytics techniques are being applied in order to extract any potential trends in the dataset being utilized in this study. This predictive modeling will help in the identification of factors (i.e., question numbers) that have significant impact in the prediction of test score improvement. Predictive analytics is a topic in Data Analytics (DA), which is a generic term used to refer to a set of quantitative and qualitative approaches that are applied to provide the basis for some decision making [9]. Typical objectives that are usually pursued when performing modeling with DA techniques are identification of options/factors to increase productivity, boost business profit, or accomplish a given behavior or performance [10]. Predictive analytics is extensively used in business environments, particularly consumer sciences and where service/product customization is pursued. It is as well an approach that has gained acceptance in its application to engineering and technical problems. There have been some applications in academic settings, but its application on pedagogical approaches is something novel with high potential. The software package used in this study is RapidMiner, a commercially available DA software that offers different approaches for the analysis and visualization of datasets, thus allowing comparison of the results, and some optimization. Data analytics techniques help in the identification of dominant factors in a dataset that result in the prediction of a specific performance or behavior. In this study it means identification of dominant questions in the standardized spatial visualization test and/or demographic parameters, that have a direct positive impact in test score improvement by students. The DA technique being utilized in this study is Decision-Tree, which has been identified as a good general purpose algorithm, with acceptable reliability in predictions models. This approach allows for graphical output that is very helpful in visualizing the predictive model that is developed [11]. A decision-tree is a collection of nodes in a root-branch sequence that defines selection paths based on specific class or numerical value of selected parameter (e.g., final test score). Each node represents a splitting rule for one specific attribute (e.g., answer to a test question). This analytic tool has as well the option to reduce predictive errors by searching for an optimal decision-tree development, according to a specified criterion [12].

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Study Goal

The objective in this study is to search for dominant factors that predict positive test score improvement when comparing pre-intervention to post-intervention evaluation of students’ spatial visualization skills. Results from this study will serve in the definition of pedagogical approaches to follow in the initiatives aimed at improving spatial visualization skills. The results from this study will help in moving the predictive modeling efforts into a broader identification and grouping of attributes (i.e., subsets of questions), thus helping as well in the definition of the topics to cover during the interventions. Of interest as well is that results from the predictive models obtained for each subset of data (i.e., pre- and post-) will be compared to the results of the predictive model for score improvement, with the expectation that possible relationships can be established, thus having a more robust pedagogical intervention.

2 Methodology The DA approach followed in this study follows a decision tree algorithm, which is a recursive partitioning scheme that does data mining by identifying decisions that segment the dataset, thus identifying influential factors [13–15]. This approach is similar to the ones utilized in previous studies where predictive models had been generated to identify dominant parameters for test score estimation. The PSVT:R test was utilized, and it was administered to students taking an introductory CAD course at two universities. The dataset consists of demographic information and answers to PSVT:R questions by students in the classes, a data subset is from the administration of the test at the start of the course (pre-initiative), and another data subset is from the administration of the test at the end of the course (post-initiative). The initiative in this case is the emphasis given to visualization exercises during the course, something that was not previously done. The test was administered online during a lecture session, in both occasions and at both institutions. The complete dataset consists of 84 valid cases, meaning students that have taken the pre- and the post- tests and received a score. The demographic information used in this study is gender, age, and ethnicity. Table 1 provides some basic descriptive statistics for the students in the dataset. The first step was to generate a predictive model for the Pre- and the Post- results with the intention of doing some validation by comparing to the trends observed in previous studies where predictive analytics was applied to identify specific question(s) that predict a good score in the test (i.e., ‘top score’). This model was based on the identification of test question(s) that are good predictor for top scores. In the previous pilot studies, a test score greater than 24 was identified as a top-score, which was as well evaluated in the range 21–30, with similar trends in most cases.

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J. Rodriguez and L. G. Rodriguez-Velazquez Table 1. Descriptive statistics for dataset. Number of students 84 Gender Female 12 14.3% Male 72 85.7% Age Under 20 79 94.0% Other 5 6.0% Ethnicity URM 8 9.5% Non-URM 76 90.5%

3 Results 3.1

Performance Results

As initial indication that there are some expected results in the dataset, the randomness of the pre- and post- results was inspected, and resulting in clear indicator when the post-results are mapped against pre-scores, basically no relationship between them. It is observed that there are students that performed better, students that performed worse, and some students that had the same score in both tests, but with a upward trend, from average pre-score of 22.70 ± 4.57 to an average post-score of 24.03 ± 3.89. For the Pre-data, question 25 (Q25) was identified by the analytical tool, given its highest probability of prediction of a top-score, as the main influencer, and for the Postdata, question 21 (Q21) was identified as the main influencer (Fig. 1). These results are in line with previously generated models where questions involving rotations about two or more axes are identified as the ones that dictate higher test performance. The tree models indicate that if, for example Q21 is answered correctly (>0.500 – a score of 1) then the model predicts an overall score close to the average for all students (0.393); otherwise (i.e., if Q21 is answered incorrectly ( a = 0.05 p_value (Attention1) = 0,840 (Clarity1) = 0,128 p_value(Attention2) = > a = 0.05 p_value 0,989 (Clarity2) = 0,448

> a = 0.05 p_value (Reparation1) = 0,498 > a = 0.05 p_value (Reparation2) = 0,616

> a = 0.05 > a = 0.05

Table 12. Normality women Normality - Women p_value (Attention1) = 0,151 p_value (Attention2) = 0,850

> a = 0.05 p_value (Clarity1) = 0,313 > a = 0.05 p_value (Clarity2) = 0,063

> a = 0,05 p_value (Reparation1) = 0,058 > a = 0.05 p_value (Reparation2) = 0,279

> a = 0.05 > a = 0.05

Comparing the values of significance (p_value), obtained for the variables: attention, clarity and repair, with the value a = 0.05; in all cases p_value is greater than 0.05; therefore, H0 is accepted, stating that the data of men and women come from a normal distribution.

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4. Application of the T student test for related samples (Table 13) Table 13. Student T for related samples Men

Women gl Sig. (bilateral)

Par 1 Attention1 – Attention2 19 0,234 Par 2 Clarity1 – Clarity2 19 0,105 Par 3 Reparation1 – Reparation2 19 0,047

gl Sig. (bilateral) Attention1 – Attention2 19 0,211 Clarity1 – Clarity2 19 0,037 Reparation1 – Reparation2 19 0,159

• Decision criteria If the probability obtained p_value (Sig. (Bilateral)  a, it is rejected H0 (H1 is accepted) (Table 14) If the probability obtained p_value > a, H0 is accepted (H1 is rejected) So: Table 14. Decision criteria Men’s Women’s p_value (Attention) = 0.234 > a = 0.05 p_value (Attention) = 0.211 > a = 0.05 p_value (Clarity) = 0,105 > a = 0.05 p_value (Clarity) = 0,037 < a = 0.05 p_value (Reparation) = 0,047 < a = 0.05 p_value (Reparation) = 0,159 > a = 0.05

In the case of men, the activities carried out help the development of the repair but do not contribute significantly to the improvement of attention and clarity. On the other hand, in the case of women, the activities carried out contribute to the development of clarity but do not contribute to the improvement of care and reparation, since there are no significant differences in the value of the means of care and reparation.

4 Conclusions Although there are problems with the measurement of emotional intelligence, the broad field of research has served to highlight the important role of emotions in the social context [16]. Thus, the importance of considering emotional intelligence in the organization lies in understanding the role of emotions in leadership, and the need to have leaders in companies that are more aware of how to manage emotions in themselves and in his followers. In this sense, the results obtained after several phases with applied practical activities; show that the group under study manifests commitment in the search for new knowledge of emotional identification, oriented to the maximum development of its potentialities in order to obtain level results superior, which contributes to the positive development of the organization, community or society as a whole and refers to the influence on the growth of others and the quality of life in general.

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Regarding the elements used for its study, based on the theoretical model presented by Goleman, the results indicate that the group is characterized mostly by having a good command and self-confidence, knowledge of their emotions, which manage, show honesty and integrity, with flexibility before changes and control in decision making. In addition, they foster positive relationships with others, in an empathic way, oriented to the service, with awareness of the organization in which they are immersed; managing their relationships based on leadership, influence, concern for the development of others, establishment of links, teamwork, collaboration, negotiating to resolve conflicts that may arise and initiating or managing the change. The leader of an organization must face emotionally compromised situations (claims, loss of customers, failed sales closings, etc.), so it is essential to develop a good level of IE to deal with these situations. The results obtained in this work support the need to train true leaders not only in the specific competences of the subject but also in the emotional skills. It is therefore of great importance to encourage the introduction of training activities in EI, improving the capacity for perception, understanding and regulation necessary for the development of leadership.

References 1. Fernandez-Ronquillo, M.A., LLinas-Audet, X., Sabate, F.: Competencies and emotional intelligence. Basic tools for productive development of microentrepreneurs: the case of Region 5 of Ecuador. Espacios 39(7) (2018) 2. García-Fernández, M., Giménez-Mas, S.I.: Emotional intelligence and its main models: proposal of an integrating model. Espiral Cuad. del Profr. 3(6), 4 (2010) 3. Berrocal, F., Aranda, R.: Emotional Intelligence in Education, vol. 6, no. 29071, pp. 421– 436 (2008) 4. López, P., Aracelys, G., de Gallardo, S.: Effect of achievement motivation and emotional intelligence in psychological growth. Rev. Venez. Gerenc. 15(49), 18 (2010) 5. Jennifer, G., Arthur, B.: The effects of feelings on focus of attention and work motivation. Motiv. Agendas Work. 18, 76–109 (2018) 6. Ortega, J., Maza, L.: Emotional intelligence and leadership. Cent. Inst. Health Manage. 19 (2013). ISSN 0718-1809 7. Ramírez, L.C.B.: Leadership and emotional intelligence in people who hold headquarters in companies in Bogotá. Liderança and emotional intelligence in pessoas. Univ. Empres. 15(25), 87–106 (2013) 8. Aragón, R.S., Franco, B.E.R., Chávez, E.C.: Psychological evaluation of emotional understanding: differences and similarities between women and men. Rev. Iberoam. Diagnostico y Eval. Psicol. 2(26), 193–216 (2008) 9. Villacreces, J.A.T., Achi, V.H.Z.: Application of the TMMS-24 test for the analysis and description of emotional intelligence considering the influence of sex. Rev. Publicando 4(11), 162–181 (2017) 10. Jaque, A.G.: Perception, Understanding and emotional regulation in pedagogy students in basic education of the University of the Beach, May 2017 11. Espinoza-Venegas, M., Sanhueza-Alvarado, O., Ramírez-Elizondo, N., Sáez-Carrillo, K.: A validation of the construct and reliability of an emotional intelligence scale applied to nursing students. Rev. Lat. Am. Enfermagem 23(1), 139–147 (2015)

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12. Estrada, M., Monferrer, D., Moliner, M.Á.: Training of emotional intelligence in the context of sales introduction. REOP 27, 62–79 (2016) 13. Segarra, M., Estrada, M., Monferrer, D.: Learning styles in university students: lateralization vs. interconnection of the cerebral hemispheres. Rev. española Pedagog. 73(262), 583–602 (2015) 14. Alexandra, R.U.M.: Creativity and brain: neurological bases of creativity = Creativity and brain: neurological bases of creativity. Rev. Pedagog. 15, 117–135 (2013) 15. Cazalla-Luna, N., Molero, D.: Perceived emotional intelligence, anxiety and affections in university students. Rev. Esp. Orientac. Psychopedag. 25(3), 56–73 (2014) 16. del Valle, I.D., Castillo, M.Á.S.: Emotional intelligence: a review of the concept and lines of research. Cuad. Estud. Empres. 20(20), 107–126 (2010)

Realization of Competence-Based Approach in the System of Engineering-Pedagogical Staff Development Gulnara Zhetesova1, Marat Ibatov2, Galina Smirnova3, Damira Jantassova4(&), and Olga Shebalina5 1

Vice-rector on Strategic Development, Karaganda State Technical University, Karaganda, Kazakhstan [email protected] 2 Rector, Karaganda State Technical University, Karaganda, Kazakhstan [email protected] 3 Center of Engineering Pedagogy, Karaganda State Technical University, Karaganda, Kazakhstan [email protected] 4 Department of Foreign Languages, Karaganda State Technical University, Karaganda, Kazakhstan [email protected] 5 Center of Engineering Pedagogy, Karaganda State Technical University, Karaganda, Kazakhstan [email protected]

Abstract. The study examines the projection of competence-based approach into the system of engineering-pedagogical staff development; and presented the design of the career enhancement programs of a new generation. It justified the transfer from the traditional structuring of subject-thematic content of pedagogical staff development to projecting a modular-competence content in the framework of the professional development model. Keywords: Competence-based approach staff development


Modular learning
Pedagogical

1 Context In the new socio-economic realias there is an avalanche-like increase of information and quickly aging, rapid development of electronics and change of industrial and information technologies, leading to all-around digitalization in industry and education. In this dynamic situation, there has been a problem of implementing new approaches to the carrier enhancement programs for engineering pedagogical staff. In the contemporary staff development system, there are two models of training: an adaptation model, devoted to the adaptation of a specialist to the work conditions; and a model of professional development, oriented on commitment, problem solving ability and choice and activities’ responsibility. Currently in the system of staff development, the professional development model has been declared, but in actuality the adaptation model is being realized, as a © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 871–881, 2020. https://doi.org/10.1007/978-3-030-40271-6_85

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consequence of which staff development system is in the position of catching up with the changes that are practically going on in the society and correspondingly in the workflace. The model of professional development more fully correlates with the qualities-on-demand of a modern educator.

2 Purpose or Goal In the current conditions, economic growth is identified with scientific and technical progress and availability of highly-qualified human resources. The quality of staff potential is determined by professional competence and the ability for improvement. This statement is especially urgent for the sphere of higher education as the level of training and competitiveness of engineering-technical staff directly depends on expertise of pedagogical staff. Optimization of the effectiveness of the engineering-technical staff development is nowadays conditioned not only by changing and complicating social requirements for the professional qualities of educators, but the necessity of taking into account the individually-expressed personal motives and strives of people for a constant update to their knowledge, acquiring new specialties and self-realization. The changes, which are taking place in practical pedagogy, modify the goals of teachers’ professional development. Today, the accumulation of professional knowledge and skills is not the main goal, but enriching a creative experience, enhancing self-improvement and self-realization processes of every course participants’ personality in the professional field. To achieve this goal, it is necessary to solve the following tasks: – to enlighten the teacher with the approaches, methods and techniques of professional activity which will be effective in solving not only typical, but also new professional theoretical and practical problems; – to create the most favorable conditions for the formation of persistent professional motivation for personal development and professional growth of each teacher; – to familiarize with the system of basic and special professional knowledge. The most successful solution of the tasks can be achieved within the framework of the implementation of modular degree programs (programs consisting of separate, relatively independent fragments), due to their following features [1]: – – – – –

goal setting for personal development; projecting the content of education according to professional activity; Subject-to-subject relations between the teacher and the students; based on the personal experience of listeners; presentation of educational material in the form of a system of cognitive and practical, theoretical and professional goals, tasks and exercises; – motivation for professional education. In modern conditions, one of the defining characteristics of the staff development program is transparency, which is ensured by the flexible design of training modules, taking into account the specific learning goals. At the same time, the main goal of the

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modular approach to the organization of the staff development program is to create educational structures both in content and in the organization of training, “guaranteeing satisfaction of the need that a person currently has and determining the vector of a new, emerging interest” [2]. A distinctive feature of the staff development program goals, designed on a modular-competence base, is orientation to the development of: – a reflexive culture of a specialist, ensuring the identification of both limitations and new opportunities for their own professional activities; – abilities to project new ways of teaching, and professional self-determination; – theoretical ideas and “spending” the experience of participation in professional communication and various forms of joint activity, accepting their value as a way of professional growth. Projecting the content of a staff development program based on personally meaningful choices and self-determination is the opening core of a modular-competence model program. It is a fundamentally new type of educational practice in Kazakhstan built on the principles of person-oriented and activity-based education of a person, the teacher having mastered basic culture and capable to organize the formation and development of learners. This approach makes it possible to change experimental and design processes, principles of designing and development, methods of expert analysis and theoretical generalization of the professional occupation, and the ways and conditions for organization of the change process by the trainer. The current changeover from the traditional structuring of subject-content staff development program to the projecting of modular-competence content is quite difficult both for the specialists of the staff development program system itself and for most teachers focused on informative and reproductive forms of learning. This transition requires a structural-content unit of a new type, and correspondingly transfer to additional professional degree programs of the new generations [3]. The main objective of our research is projection of competence-based approach into the system of engineering-pedagogical staff development and designing the career enhancement programs of a new generation. It is necessary to perform the transfer from traditional structuring of a subject-thematic content of pedagogical staff development to projecting a modular-competence content in the framework of the professional development model.

3 Approach In the staff development system of Kazakhstan, there has developed the necessity to transfer to the model of professional development, the characteristics of which are namely: enhancing the significance of activity, learner-centered and practical-oriented aspects in the learning process for acquiring a personal experience in solving a diverse range of professional tasks; increasing the role of self-study for providing lifelong learning; providing the opportunity of active interaction for different categories of listeners in the learning process, and consulting and experience exchange.

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The model of professional development might be successfully realized in the conditions of modular learning, because the distinctive features of this kind of staff development programs are: foundation on competence-based approach and principle of modularity, allowing participants to develop and build up necessary competences for solving professional and pedagogical tasks. The advantage of the modular program, based on competencies, lies in the fact that when the requirements are changed in the labor market, it may be immediately by making changes in the modules. The most deferent courses might be formed on the basis of a diverse combinations of modules and in difference to learners’ needs, their starting level of knowledge and professional experience. Similarly, in the modernization of vocational education and training, the competence-based approach is declared as one of the conceptual statements of updating educational content. In the competence-based approach the ideology of interpretation of educational content is formed “from the learning outcome”. This approach has been successfully adapted into the system of pedagogical staff development at the Karaganda State Technical University (KSTU). For the purpose of free, multi-vector, learner-centered and demanding professional growth of pedagogical staff it is necessary to take essential changes at content and organizational level of the system of pedagogical staff development, dealing with setting up the conditions in which there is the development of the creative skills of an educator, formation of their professionally important qualities and self-professional development.

4 Actual or Anticipated Outcomes The Center of Engineering Pedagogy of Karaganda State Technical University has developed new the formats for staff development, namely: – general pedagogical format (increasing the level of pedagogical competence as part of the profile of specialists’ training); – profile-pedagogical format (increasing the level of professional pedagogical competence in accordance with the profile of the specialists’ training); – technological format (staff development based on the profile of the specialists’ training); – informational and technological format (developing informational and technological competencies); – projecting format (developing the competence in the development of normative educational documents, organization of research works); – organizational and management format (developing organizational and management competence). Tutors of vocational training and teachers of technical disciplines, improving their career enhancement within the framework of general pedagogical format, get acquainted with modern trends in the development of higher education, innovative teaching technologies, ways to optimize learning activities based on the correct choices and training methods and forms combination, diagnosis of students’ progress in learning, and the principles of pedagogical excellence and its components.

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The feature of the degree programs of the profile-pedagogical format is the duality of their content, which is projected in such way that the participants of the courses can develop their qualification in the field of modern technologies in the relevant profile, and pedagogical skills as well. Technological and pedagogical components are equally represented in the content of the curriculum. For example, in the curriculum of the course “Modern technologies in the training of engineering specialists”, designed for 72 h, 36 h of which are devoted to the modern technologies’ study in the field of mechanical engineering, and 36 h for development of professional and pedagogical competencies. Vocational training tutors in the framework of the technological format undergo staff trainings in enterprises and organizations; get acquainted with modern technology, manufacturing technology of the relevant industry, with maintenance of new industrial machines, equipment and devices. Staff development within the technological format is successfully implemented by the Center of Engineering Pedagogy due to the fact that Karaganda State Technical University has the status of “Innovation and educational consortium “Corporate University” and includes: 86 systemic enterprises of mining and metallurgical complex; 4 training-research and production complexes (Metallurgy, Modernization of construction and housing services and utilities, Energy, Transport); 5 centers of working professions (Engineering, Mining equipment, Construction and road machines, Transport, Telecommunications); “Welding” International training center; and 55 branches of departments at the profile enterprises of the Corporate University. Informational and technological format does not have a profile orientation, as the digitalization of education has resulted in the need for all teachers to be competent in the use of computer technologies, irrespective of the profile of their teaching. The projecting format is focused on categories of participants such as specialists of the academic department, methodologists, masters of vocational training, and teachers of general technical and specialized disciplines. Increasing competence in the projecting normative educational documents is carried out in the study of methodology of designing documents such as the State Standard of Education, professional standards, standardized academic plans, standardized academic programs, modular educational programs focused on the learning outcomes in accordance with the requirements of employers, and with educational and methodological documentation of higher education institution as well. The content of training in the framework of the projecting format in the research area is focused on both managers and teaching staff of the university. Participants of the course master the methods of scientific research, modern science’ achievements, and methodology of the research work. Programs of organizational and management format are intended for vice-rectors, heads of structural units of the university, deans of faculties, heads of departments, chairmen of methodical councils of faculties and educational and methodical councils of departments. In the process of training, participants increase the level of professional skills in such areas as the development of a strategy for higher education, information technology in the management of education, monitoring as a tool in the development of professional schools, psychology of management, development of educational institutions in partnership, state and legal policy of Kazakhstan in the field of education,

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labor legislation of Kazakhstan, the organization of teaching and learning process to provide an ergonomic approach to the educational environment, and the organization of office work in higher education institutions. In accordance with the formats of staff development programs, educational modular blocks are prepared in the volume of 72 h, which consist of modules of either 18 or 36 h. The modular program of staff development consists of an obligatory part (compulsory modules for the chosen profile) and an elective part (modules that are chosen from the respective modular block). The content of the modular blocks of staff development programs is presented in Table 1. The choice of an individual trajectory of staff development is carried out using a matrix. Fragments of the matrix in the framework of the professional-pedagogical and informational technology formats are presented in Table 2. The obligatory modules in the matrix are indicated by an additional label (*), the elective modules are selected from the respective modular block, in such quantity, that the total number of hours for the staff development course will be 72 h. The presented content is effectively implemented with the help of interactive learning technologies, as the whole arsenal of pedagogical possibilities; and it is the most productive learning technology from the standpoint of the cognitive activity level and in terms of the effectiveness of acquiring learning materials. Table 1. The content of the modular blocks of staff development programs № Modular block (72 h) n/o 1 Psychological and pedagogical training

№ n/o 1.1

The modules (18 h/36 h)

Current trends in the development of professional education 1.2 Methods of vocational training 1.3 Psychological bases of professional skills of pedagogical staff 1.4 Essentials of pedagogical excellence 1.5 Modern pedagogical technologies in vocational education and training 1.6 Organization of character building process in vocational education institutions 1.7 Modern concepts and approaches to character building education 1.8 Methods, forms and technologies of character building education 1.9 Formation and development of the team building skills of learners 1.10 Career-orientation methodology 1.11 Organization of career orientation work in the higher educational system 1.12 Psychological essentials of career orientation (continued)

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Table 1. (continued) № Modular block (72 h) n/o 2 Technological preparation

№ n/o 2.1 2.2

3

2.3 2.4 Information technologies in 3.1 professional education 3.2 3.3 3.4 3.5 3.6 3.7 3.8

4

Pedagogical projecting

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8

5

Scientific research work

5.1 5.2

5.3 5.4

The modules (18 h/36 h) Modern technologies of vehicles operation and traffic management Modern approaches to automation of technological processes and production Modern technologies in mechanical engineering Modern technologies of welding production Projecting digital learning software *Graphics editor - Corel DRAW *Graphics editor - Adobe Photoshop Principles of work with multimedia applications Principles of work in Windows and MS Office (basic level) Project-based work on КOMPAS/AutoCAD Technology of the creation of MOOC Projecting and implementing Case study technologies in the learning process Competence-based approach to modernization of technical and vocational education Analysis of labor market needs in terms of the content of the occupation Projecting of competence-based educational programs Analysis of professional activity of specialists through functions and learning outcomes Designing a strategy of development of an educational institution Modern theories of quality management in strategic planning of higher educational institutions Professional school development in partnership sphere Monitoring as a tool of the development of professional school work Methodological fundamentals of scientific research Organization of teaching staff research work and students’ research work in higher educational institutions International research projects and scholarships Technology of experiment results processing (continued)

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№ Modular block (72 h) n/o 6 Management in higher education system

№ n/o 6.1 6.2 6.3 6.4

The modules (18 h/36 h)

Management of pedagogical systems Management psychology Information technologies in education management Principles of labor legislation in the Republic of Kazakhstan 6.5 Social partnership in the higher education system 6.6 Introduction of team building principles in higher education 6.7 Organization of learning process and educational environment on the principles of ergonomic approach 6.8 State and legal policy of the Republic of Kazakhstan in the field of education 6.9 Organization of office work in higher education institutions 6.10 Strategic development planning for higher education institutions

Table 2. Fragment of the matrix of staff development’s individual trajectory choice № Recommended training trajectories n/o 1

2

3

4

5

Modern technologies of training in the system of specialists’ vocational training on trajectory “Vehicle operation and service” Modern technologies of training in the system of specialists’ vocational training on trajectory “Automation of technological processes” Modern technologies in the training of engineering specialists

Training format Modular blocks 1 2 3 Profile1.2, 2.1* pedagogical 1.3, 1.5

Modern technologies of training in the system of welders’ vocational training

Information technologies in the system of vocational education: 5.1 Use of graphic editors, CorelDraw, Adobe Photoshop for projecting e-learning resources 5.2 Use of information technologies in vocational education

informational and technological format

1.1, 1.2, 1.5

2.2*

1.1, 1.2, 1.5 1.2, 1.3, 1.5

2.3*

2.4*

3.2*, 3.3* 3.1, 3.7*, 3.8

4 5 6

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There is a structure for the degree of acquisition of knowledge from learning materials [4], and the basis of which a person can learn: 10% from reading; 20% from hearing; 30% from watching; 70% from what we are discussing; 80% from what we are involved in; 90% from what we are doing, what we teach others (Fig. 1).

Fig. 1. Effectiveness of learning materials’ acquisition

Thus, the goal of interactive learning is the creation of conditions by the teacher in which the students will discover themselves, acquire and construct knowledge. This is a fundamental difference between the goals of interactive learning from the goals of traditional learning. At the staff development courses for engineering and pedagogical staff, the following interactive training options were used to develop certain professionallyimportant qualities of a teacher: training, moderation, parallel thinking method (6 Edward de Bono hats), creative thinking methods (focal object method), brainstorming, Case-study (analysis of specific practical situations), edutainment and others. The listed training options relate to technology of cooperation, which is based on intragroup and intergroup joint activities, the leading characteristic of which is the achievement of a cooperative result of educational activities, including the contribution of every participant. The pedagogy of cooperation is one of the technologies of learner-centered learning, which is based on the following principles: the interdependence of group members, the personal responsibility of every group member for their own and group success, joint educational and cognitive activities in a group, and overall assessment of the group’s work. Interactive means the ability to interact or to be in a mode of conversation, dialogue with someone (person) or something (for example, a computer). Examples of computer interaction are: – using the iSpring Suite program as a pedagogical tool for the implementation of an inverted learning (Flipped classroom).

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– “collaboration” (https://learningfpps.org/.LearningApps.org) is a Web 2.0 application to support learning and the teaching process through interactive modules. Existing modules can be directly incorporated into the learning content, and they can also be modified or created online. – edutainment is a format of the educational process in which educational material is presented using entertainment techniques, often through information technology. The term “edutainment” is a contamination of the words education and entertainment (“education” and “entertainment”). To implement the projected content, methodological recommendations were developed for the realization of interactive learning technologies in the process of engineering and teaching staff development. The data from an analysis of the Bachelor degree programs shows the performance results from implementing the competence-based approach to staff development. Quantitative indicators on engineering and pedagogical staff of the University who passed the staff development course in the Center of Engineering Pedagogy in the period from 2016 to 2018 are given in Table 3. The students’ progress on Bachelor degree programs is shown in Table 4, whilst Table 5 shows the employment rate of Bachelor degree graduates. Table 3. Contingent of the teaching staff who passed staff development course Number of teaching staff by years 2016 2017 2018 486 394 627

Table 4. The students’ progress of Bachelor degree program by academic years Percentage/(%) of graduates 2016–2017 2017– 2018 2018–2019 89,6% 90,3% 97,4%

Table 5. Employment of Bachelor degree graduates Percentage/% of graduates 2016 2017 2018 1156/86,0% 1326/92,6% 1225/94,4%

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5 Conclusions/Recommendations The developed modular-competence model of engineering and pedagogical staff development has been successfully realized at the Center of Engineering Pedagogy of the Karaganda State Technical University. The results of the research promote solving one of the main objectives of the Center that is organizing courses for KSTU pedagogical staff development based on innovative educational technologies and the best practices of contemporary engineering pedagogy, for the formation of qualified and competitive specialists for the deferent spheres of economics. After the staff development course, the teachers showed sufficient levels of competencies’ formation in the framework of the corresponding format of the course. The engineering and pedagogical staff development program in the framework of innovative model contributed to improving the training quality of specialists at the university that has been proved by the students’ progress in learning and the increased rate of graduate employability.

References 1. Main approaches to the projecting modular educational programs for staff development of teachers. http://www.moluch.ru/archive/33/3693/ 2. Vazina, K.Ya.: Human self-development and modular learning. N. Novgorod, p. 283 (1991) 3. Zharkova, E.N., Kalashnikova, N.G.: Scheming an additional vocational educational program for teachers. Barnaul. http://emissia.org/offline/2011/1693.htm 4. Information and analytical review. Interactive teaching methods in educational institutions of higher professional education. The academy of Law Management of the Federal Penitentiary Service of Russia. http://apu-fsin.ru/service/omumr/material_int_form.html

Improvement of In-Company Trainers’ Competencies Using Simulation-Based Training for EEC Electronics Industries Ekkaphan Phacharoen(&) and Somsak Akatimagool Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand [email protected], [email protected]

Abstract. The research in this paper describes the empowerment of in-house trainers’ competencies by using simulation-based training program to improve EEC electronics industry and the management of learning and teaching activity in promoting industrial electronics education with a compliance of Thailand 4.0 Policy. The teaching model encourages learners to practice and acquire skills, including team-work, problem-solving, communication, and creative-thinking through the integration of science and technologies. The development of a lesson plan based on a simulation consisting of the learning activity, teaching plan, the experimental set, Graphical User Interface (GUI) based simulation program, PowerPoint presentation, and teaching manual set. The lesson plan will then be evaluated by experts and implemented by a sample group who registers in an electronics circuit design course at Burapha University, Chonburi, Thailand. This research should inspire learners to conduct more In-Company Trainers in line with occupation standards and to apply the skills in real-life situations. Keywords: Simulation based learning trainer


Industry electronics
In-competency

1 Introduction The appropriate learning management should be integrating with knowledge, experience, and modern technology according to the 21st Century learning trend [1]. The important learning skills should consist of innovative learning skills, information technology skills, and living and working skills. Therefore, an effective learning management should focus on promoting students to obtain experience in practical work, researching, self-learning, and problem-solving. Thailand has launched an education policy in response to Thailand 4.0 Policy to upgrade active learning, which should focus on learners by using different learning models such as project-based learning, problem-based learning, cooperative learning, and research-based learning. These learning models will support learning and teaching skills in the fields of science, technology, and engineering which will encourage students to meet career performance standards required by the industrial sector. The teaching of technology needs to appropriately develop a learning model that can © Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 882–891, 2020. https://doi.org/10.1007/978-3-030-40271-6_86

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increase and promote students’ practical skills, media technology application, knowledge integration and problem-solving for real-world situations. The Eastern Economic Corridor (EEC) development Plan [2] under the Thailand 4.0 scheme aiming to improve economics in three provinces located on the east coast of Thailand. Beginning 30 years ago to increase investments in new technology and to develop human resources for future technological and industrial developments. These include infrastructure and logistics improvements for connection with other economic centers. In order to achieve EEC goals and drive it to success, the education system must be improved to supply skilled workforce into the industries, for instance smart electronics, robots, logistics, food processing, cars, energy fuels, and Bio-fuels, etc. Currently, training has become an important part in the knowledge development of the high levels of labor such as executives, managers, engineers, and technicians. It is necessary for workers in the electronics industry to increase their business skills because of the strong competition. The appropriate professional standard for personnel training is very significant and should be provided to students to obtain fundamental work skills and experience before they enter the workplace. According to the study [3] and [4], the desirable performance of professional training should involve the operational skills, interpersonal skills, and attitude skills to convey the communication experience and to have good attitudes toward work. This research proposes the improvement of the student performance training in the workplace after applying the RISDA simulation-based learning [5] at work in the electronics industry. Students demonstrate satisfactory performances and learning skills following the requirements of the industrial sector in the 21st century. The purpose of the research aims to improve the in-house trainers’ competencies using simulation-based training for EEC electronics industry, to develop the simulation-based training package for learners and teachers of the electronics circuit design course and to validate efficiency of developed training package based on the Meguigans’ efficiency formula.

2 Simulation-Based Training Model The simulation-based training [6] is the teaching method that models a real-world scenario which requires learners to perform certain tasks related to the content of the engineering curriculum and to prepare them if situations occur. Students are divided into small groups for training and are required to apply learning activities to solve problems in that particular scenario systematically and effectively. The training is a way to enhance their knowledge and work performance. Moreover, training is a systematic behavioral change process which makes staff more knowledgeable, have stronger abilities, and better personal attitude when working in the workplace. According to the research of Rahmana et al. [7] the development of training using simulation improves the performance of industrial workers also the development provides the trainees with increasing knowledge, skills, and attitudes. The research of Jia et al. [8] showed that a survey of the employment of graduate students has been minimal because students lack the suitable skills for the job, so the workplace has to improve students’ skills to meet the requirements of enterprises. Lastly, the research of Hanoun et al. [9] informed about

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After-Action Review (AAR) that Simulation-Based Training (SBT) will result in effective training depending on the system and evaluation of the performance of individual adequately.

3 Performance Analysis of Trainers in the Industry This research aims to develop the learning model that promotes the performance of trainers to meet the demands of the industrial sector. The guideline of operation is as follows. 3.1

Survey of In-House Trainers’ Competencies

(1) Survey of competencies by expert trainers. This is a survey research which studies problems and identifies needs of the industrial sector by asking 30 respondents associated with the training sector directly in the workplace from 30 leading industrial companies in Thailand. The survey titles “A study of the problems and needs in the industrial sector” consists of 3 parts as follows: Part 1 Status of respondents. Part 2 Evaluation of compliance, knowledge, skills, and attitudes necessary for personnel in the industry. Part 3 Comments and suggestions.

Fig. 1. Skills performance needed in the electronic industry

The result of the survey data shows the needs of stakeholders in training of the electronics industry or related field using 30 people who have 5–10 years of working experience. From the performance survey of the electronic industry workers, the industrial sector looks for technicians or engineers who have strong knowledge skills in safety systems, electronic circuit, and motor power in industrial work, followed by good operational skills in maintenance, knowledge transfer, and communication and coordination, and pleasant attitude skills in teamwork, responsibility in assigned duties, and communication and coordination as illustrated in Fig. 1.

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(2) Survey of trainers’ competencies in industry This is a survey research which is evaluated in three areas: practical, knowledge, and attitude skills by 5 educational experts. Details of the survey results, as shown in Table 1, are as follows: 2:1 The trainers should have knowledge and skills in planning, as well as the integration of specialized technical knowledge, and should develop learning material suitable for specified training. 2:2 The engineering trainers’ competencies should consist of self-study, practical skills, and problem-solving, and the knowledge can be transferred to others. 2:3 The trainers must be able to develop a training plan that encourages trainees with good attitude skills such as teamwork, job responsibility, positive social consciousness, and support. 3.2

Determining the Competency Training Desirable

From the survey data and performance requirements of trainers in the enterprises and the opinions of experts, the researcher brings the information and suggestions into consideration and determines the desirable performance of the trainers in the electronics industry. The important performance of the trainers consists of important three sections: knowledge, skills, and attitude. Details are as shown in Fig. 2.

Fig. 2. The desirable training performance.

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E. Phacharoen and S. Akatimagool Table 1. The required performance result for the trainers Trainers’ competencies Cognitive domain (knowledge) 1. Knowledge of the training 2. The training plan 3. Materials for training 4. Special technical knowledge 5. Integration of knowledge Psychomotor domain (skills) 1. Knowledge sharing 2. Presentation 3. Communication and coordination 4. Work performance 5. Problem solving Affective domain (attitudes) 1. Teamwork 2. Social consciousness 3. Help and advice 4. Reasoning 5. Responsibility Average point

Appropriation level Average S.D. Interpretation 4.80 4.70 4.60 4.70 4.80

0.40 0.46 0.49 0.46 0.40

Highest Highest Highest Highest Highest

4.80 4.70 4.70 4.50 4.70

0.40 0.46 0.46 0.50 0.46

Highest Highest Highest High Highest

4.60 4.50 4.60 4.60 4.70 4.67

0.49 0.50 0.49 0.49 0.46 0.13

Highest High Highest Highest Highest Highest

4 Development of RISDA Learning Model The development of the simulation-based learning model to comply with learning skills in the 21st century should focus on integrating the various sciences with the desirable performance of knowledge, practical skills, communication, and teamwork. This learning model has developed a process of teaching using simulation-based called the RISDA which is a learning model consisting of five stages include: R for Recall, I for

Fig. 3. The developed RISDA learning model

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Information, S for Simulation, D for Discussion, and A for Assessment. RISDA is applied in teaching and training students to have the capacity to act as training establishments in the industrial sector effectively. Details are as shown in Fig. 3. The learning process under the RISDA learning model emphasizes participation of learners in activities for engineering education as engineering requires systematic design and complicated analysis. It consists of five procedures as follows: 1. Recall (R) is the knowledge revision before learning new knowledge. It encourages learners to be enthusiastic with learning. The instructor may assign interesting topic for students to learn and search by themselves. 2. Information (I) is the procedure which an instructor gives information and knowledge to learners and summarize new knowledge for them. 3. Simulation (S) helps learners to learn in accordance with study objectives or roles. The learners will learn from real situations or simulated situations. 4. Discussion (D) is the procedure of exchanging new knowledge learned in the classroom. The instructor gives comments, suggestions, analyses, and summaries of learning relevant to learning objectives. 5. Assessment (A) is the procedure which measures and evaluates knowledge, skills, and attitudes with tests, observations, interviews, presentations and inspections.

5 Activity Plan and Instructional Media Development The development of the learning model [10] promotes the performance of trainers in the electronics industry through learning in the Power Electronics Courses. The development of teaching based on the RISDA learning model by considering the behavioral objectives must comply with the content of the Electronic Industry Course. This allows students to learn, solve problems, and coordinate with the use of simulation to solve real situations and to achieve maximum efficiency. Such learning can complete the needs of the industrial sector and result in personal development. The important instructional tools consist of the teacher’s manual, simulation program, and real media, as shown in Fig. 4.

Fig. 4. Developed activity plan and instructional media

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6 Implement for Learning and Teaching in Classroom The developed simulation-based RISDA learning using activity plan and instructional media was implemented in teaching a classroom. The sampling group was undergraduate students who registered in the electronics circuit design course in the 2018 academic year at Burapha University, Chonburi, Thailand. After teaching, research and evaluation data were collected and analyzed using research statistics. An example of teaching was illustrated in Fig. 5.

Fig. 5. The learning and teaching using developed simulation-based RISDA learning model

7 Research Results The research results after using developed simulation-based RISDA learning model consist of the evaluation of quality of the RISDA learning model, the efficiency of the developed instructional package and learners’ satisfactions. 7.1

The Evaluation of Quality of the RISDA Learning Model

The evaluation of the quality of the simulation-based RISDA learning model by 10 educational experts was shown in Table 2. The research found that the appropriation of the developed RISDA learning model was at a high level. The developed RISDA learning model can be used in teaching or training learners to be good trainers consistent with the company’s needs.

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Table 2. The evaluated results of the RISDA learning model Evaluation topics 1. Processes of RISDA learning model 2. Activity and instructional media 3. Measurement and evaluation of learning results 4. Appropriate learning activity 5. Promote in self-learning 6. Appropriation with engineering curriculum Average point

7.2

Average 3.70 4.00 4.10 3.60 3.70 3.70 3.80

S.D. 0.48 0.47 0.32 0.52 0.48 0.67 0.27

Results High High High High High High High

The Efficiency of the Instructional Package

The development of the RISDA learning model to promote In-company trainers’ competencies was implemented using 20 students majoring in industrial technology education, in the classroom of industrial electronics course at Burapha University, Chonburi, Thailand. The data was gathered and analyzed to test performance by the theory of Meguigans [11]. The efficiency of developed RISDA has Meguigans values at 1.10 according to the Meguigans’ formula (if the mean value is more than 1.0, the efficiency of learning and teaching will be validated), as shown in Table 3. Table 3. The evaluated results for RISDA learning model Scores Full marks Highest score Lowest score Average Meguigans’ value Pre-test 20 11 3 5.47 1.10 Post-test 20 18 12 14.63

7.3

The Evaluation of Learners’ Satisfaction

The evaluation of learners’ satisfaction [12] towards an application of the RISDA learning model was conducted with the sample group. The sample group was comprised of 20 students of first-year students majoring in industrial technology education at Burapha University, Chonburi, Thailand. The atmosphere of learning and teaching in the classroom was shown in Fig. 6 to illustrate the several learning activities such as experiment, presentation, and a solving problem in a simulated situation. The results of learners’ satisfaction evaluation were shown in Table 4.

Fig. 6. The learning and teaching and classroom environment

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E. Phacharoen and S. Akatimagool Table 4. Results of learners’ satisfaction evaluation Evaluation 1. Consistency with course objectives 2. Procedure of RISDA Model 3. Instructional media 4. Measurement and evaluation 5. Teaching activity 6. Encourage learners to practice 7. Encourage learners to work as a team 8. Encourage learners to solve problems 9. Suitable for teaching engineering 10. Application in daily life Average point

Average 4.20 4.30 4.05 3.75 4.45 4.40 4.75 4.60 4.30 4.20 4.30

S.D. 0.41 0.66 0.51 0.72 0.51 0.50 0.44 0.50 0.57 0.41 0.13

Results High High High High High High Highest Highest High High High

According to Table 4, the developed RISDA learning model encourages learners to take action and teamwork at the highest level. The overall assessment found that the students were satisfied with the simulation-based teaching process at the highest level. The evaluated results of the interview show that the learners were satisfied with the teaching in which learners had taken action, worked in a team and solved a problem in real situations. This shows that the developed RISDA learning model can promote the student’s performance to reach the requirements of the industry sector.

8 Conclusion This research has developed the simulation-based training package in improving competencies of the In-company trainers for EEC electronics industry. This learning model can promote learners to gain working experience from simulation-based situations through several teaching innovations. It associates with the 21st century learning trend which helps learners to demonstrate analytical thinking, teamwork, and creativity. The training package complies with requirements of a business as they need graduates with competencies in line with occupation standards, and the ability to apply knowledge for solving problems in real life more effectively.

References 1. Dechakub, P.: 21st Learning Management. Chulalongkorn University Press, Bangkok (2015) 2. BOI: Thailand’s Eastern Economic Corridor (EEC), Bangkok 3. Aslam, S., Ahsan, M., Hannan, S., Hamza, M., Jaffery, M.: Development of a software based PIC24F series microcontroller educational trainer. In: 2019 International Conference on Engineering and Emerging Technologies (ICEET), Lahore, Pakistan (2019)

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4. Kawaguchi, K., Ohta, R., Ito, T.: English language competencies needed by Japanese employees in the manufacturing industry. In: 2009 IEEE International Professional Communication Conference, Waikiki, HI (2009) 5. Phacharoen, E., Akatimagool, S.: Instructional management using simulation based RISDA learning model for teaching of industrial electronics. In: The 6th International Conference on Technical Education (ICTechEd 6) (2018) 6. Khammanee, T.: Science of Teaching Knowledge for Efficient Learning Management. Chulalongkorn University Press, Bangkok (2016) 7. Rahmana, A., Kamil, M., Soemantri, E., Olim, A.: Simulation-based training model to develop project management competencies. In: 2014 IEEE International Conference on Management of Innovation and Technology, Singapore (2014) 8. Jia, J., Zhu, Z., Jin, H.: Research on employment competency model of undergraduates. In: 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC), Dengleng (2011) 9. Hanoun, S., Nahavandi, S.: Current and future methodologies of after-action review in simulation-based training. In: 2018 Annual IEEE International Systems Conference (SysCon), Vancouver, BC (2018) 10. Ruangsiri, K., Tansriwong, S., Akatimagool, S.: The development of training package using the P-PIADA training model: a case study on the usage of GUI – MATLAB program. Asia Pac. J. Sci. Technol. 23(03) 2018 11. Khamkleang, S., Akatimagool, S.: Microwave planar circuit design tool in the teaching of microwave engineering. In: 2009 6th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology, Pattaya, Chonburi (2009) 12. Klinbumrung, K., Akatimagool, S.: The development of STEM based instructional tools for transmission line engineering courses. In: IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Bangkok (2016)

Integration of Digital Technology Applications into the Pre-gradual Teacher Training Ján Záhorec1, Alena Hašková2(&), and Michal Munk2 1

2

Comenius University in Bratislava, Bratislava, Slovak Republic [email protected] Constantine the Philosopher University in Nitra, Nitra, Slovak Republic {ahaskova,mmunk}@ukf.sk

Abstract. Due to the fast development of digital technology applications, there is a need to innovate continually content of those parts of teacher trainees study programs which are aimed at the teacher trainee didactic technological competences. To find an optimal model of pre-gradual teachers training in the area of their didactic technological competence development, a research which is described in the paper has been done. Within the research, significance of incorporation of different kinds of software/hardware products into the teacher training study programs was examined. There were examined 9 kinds of digital products, in particular: ActivInspire, SMART Notebook, Flow!Works; Prezi; FreeMind, Mindomo, XMind; ActivExpression2, ActiVote, QRF700/900, Turning Point; Socrative 2.0; Google documents; Microsoft PowerPoint; Microsoft Excel; Microsoft Word. Necessary research data were obtained based on a screening of teacher trainees’ opinions on several aspects relating to each of the given kinds of digital software/hardware products, e.g. on significance of incorporation digital products of the relevant kind into the teacher trainee study programs (teacher pre-gradual preparation). Keywords: Teacher training
Digital education technologies technological competences
School subjects
Research


Didactic-

1 Context of the Research and Its Goals Today, technology is widely used in education as it is in every field of our everyday life. For this reason, the use of devices and products relating to information technologies in teaching and learning processes is increasing throughout all school subjects [1, 2]. Moreover, it has belonged to one of the basic values accepted by any advanced society [3, 4]. On the other hand teachers are not always successful in integration of technology into the teaching. In Slovakia digital educational technologies have their place among the topics taught in the system of compulsory, compulsory optional and optional subjects included into the curricula of pre-gradual training of teacher trainees. But as the development of both hardware and software applications is very fast, there is a need to innovate continually these parts of teacher trainees study program, which are aimed at the development of teacher trainees didactic technological competences [5, 6].

© Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 892–901, 2020. https://doi.org/10.1007/978-3-030-40271-6_87

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To increase teachers quality and productivity of their pedagogical work, to improve teachers didactic technological competences in accordance with the fast changing environment of digital technologies and their applications there is a need to eliminate discrepancies between the current content of teacher trainees study programs and current state of the digital technologies development [7–9]. That is why the purpose of the research is to support modernization and optimation of curricula of Slovak primary and secondary school teacher trainee study programs. In particular this means to innovate relevant parts of teacher trainees study programs as to their content (to integrate relevant study subjects into the study programs) as well as to the time allocation of the study subjects integrated into the study programs. So the research question is how an optimal model of teacher trainees study program in area of their didactic technological competence development should be designed. The starting point for this research was the survey to identify teachers’ attitudes at primary and secondary schools (ISCED 1–ISCED 3) in the Slovak Republic to use digital resources in teaching various subjects in relation to different aspects of the teaching lesson.

2 Methodology of the Research Within the research, incorporation of following kinds of software products into the teacher training study program was examined: B1 – ActivInspire, SMART Notebook, Flow!Works (software applications used to create different electronic educational activities, interactive teaching and learning tasks and educational/knowledge games); B2 – Prezi (software applications used to create non-linear dynamic presentations with educational – but not only – content applicable in teaching and learning activities); B3 – FreeMind, Mindomo, XMind (applications used to create mind maps useable in teaching and learning activities intended also for pupils with special needs); B4 – ActivExpression2, ActiVote, QRF700/900, Turning Point (modern interactive voting systems through which it is possible to ask questions to diagnose, test and assess pupils and students’ knowledge during teaching); B5 – Socrative 2.0 (internet application to diagnose, test and assess pupils and students’ knowledge on-line either during or out of teaching); B6 – Google documents (modern tools for collaborative creation and management of electronic on-line documents based on the use of current possibilities of Web 2.0 internet category); B7 – Microsoft PowerPoint (application useable for creation of didactic presentations with educational content with the use of different feed-back and multimedial elements supporting teacher’ explanation of the subject matter and pupils/students’ knowledge systemization); B8 – Microsoft Excel (application used to process tabulated data useable in teachers’ work); B9 – Microsoft Word (software application used to process and format teachers’ own text documents connected with their professional work and activities).

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Necessary research data were obtained based on a screening of teacher trainees’ opinions on different aspects relating to each of the above-mentioned kinds of software products, which were the following ones: • significance of incorporation software products of the relevant kind into the teacher trainee study programs (teachers pre-gradual preparation); • scope (lesson allocation) in which the software products of the relevant kind should be incorporated into the teacher trainee study programs; • obligation of teacher trainees to attend a subject within which issue of the relevant kind of the software products is taught; • importance of being skilled to work with the software products of the relevant kind for a teacher of the particular subjects (for a teacher from the point of view of her/his major). Due to the limited space hereinafter only results related do the first of the abovementioned aspects are presented. In relation to this aspect the respondents were asked to express their opinion on the significance of incorporation software products of the relevant kind into the teacher trainees’ study programs (responses B1.1–B9.1) through a 6-point scale: 1 2 3 4 5 6

– – – – – –

definitely not to incorporate, not to incorporate, probably not needed to incorporate, probably needed to incorporate, to incorporate, definitely to incorporate.

Research sample consisted of 280 teacher trainees, from which 205 were teacher trainees studying in Slovakia and 75 were teacher trainees studying in the Czech Republic. Collection of the research data was done in the second half of the year 2018 (winter term of the academic year 2018/2019). Due to the limited space results of the multivariate analysis of the dependence of the recorded respondents’ responses on the respondents’ factors GENDER, COUNTRY and MAJORS are not presented.

3 Results and Their Discussion Table 1 presents overview of the descriptive statistics of the average scores achieved at the recorded items B1.1–B1.9 processed for the whole research sample, i.e. without differentiation of the sub-groups of the respondents in dependence on the factors GENDER, COUNTRY and MAJORS. For each group of the observed kind of software applications (B1–B9) there are presented values of mean (average score), standard deviation, standard error and confidence interval for the mean.

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Table 1. Descriptive statistics of the items B1.1–B9.1 (significance of incorporation of the software applications B1–B9 into the teacher trainees’ study programs) Item

B1.1 – ActivInspire, SMART Notebook, Flow!Works B2.1 – Prezi B3.1 – FreeMind, Mindomo, XMind B4.1 – ActivExpression2, ActivVote, QRF700/900, Turning Point B5.1 – Socrative 2.0 B6.1 – Google Documents B7.1 – Microsoft PowerPoint B8.1 – Microsoft Excel B9.1 – Microsoft Word

Mean Stand. deviat. Stand. error Confidence Interval for the Mean −90% +95% 4.68 0.99 0.06 4.56 4.79 4.38 4.42 4.15

1.09 1.11 1.21

0.07 0.07 0.07

4.25 4.29 4.00

4.51 4.55 4.29

4.29 4.58 5.25 5.06 5.44

1.17 1.17 1.08 1.09 0.96

0.07 0.07 0.06 0.07 0.06

4.15 4.44 5.12 4.93 5.32

4.43 4.72 5.38 5.19 5.55

From the data presented in Table 1 it is clear that assessments of significance of the particular kinds of software applications B1–B9 incorporation into the teacher trainees’ study programs stated by the teacher trainees included in the research sample, without their differentiation according to the factors GENDER, COUNTRY, MAJOR, were in general rather positive, as the means of the achieved scores at all items are within the interval of values from 4.15 to 5.44 of the maximal scale value 6. Significantly the highest value of the mean was recorded at the item B9, i.e. in case of the software applications used to process and format teachers’ own text documents connected with their professional work and activities (Microsoft Word). Score 5.44 achieved at the B9 item assessment shows that the teacher trainees are aware of the need to improve their skills to work consciously with a broader scope of tools of the text editor in the context of their professional activities (e.g. in the context of a perfect structuring and uniform formatting own materials used in their future teacher career). Very positive results – in our opinion – have been achieved also at further four items, in particular at the items B1, B6, B7 and B8. In teacher trainees’ opinion, beside the text editor Microsoft Word also the work with the other kinds of software applications, stated at these items, should be incorporated in their study programs to develop their professional competence profile. Average score achieved at each of these items has been on the level of the scale value 5, what means to incorporate topics of the work with such software application as ActivInspire, SMART Notebook, Flow!Works (B1), Google Documents (B6), Microsoft PowerPoint (B7) and Microsoft Excel (B8) into the curricula of the relevant subjects incorporated into the teacher trainee pre-graduate study programs. A substantially satisfactory result, and at the same time for us quite surprising, is the fact that the average score recorded in none of the observed software application kinds fell under the scale value 4.2 (probably needed to incorporate issue of the use of

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the relevant kind of the software applications in teaching practice into the curricula of the teacher trainee study programs). Moreover, at the results of at the item B9 there was recorded also the lowest value of standard deviation (0.96), what means the lowest variability of the respondents’ responses (5.32–5.55). But as the data in Table 1 show, achieved values of standard deviation do not differ markedly in general. From the point of view of this statistical coefficient, the most variable answers were stated in relation to the item B4 (B4–ActivExpression2, ActiVote, QRF700/900, Turning Point, modern interactive voting systems through which it is possible to ask questions to diagnose, test and assess pupils and students’ knowledge during teaching, value of standard deviation of B4.1 equal to 1.21). And paradoxically just at this item (B4) also the highest mean value was recorded (4.15). This fact in the context of the broad-spectrum diversity of the respondents’ opinions can be a consequence of the low level of the respondents’ knowledge on possibilities how to use effectively these means in teaching (e.g. how to use effectively interactive educational activities and knowledge games or voting relations ExpressPoll, Prepared questions, Questions to process at own pace). In the context of the use of the voting systems ActivExpression2 and ActiVote, QRF700/900 (or Turning Point) it is necessary to notice that these voting systems are for primary and secondary schools available in relatively low financial claims. Currently many schools and school facilities have at disposal also interactive whiteboards and to them supporting software of a higher standard (IWB like ActiveBoard or QOMO and SW like ActivInspire or Flow!Works). A higher value of standard deviation was recorded also at the respondents’ responses at the item B6 (B6.1–1.12) referring to the significance of the teachers’ competence to use modern tools for collaborative creation and management of electronic on-line documents based on the use of current possibilities of Web 2.0 internet category (Google documents) for their teaching practice. Average values of response score at this item are within the confidence interval 4.44–4.72, what means respondents’ assessments of the need to incorporate this issue into the curricula of the teacher trainee study program within the scope from to incorporate up to definitely to incorporate. Results of the statistical analysis presented in Table 1 are graphically visualized in Fig. 1 through dot and interval estimation of the mean values of the respondents’ responses stated at the particular items. To find out whether the differences among the statistics values of the respondents’ responses B1.1–B9.1 are random or they are statistically significant, repeated measures analysis of variance ANOVA was applied. Based on the presented results of the descriptive statistics there was stated null hypothesis H 0:

There is no significant difference among the responses to the items B1.1–B1.9,

which was consequently tested at 5% level of significance. Collected data were analysed by means of the analysis of variance for repeated measures. Assumption of the analysis of variance for repeated measures is equality of the variances and covariances in the covariant matrix for repeated measures, so-called assumption of the covariant matrix sphericity. Assumption of normality was not necessary to verify, as the research sample was big enough [10].

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To test the equality of the variances and covariances in the covariant matrix, Mauchly’s sphericity test was used (Table 2). Table 2. Mauchly’s sphericity test

Items

W

Chi-Sqr.

df

p

B1 – B9 / B1.1 – B9.1

0.3401

294.6061

35

0.00000

In case of all of the items B1.1–B9.1 the test is statistically significant (p < 0.05), so the assumption of the variance equality failed, i.e. the assumption is refused (Table 2). If the assumption of the covariance matrix sphericity is not fulfilled, value of the type I error increases. That is why in such cases degrees of freedom for the used F-test are revised by corrections to achieve the declared significance level. Because of the failure of the assumption of the variance analysis validity there was used GreenhouseGeisser and Huynh-Feldt correction for analysis of variance repeated measures. Table 3. Greenhouse-Geisser and Huynh-Feldt correction for repeated measures analyses of variance

df Item Error

F

8 33.0787 0.00000 2208 H-F H-F Epsilon Adj. df1

Item Error

p

0.8059

G-G G-G Epsilon Adj. df1 0.7774

H-F Adj. df2

G-G Adj. df2

G-G Adj. p

6.2192 1716.4940 0.00000

H-F Adj. p

6.4473 1779.4680 0.00000

Results of Greenhouse-Geisser and Huynh-Feldt correction (Lower Bound) for analysis of variance repeated measures to test the respondents’ responses to the items B1.1–B9.1 (Table 3) proved the statistical significance of the differences between the respondents’ assessments of the particular items (p < 0.01). Based on the obtained results for the repeated measures variance analysis it is clear that the achieved value of significance is the same in all three cases, what means that the stated null hypothesis H0 H0: There is no significant difference among the responses to the items B1.1–B1.9, was disapproved at the 1% significance level.

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Within the tests also the non-parametrical tests – Friedman test and Kendall’s coefficient of concordance were applied. Results of Friedman’s test (ANOVA Chi Sqr. (N = 280, df = 8) = 492.6239; p = 0.00000) and achieved values of Kendall’s coefficient of concordance (Coeff. of Concordance = 0.21992) have proved GreenhouseGeisser and Huynh-Feldt correction results (p < 0.001). The results are consistent, so they can be taken as robust. After the approval of the statistically significant differences among the respondents’ responses to the items B1.1–B9.1 we analysed among responses to which items the differences are statistically significant. The identification of the homogeneous groups in the concerned part was done by means of the repeated comparison of the particular couples. Overview of the repeated comparison is presented in Table 5. Results of the statistical significance of the differences among mean scores of the responses to the particular items are presented in Table 4. Identified statistically significant differences at the 0.05 significance level are highlighted there. Table 4. Identification of statistically significant differences Item B1.1 B2.1 B3.1 B4.1 B5.1 B6.1 B7.1 B8.1 B9.1

B1.1 0.00463 0.02753 0.00001 0.00003 0.94881 0.00001 0.00005 0.00001

B2.1 B3.1 0.00463 0.02753 0.99990 0.99990 0.06356 0.01273 0.95892 0.75125 0.20279 0.50191 0.00001 0.00001 0.00001 0.00001 0.00001 0.00001

B4.1 B5.1 B6.1 B7.1 0.00001 0.00003 0.94881 0.00001 0.06356 0.95892 0.20279 0.00001 0.01273 0.75125 0.50191 0.00001 0.66206 0.00001 0.00001 0.66206 0.00551 0.00001 0.00001 0.00551 0.00001 0.00001 0.00001 0.00001 0.00001 0.00001 0.00001 0.24636 0.00001 0.00001 0.00001 0.29540

B8.1 0.00005 0.00001 0.00001 0.00001 0.00001 0.00001 0.24636

B9.1 0.00001 0.00001 0.00001 0.00001 0.00001 0.00001 0.29540 0.00005

0.00005

Test results (Table 4) point out an interesting finding related to the items B7.1 (teaching the topic Microsoft PowerPoint – creation of didactic presentations with educational content supporting teacher’s explanation of the subject matter and pupils/students’ knowledge systemization), B8.1 (teaching the topic Microsoft Excel – processing tabulated data useable in teachers’ work) and B9.1 (teaching the topic Microsoft Word – processing and formatting teachers’ own text documents connected with their professional work and activities). At these items statistically significant differences between values of the scores achieved at respondents’ responses and values of the scores achieved at the all other items (B1.1–B6.1) were confirmed. On the contrary, there are no statistically significant differences between the responses to the significance to incorporate issue of creation of different electronic educational activities, interactive teaching and learning tasks and educational/ knowledge games through such software applications as are e.g. ActivInspire, SMART Notebook or Flow!Works (B1.1) into the curricula of pre-graduate teacher training and responses to the significance to incorporate issue of creation mind maps useable in teaching and learning activities through applications as FreeMind, Mindomo

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or XMind (B3.1) into the curricula of pre-graduate teacher training, or responses to the significance to incorporate there issue of creation non-dynamic on-line presentations applicable in educational activities through Prezi on-line platform (B2.1). Besides that, neither any significant differences between the responses to the necessity to incorporate into the teacher training curricula issue of asking questions to diagnose, test and assess pupils and students’ knowledge through the use of such modern interactive voting systems as are e.g. software products ActivExpression2, ActiVote, QRF700/900, Turning Point (B4.1) and responses to the necessity to incorporate into the teacher training curricula issue of diagnosing, testing and assessing pupils and students’ knowledge on-line using the internet application Socrative 2.0 (B5.1). Tests of the differences among the scores recorded at the particular items proved statistical significance of the differences between the items B1.1 and B4.1, and between the items B1.1 and B5.1. Beside that statistically significant differences were proved also between the responses to the need to incorporate issue of modern interactive voting systems enabling to ask questions to diagnose, test and assess pupils and students’ knowledge during teaching (familiarization with software products ActivExpression2, ActivVote, QRF700/900, Turning Point – item B4.1) and responses to the need to incorporate there issue of the collaborative creation and management of electronic online documents in Google Documents software environment (B6.1). Results of the tests aimed at identification of correlations between the items B1.1– B9.1 (Table 4) are graphically visualized in Fig. 1, in which the interval estimations of the mean values of the respondents’ responses to the particular items do not overlap in case of some of the item pairs.

Fig. 1. Visualisation of the differences in respondents’ responses to the particular items B1–B9

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The graphical visualisation of the results clearly shows a slight opinion deflection of the respondents between their assessments of the item B9 (B9.1 teaching the topic Microsoft Word – effective processing and formating teachers’ own text documents connected with their professional work and activities) and B8 (B8.1 teaching the topic Microsoft Excel – processing tabulated data useable in teachers’ work) and the assessments of the rest of the items B1.1–B8.1, with the exception of the item B7.1 assessment. Identification of the homogeneous groups at the assessment of the particular items B1–B9 was done through a multiple comparison of the concerned pairs. The results are presented in Table 5. Table 5. Identification of the homogeneous groups

Item B4.1 B5.1 B2.1 B3.1 B6.1 B1.1 B8.1 B7.1 B9.1

Mean 4.15 4.29 4.38 4.42 4.58 4.68 5.06 5.25 5.44

1 **** **** ****

2 **** **** ****

3 **** **** ****

4

5

6

**** **** **** ****

**** ****

Within the identified six homogeneous groups the respondents responded to all of the items (assessed the signification of the particular software application incorporation into the teacher trainees’ study programs) almost the same. There was not confirmed any statistical significance of differences among the responses of these groups at any of the items.

4 Conclusion Processing of the respondents’ responses to the particular screening items indicates some requirements which should be reflected in innovation of curricula of teachers’ pre-gradual preparation in the area of their didactic-technological competences. As the results of the carried out research point out, besides the traditionally taught use of the software applications Microsoft Word, Microsoft Excel and Microsoft PowerPoint, to the topics and issues which should be included or reinforced in the curricula of the pregradual teacher training study programs belong mainly the use of software products ActivInspire, FreeMind, Flow!Works and Mindomo in teaching and learning processes.

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References 1. Klement, M., Dostál, J., Kubrický, J., Bártek, K.: ICT nástroje a učitelé: adorace, či rezistence? Univerzita Palackého, Olomouc (2017). https://doi.org/10.5507/pdf.17. 24450926, ISBN 978-80-244-5092-6 2. Wastiau, P., Kearney, C.: The use of ICT in education: a survey of schools in Europe. Eur. J. Educ. 48, 111–127 (2013). https://doi.org/10.2307/23357043 3. Králik, R., Ambrózy, M.: Basic problems of education in Slovakia in the context of building a knowledge society. In: SWS International Scientific Conference on Social Sciences 2019: Education and Educational Research, vol. 6, pp. 55–60. STEF92 Technology, Sofia (2019) 4. Králik, R., Jacobsen, T.S.: Kierkegaard’s ethics as an answer to human alienation in technocratic society. Commun.– Sci. Lett. Univ. Žilina 19(1), 25–29 (2017) 5. Vítečková, M., Procházka, M., Gadušová, Z., Stranovská, E.: Identifying novice teacher needs – the basis for novices’ targeted support. In: ICERI 2016 Proceedings, pp. 731–7738. IATED Academy, Valencia (2016). https://doi.org/10.21125/iceri.2016.0772 6. Ghavifekr, S., Rosdy, W.A.W.: Teaching and learning with technology: effectiveness of ICT integration in schools. Int. J. Res. Educ. Sci. (IJRES) 1(2), 175–191 (2015) 7. Kosová, B., et al.: Vysokoškolské vzdelávanie učiteľov: vývoj, analýza, perspektívy. Banská Bystrica: Pedagogická fakulta, Univerzita Mateja Bela v Banskej Bystrici, 143 s. (2012) 8. Petrová, G., Duchovičová, J.: Vysokoškolská príprava učiteľov v kontexte transformačných procesov [University Preparation of Teachers in the Context of Transformation Processes]. Lifelong Learning – celoživotní vzdělávání, roč. 3, č. 1, s. 8–37 (2013). http://dx.doi.org/10. 11118/lifele201303018 9. Saltan, F.: Online case-based learning design for facilitating classroom teachers’ development of technological, pedagogical, and content knowledge. Eur. J. Contemp. Educ. 6(2), 308–316 (2017) 10. Munk, M.: Počítačová analýza dát. UKF, Nitra (2011)

Author Index

A Abele, Stephan, 753 Aderinwale, Olumide, 536 Akatimagool, Somsak, 201, 420, 882 Alvaro-Farfan, Aroca, 598 Andres, Pavel, 402, 788, 800 Aslam, Hamna, 188 B Baksa-Haskó, Gabriella, 588 Balogh, Zoltán, 38 Bezrukov, Artem, 169, 234, 496 Bijjahalli, Manav Chethan, 409 Boko, Ulrich Hermann Sèmèvo, 59, 69 Bondarenko, Tetiana, 145, 288 Boonyapalanant, Siranan, 3 Briukhanova, Nataliia, 145 C Calisto, Nancy, 115 Centea, Dan, 135 Chaiyawong, Kobkhun, 420 Chatterjee, Rajeev, 12, 30 Chumchuen, Nutchanat, 814 Cuji Chacha, Blanca Rocio, 857 D da Piedade, Bonifacio, 86 Daoruang, Beesuda, 505 de Carvalho, Daniel, 188 Dégboé, Bessan Melckior, 50

Dobrovská, Dana, 402 Dolezal, Dominik, 244 Dusadee, Napajit, 764 E Emembolu, Charles, 536 Emembolu, Itoro Charles, 536 Erkner-Sacherl, Franz, 359 Erova, Diliara R., 719 F Fatourou, Eleni, 212 Fuentes, Paul, 115 G Galarce-Miranda, Claudia, 101, 115 Galeeva, Farida, 159 García-García, Rebeca M., 306 Garmonova, A. V., 487 Gavilanes-Lopez, Wilma, 598, 857 Giliazova, Diana, 154 Gomes, Luis Mendes, 256 Gormaz-Lobos, Diego, 101, 115 Gou, Jiangfeng, 514 Guerra, Hélia, 256 Gueye, Keba, 59 H Hašková, Alena, 663, 892 Hayati, Mohamad Yatim Maizatul, 607 Hinojosa, Jorge, 115

© Springer Nature Switzerland AG 2020 M. E. Auer et al. (Eds.): ICL 2019, AISC 1135, pp. 903–905, 2020. https://doi.org/10.1007/978-3-030-40271-6

904 Hinon, Kanitta, 222, 326 Hortsch, Hanno, 101, 115, 725, 738 Hrmo, Roman, 800, 824 I Ibatov, Marat, 871 Inchan, Surasak, 201 Irismetova, Indira, 778 J Jantassova, Damira, 871 Jantschgi, Jürgen, 359 Jirkovská, Blanka, 788 Joochim, Chanin, 475 K Kaewkorn, Supod, 475 Kaewrattanapat, Nutthapat, 391 Kar, Sadhu Prasad, 12, 30 Keeratiwintakorn, Phongsak, 475 Kersten, Steffen, 101, 115 Khasanova, Gulnara F., 808 Khazeev, Mansur, 188 Khotchenko, Iryna, 288 Khunnawut, Saowakhon, 725, 738 Kittiviriyakarn, Sittidat, 681 Köhler, Marcel, 753 Köhler, Thomas, 725, 738 Koppensteiner, Gottfried, 244 Kovalenko, Olena, 145, 288 Krapookthong, Maichanok, 556 Kraysman, Natalia V., 316, 713, 719 Krištofiaková, Lucia, 824 Kummanee, Jiraphorn, 692 Kunapinun, Alisa, 475 Kupriyanov, Oleksandr, 288 Kupriyanov, Roman V., 316 L Lagos, Richard, 115 Láng, Blanka, 569 Lara-Prieto, Vianney, 306 Lazareva, Elena G., 704 Lefterova, Olga, 154 Lekapat, Sukanjana, 465, 725, 738 Leon, Andreas, 753 Lopukhova, Julia, 619 Lorenzová, Jitka, 788 Loukopoulos, Athanasios, 212 Ly, Ousmane Racine, 59, 69

Author Index M Makeeva, Elena, 619 Malach, Josef, 263 Maldonado, Patricia, 115 Maliashova, Anna, 234 Mandal, Jyotsna Kumar, 12, 30 Martins, Francisco, 256 Mazzara, Manuel, 188 Meishar-Tal, Hagit, 653 Membrillo-Hernández, Jorge, 306 Mendy, Gervais, 50, 69 Mense, Alexander, 671 Mingkhwan, Anirach, 505 Miština, Juraj, 824 Molina-Solís, Elsy G., 306 Mullakhmetova, Gulnara R., 713 Müller, Christiana, 546 Munk, Michal, 892 Mura, Simone, 86 Mynaříková, Lenka, 788 N Naing, Ye Win, 430 Nanthasudsawaeng, Kritchouw, 351 Ndiaye, Latyr, 50 Nilsook, Prachyanun, 222, 391, 692, 764 O Ode-sri, Adisorn, 725, 738 Oleynikova, Olga, 443 Osipov, Petr, 443, 778 Ouya, Samuel, 50, 59, 69 P Perez, Huberth, 297 Phacharoen, Ekkaphan, 882 Phattanasak, Matheepot, 465 Pichugin, Andrei B., 713 Piriyasurawong, Pallop, 3, 277, 391, 681, 692, 764 Polyakova, Tatiana, 127 Posayanant, Suchanya, 455 Posekany, Alexandra, 244 Premawardhena, Neelakshi Chandrasena, 631, 643 R Reuveni, Tamara, 653 Rhongo, Domingos, 86 Robkit, Achareeya, 339

Author Index Rodriguez, Jorge, 181 Rodriguez-Velazquez, Luis G., 181 Rojas, Pablo, 115 Rubenzer, Sabrina, 671 Rudneva, Tatyana, 619

S Saengthong, Thidapat, 455 Samoila, C., 844 Sánchez-Guerrero, Javier, 598 Sánchez López, Cristina Andrea, 857 Sanrach, Charun, 505 Santiago-Chávez, Nora, 598 Sato, Jun, 580 Sayavaranont, Purita, 277 Schaffeld, Guillermo, 115 Scheffl, Erich, 359 Schmechtig, Nelly, 753 Sedelkov, Dmitry, 370 Semushina, Elena Y., 21 Sethakul, Panarit, 430, 465 Shageeva, Farida T., 713, 719, 808 Shebalina, Olga, 871 Simonics, Istvan, 835 Singh, Ishwar, 135 Smirnova, Galina, 871 Sofer, Shai, 653 Srinivasan, Seshasai, 135 Stamoulis, Georgios I., 212 Stanko, Tanya, 370 Sukhanova, G. N., 487 Sukmak, Pornwilai, 379 Sulaiman, Abdulkabir, 536 Sultanova, Dilbar, 169, 234, 496 Svoboda, Petr, 788

T Takeichi, Yoshihiro, 580 Tan, Wee Hoe, 607 Turčáni, Milan, 38

905 U Umechukwu, Kelvin, 536 Ursutiu, D., 844 Ustinova, Irina G., 704 Utakrit, Nathaporn, 379 V Valeeva, Elvira, 154, 159, 316 Valeeva, Raushan, 443 Valeyeva, Nailya Sh., 316 Vališová, Alena, 788 Vavougios, Denis, 212 Verner, Igor, 297 Vicherková, Dana, 263 Villacis Villacis, Wilma Guadalupe, 857 Vittori, Lisa, 244 Vorbach, Stefan, 546 W Wahl, Harald, 671 Wang, Nan, 514 Wannapiroon, Panita, 222, 391, 692, 764 Wanyama, Tom, 135 Win, Myo Thu, 430 Wolfer, James, 527 Wong, Amy Ooi Mei, 77 Wong, Yoke Seng, 607 Y Yajima, Kuniaki, 580 Yap, Li Chen, 607 Yaschun, Tatjana, 145 Yonemura, Keiichi, 580 Yuen, Kevin Kam Fung, 77 Z Záhorec, Ján, 892 Zatkalík, Martin, 663 Zhetesova, Gulnara, 871 Zhirosh, Oksana, 370 Ziyatdinova, Julia, 21, 154, 159, 443, 778 Zygouris, Nikolaos C., 212