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Software Platform for Outcome Based Education

Programmes have modular structure, i. This provides a sustainable improvement path that educators can walk at their own pace. On May , the next ENTER programme meeting will be held at Tambov State Technical University Russia , where the consortium of Russian and Kazakhstan technical universities will be created, who will implement the results of the programme.

This approach has been beneficial from both the pedagogical point of view and by opening the design communication channels between Academe and Industry. In the Curricular Unit of Industrial Design Project, taught at FEUP, we seek that this approach responds to challenges launched by the companies, or we design project opportunities after an analysis of the products, technologies or even the conceptual approach of the products that the companies can offer.

For the project, students had to consider the Five R's policy Refuse, Reduce, Reuse, Repurpose, and Recycle by reflecting on the product life cycle, relating it to the cycle of human life - delaying its end and dignifying its death as a product, granting it a new end, a new product. Some design constraints were imposed, such as object sizing and packaging design, which also had to be projected using wastes. The design contributions of the class exceeded the expectations of the company, with twenty-one proposals that managed to embrace the concept outlined for the project.

The students used cardboard boxes, pine slats that are used as wooden board separators in transportation to the factory, and small MDF squares and rectangles that are leftovers from CNC cutting of kitchen doors in which later glass is incorporated in these cuts.

The results for its formal simplicity - children's toys, objects for home decoration, vertical garden stands, rulers, modular objects, desk lamps, etc. We believe that we are in the right path.

Dr. Amiya Kumar Rath| Educationist | Author | Researcher

So, I would like to introduce a relatively unknown pioneer. While most know Ada Lovelace who pioneered algorithms and the Analytical Engine, and many are aware of the contributions of Grace Hopper and the invention of early compiler tools, fewer have heard of Kathleen Booth who pioneered hardware and software, with research ranging from instruction sets to neural networks. Kathleen Britten, while obtaining her Ph. In addition to their technical collaboration, Kathleen Britten and Andrew Booth married in , and ultimately had two children.

It is instructive to read her book to see how serious the material was for such an early time in computing. For example, the APE X C was a bit, binary, computer, with an Accumulator and shift register, along with instruction store. Input was via a 5-hole paper tape, output was also on punched tape, which could be subsequently run through a teleprinter. With only fifteen instructions, little memory, and only assembly language, what would you expect to use as programming applications for your textbook? Maybe a counter? Perhaps guessing game, prime numbers? Not Dr. All in assembly language — which, by the way, she had to invent!

But there is still more. She also covers matrix multiplication and simultaneous linear equations, floating point arithmetic, and, of course, debugging. All with detailed programs to illustrate. But wait, there is still more! So, Google Translate may not be a new invention after all, except the techniques have advanced and we are transitioning from imperative programming to machine learning paradigms, such as Deep Learning a re-emergence of artificial neural networks , to augment our systems.

So there you have it. With connections from Assembly Language to modern Deep Learning, Kathleen Booth played a substantial role in the development of computing as we know it today. Booth and Kathleen H. By Susan M. When do students learn more: When they take a course taught by a teacher in a traditional classroom or when they take that same course offered online? Yeah, it was a trick question.

We do know that certain instructional strategies can lead to increased learning and many of these strategies work best in technology-enhanced environments. We also know that learning is retained longer when students are actively engaged with course content, and technology can facilitate this engagement in ways that are difficult to do if not impossible in the traditional classroom. Sure, you could assign dozens of homework problems every day, but do you really have time to grade all of them?

What if, instead, you created an online practice quiz that presented questions drawn randomly from a pool? Feedback could be provided automatically, and students have the option to take the quiz multiple times. We also know that some content requires reflection and the chance to frame ideas within the context of the assigned readings.

An in-class discussion may be great for this, but is everyone going to have an opportunity to participate? Online discussions could be ideal for this by allowing every student to take the floor and giving everyone a chance to think about what they want to say before answering.

ABOUT RK University

Another example could be that of students learning to work as part of a collaborative team. Group work has a mostly well-deserved bad reputation among students due to unequal participation of group members and logistical problems of convening the group outside of class time. So, does technology enhance student learning? However, until recently, there has been little focus on languages, apart from the basics and technical English.


  1. Fix It In Post: Solutions for Postproduction Problems.
  2. International Management Ethics: A Critical, Cross-cultural Perspective.
  3. Domain Advisors?
  4. Editor Column.
  5. Passar bra ihop;
  6. The Story of Esther - A Woman of Destiny.

Due to the academic nature of the university, it offers languages only as an additional education degree or minor U. Understandably, this limits exposure and practice of languages to the students leading to a deficiency in their knowledge. The overall language curriculum in Russia is well adept in terms of grammar and vocabulary but, unfortunately, severely lacks speech practice. She, along with Professor Gulnaz Fakhretdinova, act as moderators.

Dr. RajaniKanth Aluvalu

Students were proposed to discuss topics which interested them or, at least, to notify the moderators of a topic, which they wanted to gain vocabulary and phrases in. In the first semester, particularly at the beginning, there continued to be a lack of participation, but with increased encouragement and reassurance, even students with lower level English skills began to try and formulate sentences with other students assisting to fill the gaps or correct mistakes. The second semester of English Club began a few weeks ago and with great joy, attendance was overwhelming.

Another wonderful observation was that the students were not afraid to speak about what they actually did or their actual feelings, in other words, they did not censor themselves to textbook English.


  1. Domain Advisors | IonCUDOS;
  2. Citations per year?
  3. ICTIEE 2014.
  4. Cicero: On Moral Ends (Cambridge Texts in the History of Philosophy);
  5. Biomining: Theory, Microbes and Industrial Processes.
  6. Conferences.
  7. ICTIEE | Call for Papers (CLOSED).

Despite slight mistakes and occasional pauses, this new atmosphere was extremely inspiring. However, as active participants in an increasingly globalized society, these skills open up possibilities for truer communication, communication which is not based on memorized phrases. It also allows students to speak more confidently because they are not constantly trying to recall what grammatical rule was noted in some book or what phrase was better to use in what situation.

The fluidity of their speech increases and it is more natural, allowing them to build relationships with people and companies. In summary, English Club has proven to be a vital resource for STEM students, as a way to enhance their skills and provide a stress-free, active environment for language learning. In the test, you use a similar problem to those showed in classes with only a little shift. Most students fail.

Dr. RajaniKanth Aluvalu

Only last week, a colleague was shocked to find that most students failed the first exercise of a test because they considered velocity equal to zero when the exercise formulation specifically indicated that it was a jet aircraft flying. The formula and the calculus were similar, just with a number instead of zero, they just had to understand that! On top of this, they have to be really fast or the board is deleted before they are finished. And finally, really excelling at multitasking, they will actually be listening to the teacher and process some useful information out of it. Probably not.

An experienced teacher was lecturing, he stopped, asked questions, really focused on why the velocity was zero, and the student was able to understand, at that moment, clearly the reason why. However, he only listened to the explanation. The teacher, like the vast majority of its peers, used the board to write the how and stopped to explain the why , but the why remained unwritten. Later, when studying from their notes, they will see the how , but how many will actually remember the why?

When going through their notes, they can actually become very good at recognizing that specific type of resolution and develop the illusion that they understood it completely, when actually the why is missing. Recognizing is different than recalling. Recognizing is seeing something and having the illusion that we know it. Recalling is remembering the steps and being able to reproduce them autonomously.

Additionally, students have been in passive learning mode every step of the way. They were not actively participating when listening or copying the board contents. Their chances at actually retaining the key concepts and reasonings are again diminished, as passive learning leads to low cognitive processing [1]. Watch it very carefully, take all the notes you can. At the end of it, actually try to do the origami by yourself, taking your notes as reference. However, unless you are previously versed in the arts of origami, you will most certainly fail. You were only watching.

When you try to recall, challenges emerge. So the problems with problem-solving on the board are mainly that we ask our students to do a multiplicity of different processes simultaneously; the learning is passive; there is little focus on the why, much focus on the how. Several authors have addressed this situation. So, how can we overcome the problems with problem-solving? There are several solutions, proposed by several authors [3]. One solution is — let them do the running, dividing the running into small steps. How can we divide a problem-solving in steps? Like we would in any other engineering problem: 1 — Collect relevant data and define the problem; 2 - Come up with possible solutions; 3 - Evaluate and choose one solution; 4 — Implement the solution.

The first three steps are the why, the most challenging part of problem-solving. Only the fourth is the how. Then, decide a time for phase 1, and transmit that time to students. Ideally, make the time visible. So the group will have, for example, 2 minutes for collecting relevant data and defining the problem by themselves. After this individual work, make it cooperative — have students work in pairs to share what they have thought 2 minutes again.