Supporting STEM knowledge and skills in engineering education - PELARS project
Publikation: Konferencebidrag › Paper › Forskning › fagfællebedømt
Standard
Supporting STEM knowledge and skills in engineering education - PELARS project. / Cojocaru, Dorian A.; Friesel, Anna; Spikol, Daniel.
2016. Paper præsenteret ved 5th Annual ASEE International Forum 2016, New Orleans, USA.Publikation: Konferencebidrag › Paper › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - CONF
T1 - Supporting STEM knowledge and skills in engineering education - PELARS project
AU - Cojocaru, Dorian A.
AU - Friesel, Anna
AU - Spikol, Daniel
PY - 2016
Y1 - 2016
N2 - In this paper we present our proposal for improving education with hands-on, project-based and experimental scenarios for engineering students with the use of learning analytics. We accomplish this through teacher and learner engagement, user studies and evaluated trials, performed at UCV (University of Craiova, Romania) and DTU (Technical University of Denmark). The PELARS project (Practice-based Experiential Learning Analytics Research And Support) provides technological tools and ICT-based methods for collecting activity data (moving image-based and embedded sensing) for learning analytics (data-mining and reasoning) of practice-based and experiential STEM. This data is used to create analytics support tools for teachers, learners and administrators, providing frameworks for evidence-based curriculum design and learning systems. The PELARS project creates behavioral recording inputs, proving a new learning analytic that is scalable in application, and bridge qualitative and quantitative methods through reasoning and feedback from input data. The project serves to better understand learners' knowledge in physical activities in laboratory and workshop environments, as well as informal learning scenarios. PELARS traces and helps assess learner progress through technology enhancement, in novel ways building upon current research. The project results in learning analytics tools for practice-based STEM learning that are appropriate for real-world learning environments.
AB - In this paper we present our proposal for improving education with hands-on, project-based and experimental scenarios for engineering students with the use of learning analytics. We accomplish this through teacher and learner engagement, user studies and evaluated trials, performed at UCV (University of Craiova, Romania) and DTU (Technical University of Denmark). The PELARS project (Practice-based Experiential Learning Analytics Research And Support) provides technological tools and ICT-based methods for collecting activity data (moving image-based and embedded sensing) for learning analytics (data-mining and reasoning) of practice-based and experiential STEM. This data is used to create analytics support tools for teachers, learners and administrators, providing frameworks for evidence-based curriculum design and learning systems. The PELARS project creates behavioral recording inputs, proving a new learning analytic that is scalable in application, and bridge qualitative and quantitative methods through reasoning and feedback from input data. The project serves to better understand learners' knowledge in physical activities in laboratory and workshop environments, as well as informal learning scenarios. PELARS traces and helps assess learner progress through technology enhancement, in novel ways building upon current research. The project results in learning analytics tools for practice-based STEM learning that are appropriate for real-world learning environments.
UR - http://www.scopus.com/inward/record.url?scp=84994157039&partnerID=8YFLogxK
M3 - Paper
AN - SCOPUS:84994157039
T2 - 5th Annual ASEE International Forum 2016
Y2 - 25 June 2016
ER -
ID: 256265673