Incorporate Cross-Course Knowledge Integration into Computing Education

Mithun, Shamima; Luo, Xiao

doi:10.1109/fie43999.2019.9028588

Cited by 3 publications

(6 citation statements)

References 9 publications

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“…The evaluation makes a positive case for integration based pedagogy as it improves student performance. Another attempt on a cross-course project, pair students from different technology-oriented software development courses [12]. The paper discusses problems encountered, faculty experiences, and recommendations to apply cross-course PBL.…”

Section: Introductionmentioning

confidence: 99%

“…Thus it is seen that the projects for improving competencies have the following aspects: They are strategically funded by the governments [4]- [8] or driven by the university [9] in the specific area. It involves the industrial partner to support the project; a cross-course project involves complementary courses from the same university or organization [10]- [12]. Such experiences usually target senior year courses or capstone projects [11]- [12]; a student team may visit the host university under International exposure programs [13].…”

Section: Introductionmentioning

confidence: 99%

“…It involves the industrial partner to support the project; a cross-course project involves complementary courses from the same university or organization [10]- [12]. Such experiences usually target senior year courses or capstone projects [11]- [12]; a student team may visit the host university under International exposure programs [13]. This engagement needs physical travel and stay for the duration of typically 4 to 12 weeks; the projects execute virtually using ICT [14]- [17] for students of diverse courses.…”

Section: Introductionmentioning

confidence: 99%

“…• The experiment covers semester III (sophomore -fall) courses (unlike seniors in [11]- [12]) to start early building of competencies.…”

Section: Introductionmentioning

confidence: 99%

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Experiments with Multinational Cross-Course Project

Raval

Kaya

Zaveri

et al. 2020

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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A modern engineer needs global competencies to work in a multinational team. Active learning during education helps to understand the nuances of such future engagements. Therefore, this paper discusses the dynamics of the crosscourse project for sophomores in a multicultural environment. The project is embedded within courses offered at two universities, which are spatially and temporally separated. At each university the course uses blended learning with project providing opportunities for online interactions and rest content coverage through classroom dialogues. The paper outlines the experiences of the students, faculty and provides recommendations for future implementations. The essential advisory is for: (1) Fine-tuning the framework for improving teamwork. (2) Supervising the groups and evaluating them as per the onshore university norms.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…• The experiment covers semester III (sophomore -fall) courses (unlike seniors in [11]- [12]) to start early building of competencies.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Experiments with Multinational Cross-Course Project

Raval

Kaya

Zaveri

et al. 2020

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Experiments with Multinational Cross-Course Project

Raval¹,

Kaya²,

Zaveri³

et al. 2020

Preprint

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A modern engineer needs global competencies to work in a multinational team. Active learning during education helps to understand the nuances of such future engagements. Therefore, this paper discusses the dynamics of the crosscourse project for sophomores in a multicultural environment. The project is embedded within courses = offered at two universities, which are spatially and temporally separated. At each university the course uses blended learning with project providing opportunities for online interactions and rest content coverage through classroom dialogues. The paper outlines the experiences of the students, faculty and provides recommendations for future implementations. The essential advisory is for: (1) Fine-tuning the framework for improving teamwork. (2) Supervising the groups and evaluating them as per the onshore university norms.

show abstract

Research and Exploration on the Teaching Mode and Key Technologies of Comprehensive Project Practical Courses Based on Cloud Classroom

Zeng

2023

Proceedings of the 2023 International Conference on Information Education and Artificial Intelligence

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Incorporate Cross-Course Knowledge Integration into Computing Education

Cited by 3 publications

References 9 publications

Experiments with Multinational Cross-Course Project

Experiments with Multinational Cross-Course Project

Experiments with Multinational Cross-Course Project

Research and Exploration on the Teaching Mode and Key Technologies of Comprehensive Project Practical Courses Based on Cloud Classroom

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