- Award ID(s):
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- Journal Name:
- IEEE Frontiers in Education Conference (FIE)
- Page Range or eLocation-ID:
- 1 to 8
- Sponsoring Org:
- National Science Foundation
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Hands-on practice is a critical component of cybersecurity education. Most of the existing hands-on exercises or labs materials are usually managed in a problem-centric fashion, while it lacks a coherent way to manage existing labs and provide productive lab exercising plans for cybersecurity learners. With the advantages of big data and natural language processing (NLP) technologies, constructing a large knowledge graph and mining concepts from unstructured text becomes possible, which motivated us to construct a machine learning based lab exercising plan for cybersecurity education. In the research presented by this paper, we have constructed a knowledge graph in the cybersecurity domain using NLP technologies including machine learning based word embedding and hyperlink-based concept mining. We then utilized the knowledge graph during the regular learning process based on the following approaches: 1. We constructed a web-based front-end to visualize the knowledge graph, which allows students to browse and search cybersecurity-related concepts and the corresponding interdependence relations; 2. We created a personalized knowledge graph for each student based on their learning progress and status; 3.We built a personalized lab recommendation system by suggesting more relevant labs based on students’ past learning history to maximize their learning outcomes. To measure the effectiveness ofmore »
Interactive and Adaptable Cloud-based Virtual Equipment and Laboratories for 21st Century Science and Engineering Education
This paper presents and discusses the use of simulation-based customizable online learning activities, virtual laboratories, and comprehensive e-Learning environments for teaching subjects such as materials science, chemistry, and biomanufacturing. The virtual equipment and lab assignments have been used for: (i) authentic online experimentation, (ii) homework and control assignments with traditional and blended courses, (iii) preparing students for hands-on work in real labs, (iv) lecture demonstrations, and (v) performance-based assessment of students’ ability to apply gained theoretical knowledge for operating actual equipment and solving practical problems. Using the associated learning and content management system (LCMS) and authoring tools, instructors kept track of student performance and designed new virtual experiments and more personalized learning assignments for students. Virtual X-Ray Laboratory and Web-based Environment for Single-Use Upstream Bioprocessing have been used to illustrate the implementation of the concept of Interactive and Adjustable Cloud-based e-Learning Tools. The virtual labs and e-learning environments have been used at two-year and four-year colleges and universities in the USA, UK, Tanzania and some other countries. The virtual X-Ray lab has also been integrated with the MITx course delivered via the MOOC (massive open online course) edX platform for Massachusetts Institute of Technology undergraduate students.
Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement
With the increasing popularity of distance education, how to engage students in online inquiry‐based laboratories remains challenging for science teachers. Current remote labs mostly adopt a centralized model with limited flexibility left for teachers' just‐in‐time instruction based on students' real‐time science practices.
The goal of this research is to investigate the impact of a non‐centralized remote lab on students' cognitive and behavioural engagement.
A mixed‐methods design was adopted. Participants were the high school students enrolled in two virtual chemistry classes. Remote labs 2.0, branded as Telelab, supports a non‐centralized model of remote inquiry that can enact more interactive hands‐on labs anywhere, anytime. Teleinquiry Instructional Model was used to guide the curriculum design. Students' clickstreams logs and instruction timestamps were analysed and visualized. Multiple regression analysis was used to determine whether engagement levels influence their conceptual learning. Behavioural engagement patterns were corroborated with survey responses.
Results and Conclusions
We found approximate synchronizations between student–teacher–lab interactions in the heatmap. The guided inquiry enabled by Telelab facilitates real‐time communications between instructors and students. Students' conceptual learning is found to be impacted by varying engagement levels. Students' behavioural engagement patterns can be visualized and fed to instructors to inform learning progress and enact just‐in‐timemore »
Telelab offers a model of remote labs 2.0 that can be easily customized to live stream hands‐on teleinquiry. It enhances engagement and gives participants a sense of telepresence. Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry‐based laboratories online.
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