Inquiry-based Learning is an efficient learning method. This method is applied in many science courses. It is a research-oriented method which awakens personal curiosity of learners. Learners are motivated intrinsically, and they learn by research. Wide research areas can be investigated using Inquiry-based Learning. It can be applied to all learning areas. In the literature, Inquiry-based Learning is applied to science education. In this paper, Inquiry-based Learning is applied to a software engineering course. The application is novel because the area is a non-science area. Cryptocurrencies, which are applications of blockchain technologies, are selected as the research area. Research is done by students freely. Results of research are combined and shared among students. Students are assessed. Inquiry-based Learning is applied in a least structured way. In other words, open Inquiry-based Learning is applied. To empower it, gamification is used. A methodology for open Inquiry-based Learning is presented. The effect of gamification is measured.
Software engineering means applying engineering principles to software development. In the same way, agile software engineering means applying agile approaches to software engineering. Software engineering courses try to teach software development life cycle using project‐based approaches. Also, they endeavor to include real life issues of software engineering to the courses. Moreover, they struggle to teach teamwork in software development because it is a requirement of the real life software development. In robotics education, competition‐based learning is efficiently used for years. Competitions can be organized in teams and real‐world issues can be simulated with them. In this work, a competition‐based learning approach is applied in an agile software engineering course to increase the efficiency of teaching software engineering, and the results of the approach are presented. Real‐world issues of agile software development are simulated using competition‐based setting. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:382–387, 2016; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI
Nesnelerin interneti (Nİ) aygıtlarının dünyası giderek büyümektedir. Bu aygıtların birbirleri arasındaki etkileşimi günden güne artmaktadır. Bu aygıtların etkileşimleri, birçok uygulama için değerli duruma gelmektedir. Bu aygıtların her bir özel ve uzamsal etkileşimi, onlar için bir görüşmedir. Bir Nİ görüşmesi için bu aygıtların birbirlerini kısa-uzaklık iletişim yoluyla doğrudan görmesi gerekmektedir. Bu çalışmada, Nİ görüşmeleri tutulmakta ve başkalarıyla paylaşılmaktadır. Nİ görüşme işlemleri dayanımlı olmalıdır. Bu amaçla, özel bir blok zinciri önerilmekte ve Nİ görüşmelerinin oluşması için gerekli düzenek tasarımı verilmektedir. Önerilen blok zinciri, Nİ görüşme işlemleri için İş Kanıtı uzlaşma düzeneğini kullanmaktadır. Veri bozulmasını engellemek için işlemler, Nİ aygıtları tarafından imzalanmaktadır. Blok zincirinde, sahip oldukları kaynaklara göre 5 tip aktör oluşturulmuştur. Bunlar, görüşme bildirimcisi, görüşme onaycısı, veri istekçisi, veri sağlayıcı ve kazıcıdır. Blok zinciri işlemleri, aktörlerin haklarını ve kişisel gizliliklerini korumak için tasarlanmıştır. Ek olarak, blok zinciri, kendi kriptoparasına sahiptir. Veri paylaşımını arttırmalarını ve görüşme işlemleri oluşturmalarını sağlamak için veri istekçisi dışındaki aktörlere, kriptopara ödülü verilmektedir.
This paper discusses the design of Emerging Technologies course under the Software Engineering Department at Atilim University. At Atilim University, a visionary course was needed especially for the senior undergraduate students of Information Technology (IT) related departments. At Atilim University, there are 3 IT related departments which are Software Engineering, Computer Engineering, and Information Systems Engineering. This course should have covered all the emerging technologies so that students can decide properly the fields to work after graduation. Moreover, students should have been encouraged for entrepreneurship to develop their own businesses. As a result, a course covering all emerging technologies was designed. First of all, a comprehensive definition is formed for emerging technologies, and they are classified. The important concepts included in the course are active learning, improving the vision, proposing new technologies, and forecasting the future technologies. The course also includes a project which is designed to be a simulation of an important emerging technology. For the simulation project, software development is requested from the students. This provides students to reconcile emerging technologies and software development, which is the most important technology for IT related students. This paper presents instructor experiences, student feedback analysis, lessons learned and recommendations for other instructors.
Global Positioning System is very critical for many applications. If it is out of service, there may be chaotic situations for the applications. For this reason, there should be other types of sources for location information. In this work, a blockchain is proposed for location information. Blockchain provides a resilient system, and it can also provide reliable location information. Reliability of location information is also supported by short-range communication. Short-range communication eliminates location information errors outside the communication range. Therefore, it helps to minimize location information errors. In the blockchain, there are special devices to provide location information. The proposed blockchain is a market for location trade with its own cryptocurrency, which is used mostly to incentivize the devices to share location information among themselves. Moreover, the proposed blockchain respect location privacy using encryption mechanism.
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