13 Nov 2013

IEEE Xplore®: the proceedings of the conference are now available here.

01 Nov 2013

Photos of the conference are available here.

26 Aug 2013

Conference has started. Have a good time!

01 Jul 2013

Participant registration is now open. More info.

18 Jun 2013

Participant registration is now open for AUTHORS who present a paper. More info.

28 Apr 2013

Deadline extension: IEEE TALE 2013 will accept author Full Paper submission till 11th May 2013, 11:59:59pm CIT. Please upload your full paper to Conftool.
See Deadlines.

12 Mar 2013

Interesting workshops will be held.
More info...

7 Mar 2013

Paper submission deadline has been extended to April, 26th.

20 Feb 2013

New keynote speaker confirmed: Prof. 4 Dr. Ken Kawan Soetanto.
More info...

19 Feb 2013

IEEE TALE 2012 already listed in IEEEXplore

19 Feb 2013

President of the IEEE Education Society, Prof. Manuel Castro, will deliver his Keynote Speech:
More info...

19 Feb 2013

Special Session on Computing Education in TALE 2013:
More info...

19 Feb 2013

IEEE TALE 2013 conference venue in Bali Dynasty Resort , Kuta Bali.
More info...

See all news.

Important Dates
11 May 2013Paper Submission
17 Jun 2013Review Outcomes
12 Jul 2013Final Paper Submission
20 Aug 2013Registration Deadline
26-29 AugTALE2013

Ford Lumban Gaol

Workshop #1

Workshop Description

MERLOT - the Multimedia Educational Resource for Learning and Online Teaching is a free repository of more than 40,000 online learning materials. The materials are curated by discipline-specific subject matter experts, and available as Open Educational Resources (OER) under Creative Commons licenses that allow professors to reuse them, non commercially, in their own online instruction.

MERLOT is used by professors, administrators, and librarians in more than 25 disciplines, to find peer-reviewed learning materials, to build instructional websites, and to share teaching and learning experiences with colleagues from around the world. MERLOT is an exceptional, multi lingual system, and the community of more than 120,000 registered members is in use at thousands of colleges and universities internationally.

This workshop will provide an overview of MERLOT, will demonstrate how users can register and use the system for free, and will describe MERLOT-II which will be released for general use in October, 2013.

Workshop Facilitator

Dr. Sorel Reisman, was 2011 President of the IEEE Computer Society, and is Managing Director of the international, higher education eLearning consortium, MERLOT.ORG at the California State University Office of the Chancellor, and Professor of Information Systems at California State University Fullerton. Reisman is a member of the IEEE Education Activities Board, the Publication Services and Products Board, and Editor-in-Chief of the IEEE Electronic Learning Products Library. As Computer Society Past President, Reisman chaired the Intersociety Cooperation Committee, responsible for the relationships with sister computer societies around the world. Dr. Reisman has held senior management positions at IBM (Canada and US), Toshiba (US), and EMI (UK). He is a Senior IEEE member, was Vice President of the Computer Society Publications Board, and Vice President of the Electronic Products and Services Board where he developed and initiated the Computer Society’s eLearning and online books programs. He is a currently a member of the IEEE Education Activities Board and liaison to the IEEE Technical Activities Board.

Dr. Reisman was editorial board member/columnist on IEEE Software, founding board member of IEEE Multimedia and IEEE ITPro, author of the column, The Ivory Tower, and reviewer for IEEE Transactions in Education. Reisman has presented/published 50+ articles and the books Multimedia Computing: Preparing for the 21st Century, and Electronic Learning Communities – Current Issues and Best Practices. Reisman received his electrical engineering degree, and MA and PhD in Computer Applications from the University of Toronto.



Workshop #2
Tools to Facilitate Student Development with Respect to Conceptual Understanding in Engineering: Concept Inventories

PDF icon
Download Details as PDF

Workshop Description

The IEEE Transactions on Education (ToE) publishes scholarly inquiries into education in electrical engineering, computer engineering, and other fields within the scope of interest of IEEE. To support the editorial board as they make decisions about manuscripts and provide feedback to authors, ToE has established new review criteria that focus on three areas of scholarship based on Boyer’s model [1], specifically application, integration, and discovery. Participants in TALE 2013 workshop at TALE 2013 have excellent opportunities to engage in constructive conversations about meaning of new review criteria and how they can address the new criteria. Although many potential ToE authors may not be familiar with terminology used in Boyer’s model, they are familiar with the underlying ideas from their own scholarly work, often in areas other than engineering education. The focus of the workshop is to provide opportunities for dialog that can help translate terminology used in Boyer’s model into language accessible to potential authors and explore ways in which they can address the review criteria.

Workshop Facilitators

Teri Reed-Rhoads, Texas A&M University, Assistant Vice Chancellor of Academic Affairs for Engineering of the Texas A&M System, Assistant Dean of Academic Affairs for the Dwight Look College of Engineering

Dr. Teri Reed-Rhoads received her BS in petroleum engineering from the University of Oklahoma and spent 7 years in the petroleum industry during which time she earned her MBA. She subsequently received her PhD in industrial engineering from Arizona State University. Dr. Reed-Rhoads’ teaching interests include statistics, interdisciplinary and introductory engineering, diversity and leadership. Her research interests include statistics education, concept inventory development, assessment/evaluation of learning and programs, recruitment and retention, diversity, equity, and cultural humility. She has received funding from the National Science Foundation, Department of Education, various foundations, and industry. Reed-Rhoads is a member and Fellow of the American Society for Engineering Education (ASEE), and a member of the Institute of Electronics and Electrical Engineers, the Society of Petroleum Engineers, and the American Society for Quality. She serves as an ABET Engineering Accreditation Council evaluator for ASEE, a member of the Diversity Committee, and co-chair of the Undergraduate Experience Council. Dr. Reed-Rhoads served as a reviewer of the US National Academy of Engineering’s (NAE) 2008 report, Changing the Conversation: Messages for Improving Public Understanding of Engineering and 2010 report Standards for K-12 Engineering Education? and was an invited participant in NAE’s Committee on Curriculum Reform and the NAE workshop Curriculum: Understanding the Design Space and Exploiting Opportunities.

Jeffrey E. Froyd, Texas A&M University, Editor-in-Chief, IEEE Transactions on Education

Dr. Jeffrey E. Froyd received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He is a TEES Research Professor in the Engineering Student Services and Academic Programs at Texas A&M University, College Station. He has been an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. He served as Project Director for the Foundation Coalition, a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored over 70 papers on faculty development, curricular change processes, curriculum redesign, and assessment. Prof. Froyd is a Fellow of the IEEE, a Fellow of the ASEE, an ABET Program Evaluator, the Editor-in-Chief for the IEEE Transactions on Education, and an Associate Editor for the Journal of Engineering Education. He has served as the general chair for the 2009 Frontiers in Education Conference and a program co-chair for three other FIE conferences.

P. K. Imbrie, Texas A&M University, Director of Undergraduate Academic Programs

Dr. P.K. Imbrie holds B.S., M.S. and Ph.D. degrees in Aerospace Engineering from Texas A&M University. An advocate for research-based approaches to engineering education, curricular reform, and student retention, Dr. Imbrie conducts research in epistemologies, assessment, and modeling of student learning, student success, student team effectiveness, and global competencies. He helped establish the scholarly foundation for engineering education as an academic discipline through lead-authorship of the landmark 2006 JEE special reports “The National Engineering Education Research Colloquies” and “The Research Agenda for the New Discipline of Engineering Education.” While at Purdue University, he co-led the creation of the First-Year Engineering Program’s Ideas to Innovation (i2i) Learning Laboratory, a design-oriented facility that engages students in team-based, socially relevant projects. He is nationally recognized for his work in active/collaborative learning pedagogies and is co-author of a text on teaming called Teamwork and Project Management with Professor Karl Smith. His engineering education leadership has produced many fundamental changes in the way students are educated at numerous national and international institutions (e.g., learner-centered teaming and active/collaborative learning in large lecture sections). His current research interests include: epistemologies, assessment, and modeling of student learning, student success, student team effectiveness, and global competencies; experimental mechanics; and piezospectroscopic techniques.

Workshop #3
Engaging Students in Active Learning Experiences using Tablet PCs and Slate Devices

PDF icon
Download Details as PDF

Workshop Description

Tablet PCs use their inherent ability to accept electronic ink (e-ink) input to enable users to interact with the device in a more natural way. This is especially important in learning environments where the user needs to focus on subject material rather than on the device used to record or store the subject information. Using Tablet PCs, instructors are able to increase their effectiveness by making more dynamic presentations and by more easily including active exercises into their classroom environments. Tablet PCs also enable better and more natural note-taking by students and easier after-class review of course material and notes. Further, Tablet PCs facilitate better interaction with persons participating in classroom sessions from remote locations since they easily involve students exchanging visual descriptions of concepts with the instructor and the rest of the class.

In this hands-on tutorial faculty will receive an introduction to the use of Classroom Presenter, OneNote, Interactive Classroom, the electronic textbook framework VText, and PDF Annotator. We will provide sufficient instruction for faculty to have a basic competency with the technology. Most importantly, we will show faculty various pedagogical practices that we have found helpful in using these technology tools in the classroom over the past 10 years. Active learning exercises for various disciplines will be emphasized. Faculty will be tasked with developing short active learning exercises starting from the development of goals for the exercise, through the desired student interaction, and ending with the exercise assessment and improvement strategy. Exercises will be determined by the individual faculty member’s disciplinary interests.

Learning Objectives

Intended Audience

Faculty members from a broad spectrum of disciplines can benefit from attending this tutorial. The desire to improve teaching and learning through the appropriate use technology is the only prerequisite. Participants should also be willing to partake in the lively discussions that this tutorial generally invokes. The tutorial will be at a level that will allow faculty members who have a minimum of technology training to participate. Faculty should know how to develop PowerPoint presentations.


Presenter: Joseph G. Tront, Virginia Tech, jgtront@vt.edu, 540-231-5067

Workshop Presenter

Dr. Joseph G. Tront is the Pete White chaired professor in the Bradley Department of Electrical and Computer Engineering at Virginia Tech. He has had a leadership role in the NSF sponsored engineering education coalition called SUCCEED where he was the director of the center for computing and communications for the nine university coalition. In his work in education digital libraries, he is the editor for NEEDS and is co-editor for the engineering collection of MERLOT. Dr. Tront also serves as editor for the Premier Award for Excellence in Engineering Education – an international award competition aimed at recognizing outstanding non-commercial courseware for use in engineering education. He has published articles in various venues describing the appropriate use of technology in higher education. He is developing tools and techniques for using Tablet PCs in the classroom where his work is sponsored by Microsoft and HP. He is currently playing a lead role in Virginia Tech’s Tablet PC Requirement initiative in which all entering engineering students are required to own a Tablet PC. In 2005, Dr. Tront won the Excalibur Award for Excellence in Teaching with Technology, in 2007 the Laureate Award from The Computerworld Honors Program, and in 2008 he the W.S."Pete" White Award for Innovation in Teaching. He is currently the W.S. Pete White Chair for Engineering Education at Virginia Tech. He has presented this workshop at over 45 venues for audiences comprised of university educators in the US and abroad.

Workshop #4
Performance Excellence in Higher Education:
Using the Baldrige Framework to Address the Assessment, Planning and Improvement of Overall Organizational Performance

PDF icon
Download Details as PDF

Workshop Description

Access, affordability and accountability are among the most pervasive themes in contemporary discussions of higher education. Common to each of these topics that are discussed as often within higher education. As by outside constituencies is the need for more rigorous self-assessment, linked to processes for planning and improvement. Assessment, planning and improvement are certainly not unfamiliar concepts within colleges and universities. On every campus there are administrators, faculty and staff who are committed to employing these activities within their work units. What is often lacking, however is an integrated, systematic organizational-wide approach to assessment, planning and improvement. An approach with the capability of bridging the cultural gap between academic, administrative, student life and service organizations. This workshop discusses these issues, focusing particularly on the Excellence in Higher Education program, and the Baldrige framework on which it is based. The workshop will explore how EHE can be used to provide a common framework, common language, and common tools for addressing the challenges of systematic organizational assessment, planning and improvement at all levels within colleges and universities.

This framework:

The Excellence in Higher Education model provides a robust tool for systematically reflecting on and improving the reality and perception of excellence for faculty, staff, students, and for the many other important constituency and stakeholder groups whose views of our colleges and universities are of increasing significant to the future of higher education. Perhaps most importantly, it is a model that equips faculty and staff with concepts and tools necessary to provide informed, systematic leadership of the assessment, planning and improvement process.

Workshop Facilitator

Dr. Bachtiar Simamora is the first Baldrige Examiner and an original Certified Baldrige Examiner from MBNQA, NIST, USA. In 1985, he start his career as researcher at National Institute of Sciences of Indonesia. While studying, he worked as part-time researcher and analysts at the World-Bank, Washington DC. USA. Upon his completion of Masters in Operations Research from The George Washington University and PhD in Industrial Engineering and Management from Oklahoma State University, he joined Bandung Graduate School of Management (STMB) Bandung as Senior Faculty member and Management Partner. He has also served as Head of School of Telecommunication Engineering (STTTelkom) Department before he concentrated on consulting work that focused on implementation of Baldrige Criteria for Performance Excellence.

He has conducted many Baldrige Training including several sessions of Examiner Training in Cooperation with TQI Inc. USA. He has also conducted several Baldrige Executive Briefing and seminar for awareness and buying-in. In April 2004, he is one of the speaker at National Executive Seminar on Baldrige Criteria attended by more than 200 top management of State-Owned Enterprises (BUMN). He has provided consultancy to organization for designing, preparing, and implementing using Baldrige Criteria for Performance Excellence. In March 2005, he worked with USAID project at The Supreme Audit Institution of Republic of Indonesia Strategic Planning to transform and improve overall it’s performance using Baldrige Criteria as framework. He provides consultancy and assistance to minister of Industry in the planning of organizational transformation to better serve industries organization in Indonesia. He is currently lead a team (Champion Team) at Bina Nusantara University in implementing Baldrige framework to accelerate the achievement of University Vision, Mission and Goals. His research interest include Performance Excellence through process improvement (reengineering), leadership, knowledge management and innovation.

Workshop #5
Lesson Learned from Educational Activities in IEEE

PDF icon
Download Details as PDF

Workshop Description

IEEE as an international professional organization has interest on education activities since long ago. There are 70 education society chapters encompasing 116 sections at IEEE where each chapter has its unique challenges. Basically, the activities in education chapter are usually as pre-university activity, university activity (including accreditation), and continuing education activity. Other than these three activities, several chapters also conduct activity in the relation between university and other constituent such as industry. Having discussion on the lesson learned from educational activities at IEEE all around the world will give benefits to each other since one can have ideas on what and how the activity should be done in order to have a great outcome. Thus, this workshop at TALE 2013 provides an excellent opportunity to discuss about education activities that can have many benefits and can be implemented either as an education chapter or as a university (educational institution).

Workshop Facilitator

Dr. Ayu Purwarianti, Education Activity Officer of IEEE Indonesian

Dr. Ayu Purwarianti received the B.S. and M.S. degree in informatics from Bandung Institute of Technology, and Ph.D. degrees in Information and Computer Science from the Toyohashi University of Technology, Japan. She is an assistant professor at school of electrical engineering and informatics, Bandung Institute of Technology. Her expertise area is in natural language processing field. She is now the head of study program of Informatics at Bandung Institute of Technology, Indonesia, which is one of the oldest universities in computing in Indonesia.