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ePortfolios in ActiveMath
 

ePortfolios in ActiveMath

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Describes a first approach to implement e-portfolios in ActiveMath

Describes a first approach to implement e-portfolios in ActiveMath

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  • Maximale Dauer: 30 Minuten inklusive Diskussion. Pädagogen verwenden eher Mindmaps: Assoziatives Netzwerk Thematische Nähe Concept Maps: Unterstützen Analyse und Reflektion Hierarchisch geordnetes Netzwerk von Begriffen Inhaltliche und logische Beziehungen

ePortfolios in ActiveMath ePortfolios in ActiveMath Presentation Transcript

  • ePortfolio in Martin Homik, Erica Melis -- ActiveMath Group –- www.activemath.org ePortfolio 2005, Cambridge German Research Center for Artificial Intelligence (DFKI GmbH) Saarland University
  • Outline
    • Motivation
    • ActiveMath
    • Workbook (ActiveMath’s ePortfolio)
    • Capturing Semantics in Workbook
    • Architecture
    • Conclusion
  • Motivation
    • Current ePortfolios: standalone applications
      • Integration into large systems, in general?
      • Integration into learning environments?
    • Definition: “… collection of evidences…”
      • How to capture reflection on processes?
      • How to turn implicit knowledge into explicit one?
    • Function: store and provide access
      • How to support users?
  • ActiveMath
    • Web-based
    • User-adaptive
    • Interactive
    • Semantic KR
    • Service-based
  • ActiveMath
    • Web-based
    • User-adaptive
    • Interactive
    • Semantic KR
    • Service-based
  • ePortfolio in ActiveMath (Workbook)
  • Assembly Tool
    • Students are “book smart”
    • Assemble own books
    • Supports meta-cognitive skills
    • Store locally/upload
  • Learning log
    • Self-managed documentation of learning objectives
    • Base on experience with paper logs
    • Reflection on:
      • Content
      • Process
      • Meta-Cognition
  • Hypotheses
    • Formulation and justification
    • Annotated by beliefs
    • Supports:
      • Reasoning
      • Problem solving
      • Argumentation
  • Views and Queries
    • List entries: all/specific type/specific period
    • … related to a specified learning object
    • … related to LOs a learner does not understand
    • … related to LOs a learner did not understand in first place, but has learned meanwhile.
    • … .
  • Capturing Semantics
    • By structure
      • We know what we ask
    • By multiple choice questions
      • We can interpret answers
    • By template answers
      • We can interpret answers without full understanding
    • By drag&drop
      • We can relate entries to learning objects
  • Capturing Semantics: Structure
    • Questions related to:
    • General data
    • Content
    • Process
    • Meta-cognition
    • Label
    • Privacy
    • Date
    • What was the lesson about? Write a summary.
    • What did you (not) understand?
    • Formulate questions to issues you did not understand.
    • What kind of tools or resources did you use for solving?
    • Who helped you?
    • What difficulties arose during problem solving?
    • What learning objects were most helpful to you?
    • How would you rate your performance?
    • Did you achieve your goals? If not, why?
    • Who can help you?
  • Capturing Semantics: Drag&drop http://demo.activemath.org:8080/... mbase://LeAM_calculus/diffquot/def_diff_quot
  • Architecture Math Knowledge Base Learner Model Server Clients Web Server Manager retrieve JNLP (http) Learning log Database
  • Outlook
    • Evaluation:
      • Currently in seminar with 15 university students
      • Planned for LeActiveMath EU-Project
    • Investigate learning logs (types, semantics, …)
    • Enhance collaboration
    • Increase interaction with ActiveMath’s services
    • Compare learning logs with learner model
    • Integration of more reflection-supporting tools
    • (Examine) Export in IMS ePortfolio
  • Conclusion
    • ePortfolios in learning environments
      • Not restricted to collection of evidences
      • Store reflection processes
    • Explicit reflection supports meta-cognition
    • Capturing semantics enables provision of user-adapted support
    • Still a lot of interesting work to do.
  • Thank you. www.activemath.org