Assessment in Math-Bridge
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This document discusses assessment and reporting features in Math-Bridge. It describes two assessment modes: exams, which allow multiple attempts with feedback, and tests, which can be structured in pages or questions and include time constraints. Reporting provides overall user performance, individual attempt details, exercise activity, aggregated user and content feedback, and event logs. The document also mentions a search tool to access learning objects directly or through semantic or smart search, and a course assembly tool to create course books and tests.
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The document discusses the discrete mathematics curriculum at Saint-Petersburg Electrotechnical University. It provides an overview of which discrete math topics are covered in each year of study for different degree programs. It also compares course parameters like credits and hours between the university and TUT. Key modules covered in the second year Math Logic and Algorithm Theory course are outlined. Competencies addressed in the curriculum are mapped to SEFI levels, with additional competencies covered uniquely at the university. Suggested modifications to improve the curriculum structure are presented.
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This document provides information about a Probability Theory and Mathematical Statistics course taught at KNITU, Russia. It includes details about the course such as the number of students, preliminary courses required, distribution of working time, topics covered in lectures and workshops/laboratories. It also compares the methodology and topics studied in this course to a similar course taught at TUT, Finland. Key differences highlighted include the use of Matlab at TUT and more emphasis on practical work/tutorials versus lectures. Overall competencies covered are also summarized and compared between the two courses based on the SEFI framework.
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This document compares the optimization methods courses between KNITU (Russia) and TUT (Finland).
The KNITU course is mandatory, has fewer credits (3 vs 5), and less time spent (108 student hours vs 138). Key topics are similar but KNITU spends less time on lectures (10 vs 28) and nonlinear optimization.
The main difference is KNITU has fewer lectures, almost half that of TUT. This could be addressed by using an online math platform like Math-Bridge to provide additional lecture material and practice problems. Mid-term tests on Math-Bridge could help evaluate knowledge gained from the extra online content.
Course - Discrete Mathematics
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The document describes a course in Algebra and Geometry for Informatics and Computer Science (ICS) and Programming Engineering (PE) majors. It analyzes the course content based on the SEFI framework and finds that the course covers most competencies in linear algebra and geometry at the core and level 1 levels. Some level 2 and 3 competencies are also covered. However, not all competencies are addressed as some assume knowledge from secondary school, others are covered in other courses, and some are not necessary for the ICS and PE profiles.
Mathematical foundations of fuzzy systems
This document discusses the mathematical foundations of fuzzy systems, including:
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- The theory of possibility introduced in 1978 uses axiomatic approach and possibility measures to define possibilistic space and possibilistic (fuzzy) variables characterized by possibility distributions.
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Probability Theory and Mathematical Statistics in Tver State University
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Calculus - St. Petersburg Electrotechnical University "LETI"
This document provides an overview of the calculus concepts covered in school and in various university courses at the Electrotechnical University “LETI” in Saint Petersburg, Russia. It outlines the key competencies developed in functions, sequences, series, logarithmic/exponential functions, rates of change, differentiation, integration, and other topics. The levels of mastery increase across the core courses in Calculus, Computing Mathematics, and some additional advanced topics covered in only two specialized groups.
Discrete Mathematics
1. The document outlines discrete mathematics competencies covered at different levels in the undergraduate curriculum at Saint-Petersburg Electrotechnical University.
2. Many competencies are covered in the discrete mathematics course in the first year, while others are covered in courses like mathematical logic and algorithm theory in later years.
3. LETI aims to develop additional competencies beyond the SEFI levels, such as skills in mathematical logic, graphs, algorithms, and finite state machines.
Probability Theory and Mathematical Statistics
This document discusses a computer tutorial on probability theory and mathematical statistics that was developed for a bachelor's degree program in computer science and engineering. It provides details on the course, including the typical number and gender of students, prerequisite courses, and time allocation. It also outlines the history of the degree program and standards from 1990 to 2014. The document describes the contents, structure, and development of the computer tutorial, and shows some screenshots of different learning management systems used to deliver the tutorial over time, including Lotus Learning Space, IBM Workplace Collaborative Learning, and Blackboard.
Optimization Methods
This document provides an overview of optimization methods. It discusses both single-variable and multi-variable optimization techniques, including necessary and sufficient conditions for local minima. Specific optimization methods covered include golden section search, dichotomous search, gradient descent, Newton's method, the simplex method for linear programming problems, and the method of Lagrange multipliers for constrained optimization problems. The document is intended to provide information about an optimization methods course, including preliminary courses, time distribution, and types of optimization techniques taught.
Math Education for STEM disciplines in the EU
The document discusses math education reforms in the EU. It notes declining math skills among students and describes efforts across Europe to shift from a content-focused approach to developing mathematical competencies. Recommendations include changing curricula to emphasize real-world problem solving, improving teacher training, and leveraging technology as a teaching tool while maintaining the important role of educators. Overall, the document outlines the need for pedagogical reforms to address shortcomings identified by assessments like PISA and better prepare students for STEM careers.
International Activities of the University in academic field
The document summarizes the international activities of Kazan National Research Technical University (KNRTU-KAI) in academic fields. It outlines several milestones in the university's international relations starting from the 1950s when it first hosted foreign students. It then discusses KNRTU-KAI's participation in international projects, associations, and TEMPUS programs. The document also provides details on international accreditation of academic programs, the new German-Russian Institute of Advanced Technologies, and KNRTU-KAI's approach to developing new curricula/modules based on the qualifications framework of the European Higher Education Area.
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Chapter 2
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Assessment in Math-Bridge
- 1. Sergey Sosnovsky, Saarland University / DFKI Assessment in Math-Bridge Saarbrücken, 07/07/2015
- 2. Assessment ❖ Fully controlled from crashes ❖ Rich tuning ❖ Post-submission feedback ❖ Two modes: Exams & Tests ❖ Exams: ❖ multiple attempts before final submission ❖ rich post-submission feedback
- 3. Assessment Tests can be structured using several pages … or several questions per questions can weight different amounts of points questions can weight different amounts of points test can be time-constraint test must be submitted at the end
- 4. Reporting Reports are available in the management Reports are available in the management Report parameters Report results
- 5. Reporting (tests/exams) ❖ Tests & Exams: ❖ Overall performance of users taking this test ❖ Links to individual summative details of individual test attempts ❖ links to deleting attempts (for administrators) ❖ List User Inputs: ❖ detailed input provided by students for the test items
- 6. Reporting (exercises) ❖ Student Results ❖ detailed report on exercise activity (number of runs, successful runs, drops, etc.) ❖ Aggregated report - students ❖ summary of exercise activity aggregated by students ❖ Aggregated reprot - exercises ❖ summary of exercise activity aggregated by exercises
- 7. Reporting (others) ❖ User Feedback by User ❖ Social feedback aggregated by students ❖ User feedback by content ❖ Social feedback aggregated by learning objects ❖ Events ❖ Complete activity report for datelining purposes ❖ Questionnaires ❖ Report on students’ answers to questionnaires available in Math- Bridge ❖ Bucket Report ❖ Graphical Representation of recent students’ activity ❖ Share Calculators ❖ Relevant usage of different content collections
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- 9. Search in Math-Bridge ❖ Simple Search Advanced Search
- 10. Search in Math-Bridge Search results Search terms Semantic Search Smart Search
- 11. Course Assembly Tool ❖ Creating Course Books and Exam/Test Books
- 12. Course Assembly Tool Search toolCurrent page Table of Contents Rename/Delete page Rename/Delete Section; Add new subsections/ subpages Add sections