Learning analytics and information visualization tools can provide valuable insights into student learning and participation during online courses. The presentation described tools that can generate summaries of student activity, participation networks, connections between students and course materials, and relationships between participation levels and academic performance. Visualizations are shown that allow filtering of the data in these ways. The tools aim to provide information to both students and teachers to help identify at-risk students, motivate participation, and evaluate instructional design.
This document summarizes a presentation on learning analytics in MOOCs given at a data science and social research conference. It defines key terms like learning analytics and discusses challenges like the interdisciplinary nature of the field and its current state of infancy. It also examines how learning analytics can help with issues in MOOCs like effectiveness, business models, technology/pedagogy, and more. The EMMA project framework for learning analytics in MOOCs is presented, including its use of dashboards, the XAPI standard, and clustering/network analysis of learner data. Conclusions discuss pedagogical neutrality and future work.
This document presents a new learning environment model based on Web 2.0 applications, discussing how the technological changes of Web 2.0 have impacted communication, knowledge, and learning. It reviews concepts of eLearning 2.0 and personal learning environments, then describes the development and implementation of a Web 2.0 learning environment at Darmstadt University consisting of wikis, blogs, social bookmarking, and RSS feeds. An evaluation of this learning environment found that it successfully motivated students and improved learning outcomes.
The document proposes a multi-layer map model to improve self-directed learning through resource organization and community-based learning on the web. It describes difficulties in locating suitable resources and navigating large amounts of information. The model visualizes common learning behaviors like resource location, categorization, and sharing. It was developed into a system allowing learners to easily find resources, organize them into personal topic maps, and share with a community topic map merging all personal maps. A case study found learners could locate resources faster, organize more meaningfully, and collect community resources more easily.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
Collaborative Learning of Organisational KnolwedgeWaqas Tariq
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
Big data integration for transition from e-learning to smart learning framework eraser Juan José Calderón
Big data integration for transition from e-learning to smart learning framework . Dr. Prakash Kumar Udupi Mr. Puttaswamy Malali Mr. Herald Noronha Department of Computing Department of Computing Department of Computing Middle East College Middle East College Middle East College .
This document summarizes a presentation on learning analytics in MOOCs given at a data science and social research conference. It defines key terms like learning analytics and discusses challenges like the interdisciplinary nature of the field and its current state of infancy. It also examines how learning analytics can help with issues in MOOCs like effectiveness, business models, technology/pedagogy, and more. The EMMA project framework for learning analytics in MOOCs is presented, including its use of dashboards, the XAPI standard, and clustering/network analysis of learner data. Conclusions discuss pedagogical neutrality and future work.
This document presents a new learning environment model based on Web 2.0 applications, discussing how the technological changes of Web 2.0 have impacted communication, knowledge, and learning. It reviews concepts of eLearning 2.0 and personal learning environments, then describes the development and implementation of a Web 2.0 learning environment at Darmstadt University consisting of wikis, blogs, social bookmarking, and RSS feeds. An evaluation of this learning environment found that it successfully motivated students and improved learning outcomes.
The document proposes a multi-layer map model to improve self-directed learning through resource organization and community-based learning on the web. It describes difficulties in locating suitable resources and navigating large amounts of information. The model visualizes common learning behaviors like resource location, categorization, and sharing. It was developed into a system allowing learners to easily find resources, organize them into personal topic maps, and share with a community topic map merging all personal maps. A case study found learners could locate resources faster, organize more meaningfully, and collect community resources more easily.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
Collaborative Learning of Organisational KnolwedgeWaqas Tariq
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
Big data integration for transition from e-learning to smart learning framework eraser Juan José Calderón
Big data integration for transition from e-learning to smart learning framework . Dr. Prakash Kumar Udupi Mr. Puttaswamy Malali Mr. Herald Noronha Department of Computing Department of Computing Department of Computing Middle East College Middle East College Middle East College .
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
This document discusses the evolution of didactic architectures for online learning. It analyzes four architectures: web-based training, eLearning 1.0, online education, and eLearning 2.0. eLearning 1.0 uses learning management systems focused on content delivery, while eLearning 2.0 is based on social software and connects learners in a network. The document also examines four organizational models and their relationship with didactic architectures, asserting that more flexible eLearning 2.0 approaches are best suited for modern networked organizations.
Higher education institutions in Kenya face increasing competition. The researcher examines whether social media could be integrated into eLearning.
The study collected data from faculty and students at Multimedia University of Kenya on their social media usage, eLearning experience, and readiness for social media integration. Faculty responses were too few for analysis but showed high social media usage.
Student responses indicated they see benefits of sharing ideas with peers and prefer eLearning for its flexibility, though opinions were diverse on replacing traditional classes. The results provide insight but not conclusions on integrating social media due to the small faculty sample size.
Rapid e-learning, as an informal educational tool for advanced studentseLearning Papers
Author: Nicolò Antonio Piave.
This article deals with the possibility of introducing rapid e-learning software, usually used by teachers and content producers, into a hybrid learning paradigm and informal educational tool.
This study analyzed the use of the Moodle e-learning platform at the University of Aveiro in Portugal. A questionnaire was administered to 278 students to characterize their use of Moodle. The results showed that students primarily use Moodle as a repository to download course materials, with an average of 49 accesses per month. While students recognized the importance of communication tools for learning, these tools were underutilized. Overall, Moodle had potential but was not fully leveraged for its interactive features to enhance teaching and learning.
Managing lifelong learning records through blockchain. Patrick Ocheja , Brend...eraser Juan José Calderón
Managing lifelong learning records through blockchain de Patrick Ocheja , Brendan Flanagan, Hiroshi Ueda and Hiroaki Ogata publicado en Research and Practice in Technology Enhanced Learning (2019) 14:4
Knowledge Building and Competence Development in eLearning 2.0 SystemsMalinka Ivanova
The document discusses eLearning 2.0 systems and their ability to support knowledge building and competence development. It outlines key aspects of eLearning 2.0 including user-generated content, collaboration, and use of various online tools. The document then analyzes several eLearning 2.0 systems based on their knowledge capturing, sharing, and communication features. It compares these systems to the IEEE Learning Technology Systems Architecture standard.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
The document discusses the current state of digital learning resources in Estonia and proposes moving towards an "Educational Cloud" to address several issues. It notes that learning resources are currently scattered across different websites and repositories. An Educational Cloud would allow for scaling up use and reuse of resources, improving interoperability, and supporting innovative pedagogical approaches like flipped classrooms and project-based learning. Interviews were conducted to inform requirements for the cloud, which aims to harvest metadata from repositories, create shareable collections of resources, and integrate learning analytics.
Making the Most of the New File Upload Question Feature in an LMS: Nine Appl...Shalin Hai-Jew
The document discusses 9 scenarios for using the file upload feature in online learning platforms like Canvas and Qualtrics. Scenario 1 involves learners uploading files as proof of completing tasks. Scenario 2 has learners uploading files for web-mediated presentations. Scenario 3 has learners conducting research and collecting data by uploading files. Scenario 4 enhances location-based learning by having learners upload files from their local contexts. Scenario 5 supports collaboration through shared file uploads. Scenario 6 documents live events through uploaded files. Scenarios 7-9 involve simulations, games, creative works and co-building through uploaded files. The document discusses considerations around intellectual property, privacy, data storage and learning from uploaded content.
Investigating pedagogical value of wiki technologySoetam Rizky
This document summarizes a study that investigated the pedagogical value of using wiki technology in university courses. An instrument was developed to measure student perceptions of wiki technology across four factors: learning and pedagogy, motivation, group interaction, and technology. The study tested whether factors like age, gender, work experience, or web development experience influenced student satisfaction with wiki technology. The authors hope the study provides insight into developing effective wiki learning environments and incorporating web 2.0 tools into teaching.
This document discusses how an intra-college portal can enhance the quality of learning in higher education institutions. It defines an intra-college portal as a web-based platform for students, teachers, and administrators within a college to collaborate and share information. The document explores how technologies like discussion forums, blogs, online repositories, and wikis can serve as building blocks for a high-quality learning environment by facilitating asynchronous collaboration. It argues that an intra-college portal allows for more efficient information flow within a college compared to traditional methods, and thus can help ensure overall quality.
ESITrace is a user-side trace collection tool that collects two types of data from learners - involuntary traces of their interactions and voluntary annotations added by learners. It collects detailed traces of keyboard/mouse actions to understand learners' navigation behaviors. The tool runs locally on learners' machines to trace both on-platform and offline activities. Traces are stored in XML files and can be analyzed to calculate indicators about learners' pacing, preferences, and progression to provide awareness to teachers and enable adaptive learning systems.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
The document outlines the structure and key components of a grant agreement for a European Commission Tempus project. It discusses the main parts of the grant agreement including the special conditions, general conditions, annexes, and partnerships agreements between coordinators and beneficiaries. It also summarizes the reporting requirements, modifications process during project implementation, roles of National Tempus Offices, communication guidelines, and expectations for dissemination activities.
Saarland University: European university in a global worldmetamath
Saarland University is a campus university located in Saarbrücken, Germany that was founded in 1948 with assistance from France. It has over 18,000 students and 280 professors across its eight faculties. Key research areas include informatics, nanotechnology, and life sciences. Saarland University emphasizes excellence in both research and teaching. It has strong European and international focuses, with many cross-border academic programs and over 3,000 international students from 365 partner universities worldwide. The university contributes to knowledge transfer through its start-up center and science park.
This document summarizes the 1st year activities of the MetaMath project. It includes 4 main activities: 1) developing a methodology for case studies, 2) conducting study visits to learn about math curricula in EU universities, 3) holding workshops in Russia to collect experiences and describe national cases, and 4) writing and evaluating the case studies report. It also outlines the tasks, deliverables, mobility activities, and quality control framework for the project.
The Math-Bridge project aimed to address declining math skills and high dropout rates in STEM fields across the EU. It developed an online platform containing over 10,000 math learning objects in 7 languages. Evaluation of over 3,000 students across 9 universities found that the platform helped students learn, they enjoyed using it, and it was an effective e-learning tool. The Math-Bridge community continues using and expanding the platform.
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
This document discusses the evolution of didactic architectures for online learning. It analyzes four architectures: web-based training, eLearning 1.0, online education, and eLearning 2.0. eLearning 1.0 uses learning management systems focused on content delivery, while eLearning 2.0 is based on social software and connects learners in a network. The document also examines four organizational models and their relationship with didactic architectures, asserting that more flexible eLearning 2.0 approaches are best suited for modern networked organizations.
Higher education institutions in Kenya face increasing competition. The researcher examines whether social media could be integrated into eLearning.
The study collected data from faculty and students at Multimedia University of Kenya on their social media usage, eLearning experience, and readiness for social media integration. Faculty responses were too few for analysis but showed high social media usage.
Student responses indicated they see benefits of sharing ideas with peers and prefer eLearning for its flexibility, though opinions were diverse on replacing traditional classes. The results provide insight but not conclusions on integrating social media due to the small faculty sample size.
Rapid e-learning, as an informal educational tool for advanced studentseLearning Papers
Author: Nicolò Antonio Piave.
This article deals with the possibility of introducing rapid e-learning software, usually used by teachers and content producers, into a hybrid learning paradigm and informal educational tool.
This study analyzed the use of the Moodle e-learning platform at the University of Aveiro in Portugal. A questionnaire was administered to 278 students to characterize their use of Moodle. The results showed that students primarily use Moodle as a repository to download course materials, with an average of 49 accesses per month. While students recognized the importance of communication tools for learning, these tools were underutilized. Overall, Moodle had potential but was not fully leveraged for its interactive features to enhance teaching and learning.
Managing lifelong learning records through blockchain. Patrick Ocheja , Brend...eraser Juan José Calderón
Managing lifelong learning records through blockchain de Patrick Ocheja , Brendan Flanagan, Hiroshi Ueda and Hiroaki Ogata publicado en Research and Practice in Technology Enhanced Learning (2019) 14:4
Knowledge Building and Competence Development in eLearning 2.0 SystemsMalinka Ivanova
The document discusses eLearning 2.0 systems and their ability to support knowledge building and competence development. It outlines key aspects of eLearning 2.0 including user-generated content, collaboration, and use of various online tools. The document then analyzes several eLearning 2.0 systems based on their knowledge capturing, sharing, and communication features. It compares these systems to the IEEE Learning Technology Systems Architecture standard.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
The document discusses the current state of digital learning resources in Estonia and proposes moving towards an "Educational Cloud" to address several issues. It notes that learning resources are currently scattered across different websites and repositories. An Educational Cloud would allow for scaling up use and reuse of resources, improving interoperability, and supporting innovative pedagogical approaches like flipped classrooms and project-based learning. Interviews were conducted to inform requirements for the cloud, which aims to harvest metadata from repositories, create shareable collections of resources, and integrate learning analytics.
Making the Most of the New File Upload Question Feature in an LMS: Nine Appl...Shalin Hai-Jew
The document discusses 9 scenarios for using the file upload feature in online learning platforms like Canvas and Qualtrics. Scenario 1 involves learners uploading files as proof of completing tasks. Scenario 2 has learners uploading files for web-mediated presentations. Scenario 3 has learners conducting research and collecting data by uploading files. Scenario 4 enhances location-based learning by having learners upload files from their local contexts. Scenario 5 supports collaboration through shared file uploads. Scenario 6 documents live events through uploaded files. Scenarios 7-9 involve simulations, games, creative works and co-building through uploaded files. The document discusses considerations around intellectual property, privacy, data storage and learning from uploaded content.
Investigating pedagogical value of wiki technologySoetam Rizky
This document summarizes a study that investigated the pedagogical value of using wiki technology in university courses. An instrument was developed to measure student perceptions of wiki technology across four factors: learning and pedagogy, motivation, group interaction, and technology. The study tested whether factors like age, gender, work experience, or web development experience influenced student satisfaction with wiki technology. The authors hope the study provides insight into developing effective wiki learning environments and incorporating web 2.0 tools into teaching.
This document discusses how an intra-college portal can enhance the quality of learning in higher education institutions. It defines an intra-college portal as a web-based platform for students, teachers, and administrators within a college to collaborate and share information. The document explores how technologies like discussion forums, blogs, online repositories, and wikis can serve as building blocks for a high-quality learning environment by facilitating asynchronous collaboration. It argues that an intra-college portal allows for more efficient information flow within a college compared to traditional methods, and thus can help ensure overall quality.
ESITrace is a user-side trace collection tool that collects two types of data from learners - involuntary traces of their interactions and voluntary annotations added by learners. It collects detailed traces of keyboard/mouse actions to understand learners' navigation behaviors. The tool runs locally on learners' machines to trace both on-platform and offline activities. Traces are stored in XML files and can be analyzed to calculate indicators about learners' pacing, preferences, and progression to provide awareness to teachers and enable adaptive learning systems.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
The document outlines the structure and key components of a grant agreement for a European Commission Tempus project. It discusses the main parts of the grant agreement including the special conditions, general conditions, annexes, and partnerships agreements between coordinators and beneficiaries. It also summarizes the reporting requirements, modifications process during project implementation, roles of National Tempus Offices, communication guidelines, and expectations for dissemination activities.
Saarland University: European university in a global worldmetamath
Saarland University is a campus university located in Saarbrücken, Germany that was founded in 1948 with assistance from France. It has over 18,000 students and 280 professors across its eight faculties. Key research areas include informatics, nanotechnology, and life sciences. Saarland University emphasizes excellence in both research and teaching. It has strong European and international focuses, with many cross-border academic programs and over 3,000 international students from 365 partner universities worldwide. The university contributes to knowledge transfer through its start-up center and science park.
This document summarizes the 1st year activities of the MetaMath project. It includes 4 main activities: 1) developing a methodology for case studies, 2) conducting study visits to learn about math curricula in EU universities, 3) holding workshops in Russia to collect experiences and describe national cases, and 4) writing and evaluating the case studies report. It also outlines the tasks, deliverables, mobility activities, and quality control framework for the project.
The Math-Bridge project aimed to address declining math skills and high dropout rates in STEM fields across the EU. It developed an online platform containing over 10,000 math learning objects in 7 languages. Evaluation of over 3,000 students across 9 universities found that the platform helped students learn, they enjoyed using it, and it was an effective e-learning tool. The Math-Bridge community continues using and expanding the platform.
TUTMathematics Basic Skills Test & Remedial Instructionmetamath
The document discusses the Basic Skills Test and Remedial Instruction program at TUTMathematics. The Basic Skills Test is given to approximately 700 new students each fall and contains 16 randomly generated math problems to test skills in eight areas of high school math. Students who do not pass are directed to the Remedial Instruction program, where around 20% of students annually receive remedial exercises to strengthen their math abilities before university studies. The Remedial Instruction program aims to better prepare students for the mathematical challenges of their courses.
The document provides information on curricula and programs at Polytech Lyon, a polytechnical engineering school. It summarizes that Polytech Lyon has over 14,000 students across 85 majors in 5 scientific areas. It then provides more detailed information on specific majors like Mechanical Engineering, Modeling and Applied Mathematics, Materials Sciences, Production and Industrial Engineering, Information Technology, and Biomedical Engineering. Each major's goals, strengths, and available facilities are described. Student demographics are also summarized, showing the percentages of granted students, foreign students, and gender distribution. The curriculum organization across years is outlined as well.
This document provides information about Tampere University of Technology (TUT) in Finland. It summarizes that TUT is located in Tampere, the third largest city in Finland, has around 10,400 students, and collaborates with 200 universities worldwide. TUT focuses on engineering fields and conducts research in areas like signal processing, optics and photonics, and intelligent machines to address challenges like climate change.
Scientific-Methodological Council on Mathematics of Ministry of Education and...metamath
Scientific-Methodological Council on Mathematics of Ministry of Education and Science of Russian Federation and its Role in Improving Engineering Education in Russian Universities
This project aims to modernize mathematics and statistics curricula at universities in Russia through collaboration with European partners. It will introduce new educational technologies, conduct curriculum reforms informed by best practices, and evaluate the impact of the changes. The 3 year project involves 10 partners and has an overall budget of 1.14 million euros.
Tempus is the EU's program that supports modernization of higher education in Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region. It aims to reform and improve quality, relevance, and international cooperation of higher education institutions in partner countries. The program began in 1990 and has supported numerous university cooperation projects between the EU and partner countries. It has been implemented through successive initiatives such as Tempus I-IV and will continue under the new Erasmus+ program starting in 2014.
N.P. Ogarev Mordovia State University is a large public university located in Saransk, Russia. It was founded in 1931 and currently has over 22,000 students across 11 faculties and 7 institutes. The university conducts research in 22 areas and has partnerships with other universities and research centers both within Russia and internationally.
SEFI is the largest network of higher engineering education institutions in Europe, connecting over 1 million students and 1580000 academic staff across 48 countries. The document provides a framework for mathematics curricula in engineering education. It aims to provide guidance for those developing concrete mathematics curricula and ensuring intended levels of mathematical competence are achieved. Mathematical competence is defined as the ability to understand, judge, do and use mathematics in various contexts. The framework outlines levels of content-related competencies, knowledge and skills, as well as recommendations for teaching methods, integrating mathematics into engineering programs, and assessment approaches.
Association of Engineering Education of Russiametamath
The Association for Engineering Education of Russia (AEER) was established in 1992 to facilitate the improvement and development of engineering education in Russia. AEER's mission is to advance engineering education through activities like research, conferences, accreditation, and publishing a journal. It has over 1,600 members across 64 regional departments. AEER works to improve engineering education standards through professional accreditation of programs and certification of engineers according to international criteria. It also promotes international cooperation through participation in global engineering organizations and conferences.
Saint-Petersburg Electrotechnical University (LETI)metamath
The document provides information about St. Petersburg Electrotechnical University ("LETI") including:
- Its history dating back to 1886 and renaming in 1992 when it was granted university status.
- Its mission to contribute to society through education, learning, and research at international levels of excellence.
- Details on its schools and programs of study ranging from radio engineering to economics to electrical engineering.
- An overview of the Mathematics Department including its founding in 1977 and fields of research of professors Vladimir Egorov and Sergei Pozdniakov such as limit theorems, random processes, and e-learning software development.
The document discusses the budget and costs for the MetaMath project. It outlines the eligible direct costs including staff costs, travel costs, equipment, printing and other costs. The total eligible direct costs are €1,069,965 with indirect costs of €74,897.55. The project finance includes a Tempus grant of €1,030,376.30 which cannot exceed 90% of costs, and required co-financing of €114,486.26 which must be at least 10% of costs. The document also provides details on equipment purchases, staff costs, travel costs, and ineligible expenses.
Subject Teacher Education and Developing of University Teaching at TUTmetamath
The document discusses subject teacher education at Tampere University of Technology (TUT) in Finland. It notes that TUT is the only technical university allowed to train subject teachers with an engineering degree in mathematics, physics, chemistry, and information technology. The structure of studies involves students obtaining a bachelor's degree from TUT in their major subject along with basic education studies, then a master's degree including intermediate education studies, allowing them to have both an engineering diploma and teacher qualification. It also describes a research project testing "languaging exercises" to develop students' mathematical communication skills at TUT and the University of Turku.
Kazan National Research Technical University (KAI)metamath
This document provides information about the Institute of Technical Cybernetics and Informatics at Kazan National Research Technical University for the 2013/2014 educational year. It details that there were 18 professors, 71 senior lecturers, 20 lecturers, and 26 assistants working at the institute. There were 1,226 full-time students and 120 evening students. The institute has 6 departments covering various topics in computer science and informatics. It offers bachelor's and master's degree programs in related fields and participates in international accreditation and exchange programs. The institute also conducts research in areas such as robotics, information security, neural networks, and more.
Learning Analytics in a Teachers' Social NetworkRalf Klamma
This document discusses learning analytics research conducted on a social network of European teachers called eTwinning. The researchers analyzed data from eTwinning to measure teachers' social capital based on their positions and connections in the network. Social network analysis methods were used to calculate metrics like degree and betweenness centrality for each teacher node. These network measures were then correlated with external measures of teacher performance like awards and quality labels to identify high-performing "star teachers". The analysis provided insights into how a teacher's role in the collaboration network relates to their professional development and performance within the eTwinning program.
OLAP based Scaffolding to support Personalized Synchronous e-Learning IJMIT JOURNAL
The advent of asynchronous web based learning systems has helped the learner in a self paced,
personalized and flexible learning style. It can be even more useful with a supportive synchronous tutorial
(question-answer) session. The challenge is to provide sufficient information to the instructor about the
learner’s experience in that particular course at run time. Online analytical processing (OLAP) is a very
useful technique in producing such run time information in the form of reports. In this paper we have
designed an automated scaffolding technique to hold this vital information about the learner which we have
obtained by OLAP techniques on the log data of the LMS users. We have also proposed an overall
architecture of the scaffolding where this information can be easily accessed and used by the instructor in
the synchronous tutorial session to make the system more adaptive.
The Baghera project: a multi-agent architecture for human learning Carine Web...eraser Juan José Calderón
The Baghera project: a multi-agent architecture for human
learning
Carine Webber*
, Loris Bergia, Sylvie Pesty and Nicolas Balacheff
Laboratoire Leibniz - IMAG
46, avenue Félix Viallet
38031 Grenoble Cedex FRANCE
Subjective Perception of Teachers on the Use of Blogs in the ClassroomSan Tiago
This document summarizes research on teachers' perceptions of using blogs in the classroom. The research surveyed 25 teachers who used blogs and found that the most important perceived benefits were increased student motivation, respect among students, helping students learn how to learn independently, and exposing student work to those outside the classroom. The research analyzed teacher responses and identified key relationships between categories of benefits, finding that increased motivation was the primary reason teachers used blogs and was connected to other benefits like developing respect for peers and independent learning.
E Learning and Learning Management Systems Advantages, Disadvantages and Sugg...ijtsrd
With the developing technology, different e learning concept has entered our lives. This new education model, which is very different from traditional education administration, has been adopted by the education community and learners. Thanks to this model that provides internet based training, it is possible to receive or give training without the concept of time and space. However, when the issue is a critical area such as education, this new method needs to be discussed and analyzed. First, the concept of e learning and learning management systems in the infrastructure of this new education model should be understood in detail. Determining the software modules that LMSs consisting of internet based software is a guide in this study. In addition, the advantages and disadvantages of this new education model were evaluated and presented item by item. At the end of the study, suggestions were given to the individuals or institutions who were educated with e learning model or developed LMS software. Gülleman Erdal | Erdal Erdal "E-Learning and Learning Management Systems: Advantages, Disadvantages and Suggestions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd36911.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/36911/elearning-and-learning-management-systems-advantages-disadvantages-and-suggestions/gülleman-erdal
Social Software and Web2.0 in Teacher Education and Teacher Training (Report)Marion R. Gruber
The pilot project analyzed the use of social software and web tools in teacher education. It resulted in an online wiki resource on this topic with over 3,000 page views from around the world. The wiki covered eight main topics related to using social tools for education, including social bookmarking, collaborative writing, and blogging. Educational application scenarios were developed for six of the topics. The project engaged teachers, teacher trainees, and educators to share experiences using social tools and identify opportunities and limitations. Overall, the wiki provided a collaborative knowledge base on integrating social media into teacher learning and training.
IRJET- Predicting Academic Performance based on Social ActivitiesIRJET Journal
This document discusses predicting student academic performance based on their social media activities in an online learning environment. It presents a study of 343 students in a computer science course that used social tools like wikis, blogs, and microblogging for collaboration. The study collected data on student activities and used regression algorithms, including a novel Large Margin Nearest Neighbor Regression approach, to predict student grades based on their social media usage. The models achieved good prediction accuracy, outperforming other common regression algorithms.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
This document presents a new learning environment model based on Web 2.0 applications and evaluates its implementation and testing at a German university. The learning environment consists of several modules like wikis, blogs, social bookmarking, and RSS feeds that are integrated through a central wiki platform. An evaluation of the environment through a student survey found that it successfully motivated learning and achieved positive learning outcomes.
This document presents a new learning environment model based on Web 2.0 applications, discussing how the technological changes of Web 2.0 have impacted communication, knowledge, and learning. It reviews concepts of eLearning 2.0 and personal learning environments, then describes the development of a learning environment using components like wikis, blogs, social bookmarking, and RSS feeds. Finally, the document evaluates this learning environment model through a case study and student survey conducted at a university.
This survey analyzed the usage of information and communication technologies (ICT) among different groups at Angola High Polytechnic School. 441 participants including teachers, administrative staff, and students completed a questionnaire. The most commonly used devices for internet access were mobile phones, laptops, and tablets. The widest used ICT tools were social networks like Facebook and file sharing tools. Among teachers, social networks, file sharing tools, and wikis were most familiar. Students were most familiar with social networks, file sharing tools, wikis, and learning management systems like Moodle. The survey provided insight into the adoption of various ICT tools to support teaching and learning at this institution.
A Folksonomy-Based Lightweight Resource Annotation Metadata Schema For Person...Kim Daniels
1) The document proposes a lightweight resource annotation metadata schema and semantic model to annotate and personalize hypermedia learning resources for individual learners based on folksonomy tagging.
2) It aims to harness social web resources for educational purposes by adapting them to different learner needs, styles, and preferences through collaborative tagging and annotation.
3) A prototype recommender system is demonstrated and preliminary results found learners were confident in the accuracy, usefulness, and relevance of the recommended resources.
This document discusses using social networking platforms as new technology tools for e-learning. It begins by introducing how social networks have made connecting people globally easier and cheaper. It then discusses how e-learning through web-based learning systems provides advantages for both teachers and students by allowing flexibility. The popularity of using social networks as an educational tool is increasing as educators incorporate platforms like Facebook and LinkedIn into learning. A study examined students' usage of learning management systems versus social networks for educational purposes. It found that social networks were used more regularly and seen as more useful and effective for spreading information among students. The conclusion is that while some students still prefer learning management systems, social networks can provide a richer environment for sharing knowledge between educators and peers
Pranešimas sekcijoje
K10&M4. Informacinės technologijos studijų ir mokymo(-si) procese
„Kompiuterininkų dienos – 2015“, Panevėžyje, KTU PTVF 2015-09-19
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
Scholars@Cornell: Visualizing the Scholarship DataMuhammad Javed
Short paper published in IEEE Visualizations in Practice workshop. Phoenix, AZ.
A new project of CUL is Scholars@Cornell, a data and visualization service built upon VIVO’s semantic, linked data knowledge-base that represents the record of scholarship produced by Cornell faculty and researchers. While adhering to the VIVO ontology, our work on Scholars@Cornell helps move VIVO forward in the technology areas that require a looser coupling of backend and frontend technologies. One key question we set out to answer was “how can visual mediation help users navigate the rich semantic data that represent the scholarship data recorded in VIVO knowledge-base?” Can visualizations be used to make the content more consumable and answer the questions that cannot easily be answered by browsing list views.
Review of monitoring tools for e learning platformsijcsit
The advancement of e-learning technologies has made it viable for developments in education and
technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal
learning approaches and emerging technologies to support the delivery of learning skills, materials,
collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of
courses, technologies and infrastructures to provide an effective learning environment. The Learning
Management System (LMS) is the core of the entire e-learning process along with technology, content, and
services. This paper investigates the role of model-driven personalisation support modalities in providing
enhanced levels of learning and trusted assimilation in an e-learning delivery context. We present an
analysis of the impact of an integrated learning path that an e-learning system may employ to track
activities and evaluate the performance of learners.
How Moodle Facilitates E-learning? A Case Study in Vocational EducationIJSRED
This document summarizes a study that investigated how the Moodle learning platform facilitates e-learning in vocational education. Forty students in computer science courses at a vocational training institute used Moodle over four weeks. A questionnaire assessed student attitudes towards e-learning and Moodle. Results showed Moodle can be useful for both teachers and learners to improve educational outcomes. Students also felt it strengthened self-efficacy and independent learning. The study implemented and tested Moodle's features like online course content, communication tools, and tracking student progress.
Education must capitalize on the trend within technology toward big data. New types of data are becoming available. From evidence approaches to xAPI and the whole Training and Learning Architecture(TLA) big data is the foundation of all.
Univirtual Lab is an e-learning center that provides learning and instructional design support through various functions and areas. It was founded in 1999 to develop online teacher education courses and has since expanded its scope. Today, Univirtual Lab supports learning and instructional design with an innovative approach to educational technologies in collaboration with CIRDFA. It carries out functions like needs analysis, course design, trainer development, and more to build specific tools and methods for different educational scenarios and needs.
Similar to Learning Analaytics and Information Visualization (20)
Probability Theory and Mathematical Statistics in Tver State Universitymetamath
Project MetaMath outlines a probability theory and mathematical statistics course offered at Tver State University. The course is offered over two semesters for a total of 9 credits. It includes lectures, laboratory work, seminars, course projects each semester, and exams. The goal of the course is to present basic information about probability models that account for random factors. Upon completing the course, students should have mastered key probability and statistics concepts and techniques. The course also discusses modernizing elements like pre-testing students and incorporating online homework assignments.
This document compares the Discrete Mathematics curricula and courses between OMSU (National Research Ogarev Mordovia State University) in Russia and TUT (Tampere University of Technology) in Finland. It analyzes the competencies, topics, and learning outcomes covered in the Discrete Mathematics courses based on three levels of difficulty. Overall, the OMSU course covers more topics like set theory, combinatorics, algebraic structures, and coding theory over a longer duration, while the TUT course focuses more on number theory over a shorter period. The document proposes increasing engineering applications and using an online learning system to help modernize the Discrete Mathematics courses.
This document outlines a course of calculus for IT students at Lobachevsky State University of Nizhni Novgorod. The course is divided into 3 terms covering sequences, differential calculus, integral calculus, and series. Tests and exams are given throughout each term to assess student competency in mathematical thinking and problem solving. The course aims to develop skills in applying modern mathematical tools. Plans are discussed to modernize the course by adding an introductory section to address low student preparation, using online tools like METAMATH to support independent work, and testing key concepts to address educational problems.
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.
Probability Theory and Mathematical Statisticsmetamath
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.
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.
This document summarizes the course content and structure for Discrete Mathematics at the National Research Ogarev Mordovia State University. The course is divided into 4 modules covering set theory, graph theory, algebraic structures, and coding theory. Students take exams and write 3 essays throughout the semester to assess their understanding of each module. Pedagogical methods include lectures, practice problems, subgroup work, computer programming assignments, and a final exam to evaluate students on a 100 point scale.
SEFI comparative study: Course - Algebra and Geometrymetamath
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.
This document discusses the mathematical foundations of fuzzy systems, including:
- The curriculum covers theory of fuzzy sets, theory of possibility, crisp vs. fuzzy values, model tasks, and possibilistic optimization tasks over two semesters for a total of 324 hours.
- 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.
- Model tasks and possibilistic optimization tasks are presented, where the coefficients can be crisp or possibilistic variables.
Calculus - St. Petersburg Electrotechnical University "LETI"metamath
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.
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 Statisticsmetamath
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.
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 EUmetamath
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 fieldmetamath
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.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
220711130097 Tulip Samanta Concept of Information and Communication Technology
Learning Analaytics and Information Visualization
1. Learning Analytics and Information
Visualization
Monitoring students’ activity and participation during online course
MathGeAr and MetaMath, 26 – 27 June 2014 in Tampere
Tampere University of Technology
Department of Mathematics
Intelligent Information Systems Laboratory (IISLab)
Kirsi Kuosa, Development manager
Anne Tervakari, Juho Koro, Meri Kailanto, Jukka Paukkeri
2. Content of the presentation
• Learning Analytics
● Learning Analytics for TUT
Circle and Moodle
● Research articles and
references
2Intelligent Information Systems Laboratory (IISLab)
3. Learning analytics
● Learning analytics can be defined as collection of methods
for measuring, collecting, analyzing and reporting of data
about learners, their actions and contexts, which can be
utilized for understanding and optimizing learning (e.g.
LAK 2011.)
● Focus is on the learning process including an analysis of
the relationship between learner, content, teacher, and
institution (Long & Siemens 2011.)
3Intelligent Information Systems Laboratory (IISLab)
4. Learning Analytics – Why?
● Information about students' participation and activity is required
while the course is still in progress, for example, to
● motivate and activate students, and promote their ongoing
participation
● help identify students who may be at risk of failing, and
● help make decisions on pedagogical strategies, actions and
interventions.
● The rich information about students' actions is recorded and stored
automatically in the log data of learning environment. However,
● large amounts of data is difficult to utilize for developing
learning and teaching
– data mining techniques, analysing methods, and visualizations tools
are usually not developed for pedagogical purposes
– methods and tools may be cumbersome for use by teachers and
students.
4Intelligent Information Systems Laboratory (IISLab)
6. TUT Circle
● A social media enhanced learning environment developed by IISLab
of TUT. http://www.tut.fi/piiri
● Built on Drupal, an open source content management
framework.
● Contains all the basic functionalities of a modern social media web
service including possibilities
● to publish different types of content (wiki pages, blog posts,
forum messages, news, events)
● to form groups and friendships with each others
● to send private messages, chat, exchange opinions, create,
contribute and comment on contents, share resources within and
between the groups
● to control the visibility of their information and control the
access to the information.
6Intelligent Information Systems Laboratory (IISLab)
8. An interactive learning analytics tool
● The tool implemented in TUT Circle (later on in Moodle) supports analysis
and visualization of log data from online learning environment in real time,
and offers several different visualizations representing information about
students’ behaviour during an online course.
● For example, interactive visualizations representing
● students’ activity and participation during the course in general, which
offers students the possibility to compare their own activity with those
of other students
● (social) networks based on information exchange among students
● connections between students' and learning materials
● relationships between students' active/passive participation and
academic performance
● how students use keywords describing the core content of the learning
material and terms that are relevant to the subject matter.
8Intelligent Information Systems Laboratory (IISLab)
9. An interactive visualization dashboard, part 1
9Intelligent Information Systems Laboratory (IISLab)
Time Unique viewers
Date
Views
The content can be
filtered according to
time, date, unique
viewers and views by
clicking and dragging
on charts.
In the histogram
presenting the
distribution of students’
participation, all peaks
are at the date of a
deadline. This indicates
a strong element of
procrastination.
10. An interactive visualization dashboard, part 2
10
Type of content Activity of students
X-axis: number of
content produced.
Y-axis: views of content
Size of bubble: size of
content produced
Green: Active
Red: Passive
For teacher: possibility
to make a comparison
between students'
activity and filter
content according to
an author.
For student:
possibility to compare
his/her own activity to
other students’ activity
and filter content
according to an author.
Intelligent Information Systems Laboratory (IISLab)
The content can be filtered according to an author or type
of content by clicking on the visualization.
11. Network based on information exchange
(comments) among students
11
Visualization presenting network
based on the students' comments on the
other students' messages and content.
Study programs:
Information technology
Inform. & knowl. man.
Industrial engineering
Communication engin.
Teacher
Intelligent Information Systems Laboratory (IISLab)
12. Network based on information exchange
(readings) among students
12
Visualization presenting network
based on students' readings of the
other students' content. The nodes
may be filtered by study program.
Study programs:
Information technology
Electrical engineering
Mechanical engineering
Inform. & knowl. man.
Electrical engineering
Industrial engineering
Communication engin.
Teacher
Intelligent Information Systems Laboratory (IISLab)
13. Participation in weekly assignments
13Intelligent Information Systems Laboratory (IISLab)
Comparison between discussion
forums (here: weekly assignments)
according to amount of content
produced (number of words: green
area=median, pink area=average)
Comparison between content produced by one student
(orange area) and content produced on average/median
14. Connections between students and
learning materials
14Intelligent Information Systems Laboratory (IISLab)
Students
Learning material available in TUT Circle
Discussion forums
Cited web sources
The visualization shows
connections between the student
(here: Petri) and
1. discussion forums he participated in
2. chapters of learning material he
cited in his messages
3. web sources he cited in his messages.
For student: Possibility to examine
his/her use of references, and
compare his/her own actions to other
students’ actions.
For teacher:
Also possibility to filter information
presented in visualization according
to grades.
15. Visualization based on content
analysis
Keyword added by the teacher
Most used words by the students
Blog messages
Discussion forums
Chapters of ebook
The visualization shows, for example,
have the students used the keyword
“verkkopalvelu” added by the teacher,
and where they have used it. Thus the
visualization helps a social navigation
among the students.
For student: Possibility to find
interesting information related to
the keyword from learning material
or from content produced by other
students, which supports peer
learning
For teacher: Support for quality
evaluation of the students
performance (i.e. helps teacher to
find out if the students use
keywords in meaningful way in
their works).
16. Content of the online learning material
16Intelligent Information Systems Laboratory (IISLab)
The visualization represented the
hierarchically structured content
of the online learning material.
Below the circle pack is a tag cloud
visualization that represents the
issues discussed in the learning
material.
When the user selects one or more
keywords from the tag cloud, the
chapters related to those words will
be emphasized in the circle pack.
The user can navigate to the
content by clicking the chapter
represented in the circle pack.
17. Relationship between academic
performance and participation
17Intelligent Information Systems Laboratory (IISLab)
Grade Words producedContent producedContent viewedContent read
Passive participation Active participation
18. Relationship between academic
performance and participation
18Intelligent Information Systems Laboratory (IISLab)
Grade Content read Content viewed Content produced Words produced
Passive participation Active participation
19. Relationship between academic
performance and participation
19Intelligent Information Systems Laboratory (IISLab)
For teacher: Possibility to
make a comparison between
students' participation and
academic performance, and
filter content according to
grade and student.
For student: Possibility to
compare his/her own
participation to other
students’ actions and
academic performance.
20. Summa summarum
● Learning analytics and visualization of learning data can produce valuable
information for both teachers and students. For example possibilities to
● verify student interaction and collaboration activities,
● see latent ties among students and learning materials or external web
resources
● observe the evolution of student active/passive participation
● investigate relationship between active/passive participation or
undesired behaviour like procrastination and academic performance.
● Visualizations based on content analysis can support to obtain overviews,
categorize, navigate, search for relevant content, and evaluate the quality
of the content.
20Intelligent Information Systems Laboratory (IISLab)
Please, see the video that gives an overview of the different
visualizations done at IISLab in 2009-2013 in a Finnish national
Campus Conexus project financed by the European Social Fund:
http://vimeo.com/84297046
21. Benefits for the teachers
● Help to evaluate the quality of a course’s instructional design from
viewpoint of pedagogical usability (Silius & Tervakari 2003,2007).
● Provide useful information about students’ learning types and
activity, and evolution of the participation.
● Help to identify undesired behaviour such as procrastination, and
students who might have risk of failing or dropping out. à
Possibilities to make strategic interventions or provide guidance just
in time.
● Support comparison of activity and active/passive participation
among the students, and the quality evaluation of the students’
performance. à Support for fair and just assessment of the
students’ learning performance.
● Help the to maintain the quality of the learning material, for
example, by helping to identify the least used parts of the material.
21Intelligent Information Systems Laboratory (IISLab)
22. Benefits for the students
• Helps to monitor and evaluate own performance processes
and learning outcomes, and compare own activity levels
with those of other students. à Support strategic
adjustments for improving own performance.
• Helps to find new and interesting references to utilize in
own works.
• Visualization based on content analysis can help to see the
overview of the actual topics discussed, reflect the quality
of own content, and support educational knowledge
discovery.
• May increase motivation (especially among the students
who have a competitive spirit).
22Intelligent Information Systems Laboratory (IISLab)
23. Research articles 1/3
● Kuosa, K., Koro, J., Tervakari, A-M., Paukkeri, J. & Kailanto, M. 2014. Content analysis and
visualizations, Tools for social enhanced learning environment. 17th International Conference
on Interactive Collaborative Learning (ICL 2014), 3 – 6 December 2014 in Dubai. Accepted for
publication.
● Silius, K., Kailanto, M. & Tervakari, A-M. 2011. Evaluating the quality of the social media in an
educational context. International Journal of Emerging Technologies in Learning, vol. 6, issue
3, 21 -27. doi: http://dx.doi.org/ijet.v6i3.1732
● Silius, K. & Miilumäki, T. 2009. Students’ Motivations for Social Media Enhanced Studying and
Learning. In: Proceedings of International Technology Enhanced Learning Conference 2009
(TELearn 2009) on the 6-8 October 2009 Taipei, Taiwan. CD-ROM.
● Silius, K., Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J. & Pohjolainen, S. 2010.
Social Media Enhanced Studying and Learning in Higher Education. In Education Engineering
(EDUCON), 2010 IEEE, Conference Proceedings, 14-16 April 2010, Madrid, Spain, pp.
137-143.doi: http://dx.doi.org/10.1109/EDUCON.2010.5492586
● Silius, K., Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J. & Pohjolainen, S. 2010.
Students’ Motivations for Social Media Enhanced Studying and Learning. In Knowledge
Management & E-Learning: An International Journal (KM&EL), Vol. 2, No. 1, pp. 51-67.
Available at
http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39 .
23Intelligent Information Systems Laboratory (IISLab)
24. Research articles 2/3
● Silius, K., Tervakari, A-M. & Kailanto, K. 2013. Visualizations of user data in social media
enhanced web-based environment in higher education. In: Proceedings of Global Engineering
Education Conference (EDUCON), Synergy from Classic and Future Engineering Education,
2013 IEEE, the 13-15 March 2013 in Berlin, Germany. Extended version published in
International Journal of Emerging Technologies in Learning, vol. 8, Special issue. DOI:
http://dx.doi.org/10.3991%2Fijet.v8iS2.2740
● Silius, K., Tervakari, A-M., Huhtamäki, J., Tebest, T., Marttila, J., Kailanto, M. & Miilumäki,
T. 2011. Programming of Hypermedia – Course Implementation in Social Media. In:
Proceedings of the 2011 2nd International Congress on Computer Applications and
Computational Science. Advances in Intelligent and Soft Computing, 2012, Volume 144/2012,
369-376. Springer Berlin/Heidelberg. DOI: http://dx.doi.org/10.1007/978-3-642-28314-7_50
● Silius, K., Tervakari, A-M., Kailanto, M., Huhtamäki, J., Marttila, J., Tebest, T. & Miilumäki,
T. 2011. Developing an Online Publication – Collaborating among Students in Different
Disciplines. In: Proceedings of the 2011 2nd International Congress on Computer Applications
and Computational Science. Advances in Intelligent and Soft Computing, 2012, Volume
144/2012, 361-367. Springer Berlin/Heidelberg. DOI:
http://dx.doi.org/10.1007/978-3-642-28314-7_49
● Tervakari, A-M., Kuosa, K., Koro, J., Paukkeri, J. & Kailanto, M. 2014. Teacher’s learning
analytics tools in social media enhanced learning environment. 17th International Conference
on Interactive Collaborative Learning (ICL 2014), 3 – 6 December 2014 in Dubai. Accepted for
publication.
24Intelligent Information Systems Laboratory (IISLab)
25. Research articles 3/3
● Tervakari, A-M., Marttila, J., Kailanto, M., Huhtamäki, J., Koro, J. & Silius, K. 2013.
Developing Learning Analytics for TUT Circle. In: Ley, T., Ruohonen, M., Laanpere, M. &
Tatnall, A. (eds.). Open and Social Technologies for Networked Learning. IFIP Advances in
Information and Communication Technology. Springer Berlin/Heidelberg, 101 – 110.
http://dx.doi.org/10.1007/978-3-642-37285-8_11
● Tervakari, A-M., Silius, K. & Kailanto, K. 2013. Students’ Participation in a Social Media
Enhanced Learning Environment. In: Proceedings of Global Engineering Education Conference
(EDUCON), Synergy from Classic and Future Engineering Education, 2013 IEEE, the 13-15
March 2013 in Berlin, Germany. Extended version is published in International Journal of
Emerging Technologies in Learning, vol. 8, Special issue. DOI:
http://dx.doi.org/10.3991%2Fijet.v8iS2.2740
● Tervakari, A-M., Silius, K., Koro, J., Paukkeri, J., and Pirttilä, O. 2014. Usefulness of
information visualizations based on educational data. In Proceedings ofn the 4th IEEE Global
Engineering Education Conference (EDUCON 2014) on 2nd – 6th of April 2014 in Istanbul,
Turkey, 142 - 151. doi: http://dx.doi.org/10.1109/EDUCON.2014.6826081
● Tervakari, A-M., Silius, K., Tebest, T. Marttila, J., Kailanto, M, & Huhtamäki, J. 2012. Peer
learning in Social Media Enhanced Learning. International Journal of Emerging Technologies in
Learning, vol. 7, issue 3, 35-42. http://dx.doi.org/10.3991/ijet.v7i3.2173
25Intelligent Information Systems Laboratory (IISLab)
26. References
• LAK 2011. 1st International Conference on Learning Analytics and
Knowledge, Banff, Alberta, 27 Feb – 1 March, 2011,
https://tekri.athabascau.ca/analytics/
• Long, P, and Siemens, G. 2011. Penetrating the Fog: Analytics in Learning
and Education. EDUCAUSE Review, vol. 46, no. 5, 30 – 40.
https://net.educause.edu/ir/library/pdf/ERM1151.pdf
• Silius, K. & Tervakari, A-M. 2003. An Evaluation of the Usefulness of Web
based Learning Environments, The Evaluation Tool into the Portal of
Finnish Virtual University,” in: Pearrocha, V. & alt. (ed.) mENU 2003 – Int.
Conf. on University Networks and E-learning 2003, 8-9 May 2003 in
Valencia, Spain. Proc. of mENU.
• Silius, K. & Tervakari, A-M. 2007. Variety of Quality Experiences on Web-
Based Courses. In: Spector, J. M. et al. (eds.). Proc. of the 7th IEEE
Int.Conference on Advanced Learning Technologies ICALT 2007, July 18-20
2007, Niigata, Japan, 858-86. DOI:
http://dx.doi.org/10.1109/ICALT.2007.278
27. Thank you for your attention!
Questions?
27Intelligent Information Systems Laboratory (IISLab)
Photo: Mika Hirsimäki
28. Campus Conexus (2009-04/2014)
• This study is part of a Finnish
national project called Campus
Conexus.
• Purpose is to strengthen the
cultural practices of five Finnish
universities and to promote
learning and teaching.
• Aim is to study how to engage
students into university studies by
enriching learning experiences for
example with online communities.
• Financed by European Social
Fund.