(Preliminary) Slides for the short paper "Orchestration and Feedback in Lab Session: Improvements in Quick Feedback Provision" at ECTEL 2011, 20-24th September 2011, Palermo (Italy)
The document discusses improving feedback loops in educational settings through the use of new technologies. It proposes a system called classON that uses web notifications, student interaction tracking, and learning analytics to better orchestrate classroom sessions. This would allow teachers to provide more efficient formative feedback, analyze student engagement and learning, and refine instructional designs. The goal is to actively engage students, support assessment, and increase awareness between teachers and learners.
Moodle quizzes to improve learning in large first year laboratory classes - UNSWMoodlemootAU2014
This document discusses using Moodle quizzes to improve learning in large first year physics laboratory classes at UNSW. Previously, students would copy each other's preparatory work in the lab manual. Now, students must complete a pre-lab Moodle quiz before each lab, covering the required reading and videos. This ensures students come prepared and allows demonstrators to focus on helping students in lab rather than checking preparatory work. The quizzes have reduced plagiarism and helped labs run more smoothly and efficiently with fewer delays. Moodle quizzes provide formative assessment and feedback to further improve student learning and preparation for labs.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
Durham Bb Conf 2009 Lecture and Event CaptureAshley Wright
Overview, implementation and evaluation of lecture and event capture at newcastle University. Presented by Carol Summerside and Ashley Wright at the Ninth Annual Durham Blackboard Users' Conference, Thursday 8th January 2009.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
The document discusses improving feedback loops in educational settings through the use of new technologies. It proposes a system called classON that uses web notifications, student interaction tracking, and learning analytics to better orchestrate classroom sessions. This would allow teachers to provide more efficient formative feedback, analyze student engagement and learning, and refine instructional designs. The goal is to actively engage students, support assessment, and increase awareness between teachers and learners.
Moodle quizzes to improve learning in large first year laboratory classes - UNSWMoodlemootAU2014
This document discusses using Moodle quizzes to improve learning in large first year physics laboratory classes at UNSW. Previously, students would copy each other's preparatory work in the lab manual. Now, students must complete a pre-lab Moodle quiz before each lab, covering the required reading and videos. This ensures students come prepared and allows demonstrators to focus on helping students in lab rather than checking preparatory work. The quizzes have reduced plagiarism and helped labs run more smoothly and efficiently with fewer delays. Moodle quizzes provide formative assessment and feedback to further improve student learning and preparation for labs.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
Durham Bb Conf 2009 Lecture and Event CaptureAshley Wright
Overview, implementation and evaluation of lecture and event capture at newcastle University. Presented by Carol Summerside and Ashley Wright at the Ninth Annual Durham Blackboard Users' Conference, Thursday 8th January 2009.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
The document outlines best practices for teaching in a virtual classroom, including effectively using communication methods, recognizing different types of tasks and how to teach them, demonstrating processes through application sharing and whiteboards, and distinguishing between presenting facts versus concepts. Some key recommendations are to use audio to enhance learning, facilitate application sharing to demonstrate software, create realistic practice scenarios, and provide overviews and discussions to teach conceptual topics.
The document discusses the results of implementing a blended learning module for a course on minimally invasive spinal surgery. The curriculum for a 21-hour face-to-face course was enhanced with 3 hours of pre-course online activities. Many participants completed the online components and earned additional continuing medical education credits. Evaluations from 45 spine surgeons and trainees showed that the blended learning approach was a positive educational experience for most.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Formative evaluation involves getting user feedback during the development process to improve an interactive learning environment (ILE). This document discusses three key methods of formative evaluation: expert review, user review, and usability testing. User review involves getting feedback from users through one-on-one observations and small group trials of prototypes to identify strengths, weaknesses, and needed improvements. Usability testing directly observes representative users attempting typical tasks to evaluate ease of use and identify usability issues. Both methods provide valuable feedback to refine the ILE before full implementation.
Creating University - High School Connectionspumabeth
The document summarizes a program called SALT High School Connection that was created to help at-risk high school students prepare for higher education. The program is a partnership between the University of Arizona's SALT Center and Catalina High School. It provides students with learning disabilities study skills training, assistive technology training, mentoring, and information about pursuing post-secondary education. An evaluation found the program helped improve students' grades and test scores, increased college aspirations, and led to all inaugural participants graduating high school and pursuing further education.
To click or not to click? Managing Classroom Response System in a large classCIT, NUS
By Victor Tan. Department of Mathematics, NUS.
http://www.youtube.com/watch?v=vLjUralh7ZA&p=83FA1CD871F4A4E5
There are many clear advantages of using Classroom Response System (CRS) in class. When it is used effectively, CRS will promote active learning, and students will be more engaged during the lecture. However, it takes huge courage for a lecturer or module coordinator to take the first step to implement CRS in their classroom teaching. Other than having to manage the system while delivering the lecture at the same time, there are many logistical issues involved, such as the issuing and collecting the clickers. In this talk, I will share with the audience my experience of using and managing CRS in a math module of more than 400 students.
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
Thinking it through: Choosing the right Blackboard tool for the job | Neville...Blackboard APAC
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.
This document summarizes a presentation on teaching math courses online. It discusses challenges in online course design, such as mimicking face-to-face interactions and managing workload. Several approaches are described for structuring an online math class, including introducing concepts through videos, assigning book problems, conducting group work, and giving quizzes and tests through an online system. Both successes and challenges are noted, such as students interacting but workload being large. Suggested changes for the next time include adding synchronous components, reworking discussions, and better use of learning management features.
Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
This document summarizes Goshen College's evaluation and decision process to switch from Blackboard to Moodle as its learning management system (LMS). It discusses Goshen College's needs, constraints, and drivers. It describes testing Moodle with faculty and students over multiple semesters. Faculty and students generally preferred Moodle and supported the switch. The college ended its Blackboard contract in 2008 and implemented Moodle campus-wide. The document discusses implementation, costs, hosting options, and the pros and cons of Moodle.
Personalized Online Practice Systems for Learning ProgrammingPeter Brusilovsky
An adaptive learning system called Mastery Grids was created to increase student engagement with online educational content by incorporating personalized and social adaptive features. Mastery Grids uses open learner modeling to display a student's knowledge progress compared to their peers, adaptive navigation support to guide students to relevant activities, and concept-based recommendations of content. A study found that Mastery Grids significantly increased student success rates, time spent engaging with content, and learning compared to non-adaptive systems. Further research added direct recommendations to Mastery Grids and found they increased transparency and led to more efficient learning when explanations of recommendations were provided through the open learner model visualizations.
Teaching Online 101 - 2014 Brightspace Ignite WisconsinD2L Barry
Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
The document discusses creating an effective online lab component for an introductory chemistry course with 900 students per year taking the course online. It outlines meeting with the professor to determine course goals, content, design, and delivery. Key topics discussed include using an instructional design process, organizing content, the learning management system, and ensuring accessibility and facilitation for both students and professors.
Asynchronous v synchronous. Who wins? Students DecideColm Dunphy
The survey found that students preferred asynchronous options for viewing video lectures, with over 75% watching recordings after live sessions. They preferred if videos were recorded and posted to YouTube rather than the learning management system, and liked seeing the lecturer on camera. While some wanted live sessions, most felt asynchronous options were more accommodating of their schedules. Feedback suggested continuing with engaging content and support structures while exploring shorter video lengths and more elective options. Overall, students felt the programme exemplified quality online learning.
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
This document summarizes the results of a pilot program evaluating the use of the Wimba Live Classroom virtual learning environment at the University of Southern Mississippi. Surveys of 5 instructors and 19 students found that most had previous computer experience and found Wimba easy to learn. Text chat, voice chat and presentation features were most widely used and satisfactory, while audio quality needed improvement. Overall satisfaction with Wimba was high, but technical difficulties were a moderate problem that needs to be addressed for broader adoption. Continued research at other institutions was recommended.
Student ExperienceFaculty Development Model - Competency-Based EducationBecky Lopanec
This document summarizes a presentation on student experience models for competency-based education programs. It describes Western Governors University's mentoring model, which uses both student mentors and course mentors. Student mentors work with students throughout their program, while course mentors work with students on individual courses. It also outlines Sinclair Community College's coaching model, which provides different levels of support based on student needs. The presentation highlights best practices from these models and solicits questions from attendees about supporting students in competency-based education.
Course-Adaptive Content Recommender for Course AuthoringPeter Brusilovsky
Developing online courses is a complex and time-consuming
process that involves organizing a course into a sequence of topics and
allocating the appropriate learning content within each topic. This task
is especially difficult in complex domains like programming, due to the
incremental nature of programming knowledge, where new topics extensively
build upon domain concepts that were introduced in earlier lessons.
In this paper, we propose a course-adaptive content-based recommender
system that assists course authors and instructors in selecting the most
relevant learning material for each course topic. The recommender system
adapts to the deep prerequisite structure of the course as envisioned
by a specific instructor, while unobtrusively deducing that structure from
problem-solving examples that the instructor uses to present course concepts.
We assessed the quality of recommendations and examined several
aspects of the recommendation process by using three datasets collected
from two different courses.While the presented recommender system was
built for the domain of introductory programming, our course-adaptive
recommendation approach could be used in a variety of other domains.
The document discusses open standards and specifications for outcome-based assessment in higher education. It analyzes various assessment formats, finding scarce reuse of assessment resources and acceptance of the IMS QTI specification. It proposes an outcome-based assessment app integrated with an open content repository to support searching, filtering, importing, and annotating assessment resources based on intended learning outcomes. The app aims to gather and share best practices for interoperable, outcome-oriented assessment in higher education.
The document discusses potential research questions in the area of educational technology. It presents two sets of questions - the first focuses on how ICT tools can be used to support second language learning, mobile learning, student success in blended environments, and improving programming courses. The second set examines how blogs can improve reflective skills, why teachers don't use technology more, using dynamic geometry to improve math learning, and assessing learning processes over final products. The document also lists some problems researchers may face such as defining narrow vs broad questions, ensuring contributions are sufficient for a PhD, distinguishing science from practice problems, engaging teachers and students, and matching methodology to research questions.
The document outlines best practices for teaching in a virtual classroom, including effectively using communication methods, recognizing different types of tasks and how to teach them, demonstrating processes through application sharing and whiteboards, and distinguishing between presenting facts versus concepts. Some key recommendations are to use audio to enhance learning, facilitate application sharing to demonstrate software, create realistic practice scenarios, and provide overviews and discussions to teach conceptual topics.
The document discusses the results of implementing a blended learning module for a course on minimally invasive spinal surgery. The curriculum for a 21-hour face-to-face course was enhanced with 3 hours of pre-course online activities. Many participants completed the online components and earned additional continuing medical education credits. Evaluations from 45 spine surgeons and trainees showed that the blended learning approach was a positive educational experience for most.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Formative evaluation involves getting user feedback during the development process to improve an interactive learning environment (ILE). This document discusses three key methods of formative evaluation: expert review, user review, and usability testing. User review involves getting feedback from users through one-on-one observations and small group trials of prototypes to identify strengths, weaknesses, and needed improvements. Usability testing directly observes representative users attempting typical tasks to evaluate ease of use and identify usability issues. Both methods provide valuable feedback to refine the ILE before full implementation.
Creating University - High School Connectionspumabeth
The document summarizes a program called SALT High School Connection that was created to help at-risk high school students prepare for higher education. The program is a partnership between the University of Arizona's SALT Center and Catalina High School. It provides students with learning disabilities study skills training, assistive technology training, mentoring, and information about pursuing post-secondary education. An evaluation found the program helped improve students' grades and test scores, increased college aspirations, and led to all inaugural participants graduating high school and pursuing further education.
To click or not to click? Managing Classroom Response System in a large classCIT, NUS
By Victor Tan. Department of Mathematics, NUS.
http://www.youtube.com/watch?v=vLjUralh7ZA&p=83FA1CD871F4A4E5
There are many clear advantages of using Classroom Response System (CRS) in class. When it is used effectively, CRS will promote active learning, and students will be more engaged during the lecture. However, it takes huge courage for a lecturer or module coordinator to take the first step to implement CRS in their classroom teaching. Other than having to manage the system while delivering the lecture at the same time, there are many logistical issues involved, such as the issuing and collecting the clickers. In this talk, I will share with the audience my experience of using and managing CRS in a math module of more than 400 students.
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
Thinking it through: Choosing the right Blackboard tool for the job | Neville...Blackboard APAC
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.
This document summarizes a presentation on teaching math courses online. It discusses challenges in online course design, such as mimicking face-to-face interactions and managing workload. Several approaches are described for structuring an online math class, including introducing concepts through videos, assigning book problems, conducting group work, and giving quizzes and tests through an online system. Both successes and challenges are noted, such as students interacting but workload being large. Suggested changes for the next time include adding synchronous components, reworking discussions, and better use of learning management features.
Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
This document summarizes Goshen College's evaluation and decision process to switch from Blackboard to Moodle as its learning management system (LMS). It discusses Goshen College's needs, constraints, and drivers. It describes testing Moodle with faculty and students over multiple semesters. Faculty and students generally preferred Moodle and supported the switch. The college ended its Blackboard contract in 2008 and implemented Moodle campus-wide. The document discusses implementation, costs, hosting options, and the pros and cons of Moodle.
Personalized Online Practice Systems for Learning ProgrammingPeter Brusilovsky
An adaptive learning system called Mastery Grids was created to increase student engagement with online educational content by incorporating personalized and social adaptive features. Mastery Grids uses open learner modeling to display a student's knowledge progress compared to their peers, adaptive navigation support to guide students to relevant activities, and concept-based recommendations of content. A study found that Mastery Grids significantly increased student success rates, time spent engaging with content, and learning compared to non-adaptive systems. Further research added direct recommendations to Mastery Grids and found they increased transparency and led to more efficient learning when explanations of recommendations were provided through the open learner model visualizations.
Teaching Online 101 - 2014 Brightspace Ignite WisconsinD2L Barry
Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
The document discusses creating an effective online lab component for an introductory chemistry course with 900 students per year taking the course online. It outlines meeting with the professor to determine course goals, content, design, and delivery. Key topics discussed include using an instructional design process, organizing content, the learning management system, and ensuring accessibility and facilitation for both students and professors.
Asynchronous v synchronous. Who wins? Students DecideColm Dunphy
The survey found that students preferred asynchronous options for viewing video lectures, with over 75% watching recordings after live sessions. They preferred if videos were recorded and posted to YouTube rather than the learning management system, and liked seeing the lecturer on camera. While some wanted live sessions, most felt asynchronous options were more accommodating of their schedules. Feedback suggested continuing with engaging content and support structures while exploring shorter video lengths and more elective options. Overall, students felt the programme exemplified quality online learning.
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
This document summarizes the results of a pilot program evaluating the use of the Wimba Live Classroom virtual learning environment at the University of Southern Mississippi. Surveys of 5 instructors and 19 students found that most had previous computer experience and found Wimba easy to learn. Text chat, voice chat and presentation features were most widely used and satisfactory, while audio quality needed improvement. Overall satisfaction with Wimba was high, but technical difficulties were a moderate problem that needs to be addressed for broader adoption. Continued research at other institutions was recommended.
Student ExperienceFaculty Development Model - Competency-Based EducationBecky Lopanec
This document summarizes a presentation on student experience models for competency-based education programs. It describes Western Governors University's mentoring model, which uses both student mentors and course mentors. Student mentors work with students throughout their program, while course mentors work with students on individual courses. It also outlines Sinclair Community College's coaching model, which provides different levels of support based on student needs. The presentation highlights best practices from these models and solicits questions from attendees about supporting students in competency-based education.
Course-Adaptive Content Recommender for Course AuthoringPeter Brusilovsky
Developing online courses is a complex and time-consuming
process that involves organizing a course into a sequence of topics and
allocating the appropriate learning content within each topic. This task
is especially difficult in complex domains like programming, due to the
incremental nature of programming knowledge, where new topics extensively
build upon domain concepts that were introduced in earlier lessons.
In this paper, we propose a course-adaptive content-based recommender
system that assists course authors and instructors in selecting the most
relevant learning material for each course topic. The recommender system
adapts to the deep prerequisite structure of the course as envisioned
by a specific instructor, while unobtrusively deducing that structure from
problem-solving examples that the instructor uses to present course concepts.
We assessed the quality of recommendations and examined several
aspects of the recommendation process by using three datasets collected
from two different courses.While the presented recommender system was
built for the domain of introductory programming, our course-adaptive
recommendation approach could be used in a variety of other domains.
The document discusses open standards and specifications for outcome-based assessment in higher education. It analyzes various assessment formats, finding scarce reuse of assessment resources and acceptance of the IMS QTI specification. It proposes an outcome-based assessment app integrated with an open content repository to support searching, filtering, importing, and annotating assessment resources based on intended learning outcomes. The app aims to gather and share best practices for interoperable, outcome-oriented assessment in higher education.
The document discusses potential research questions in the area of educational technology. It presents two sets of questions - the first focuses on how ICT tools can be used to support second language learning, mobile learning, student success in blended environments, and improving programming courses. The second set examines how blogs can improve reflective skills, why teachers don't use technology more, using dynamic geometry to improve math learning, and assessing learning processes over final products. The document also lists some problems researchers may face such as defining narrow vs broad questions, ensuring contributions are sufficient for a PhD, distinguishing science from practice problems, engaging teachers and students, and matching methodology to research questions.
This document introduces Node.js, a JavaScript runtime built on Chrome's V8 JavaScript engine. It is well-suited for data-intensive and real-time applications due to its asynchronous and event-driven nature. The document discusses Node.js architecture including its package manager npm and common modules like Express and Socket.io. It provides examples of HTTP, TCP and WebSocket servers in Node.js and demonstrates how to implement routing, templating and websockets applications.
Boost your ProDADtivity: productivity tips for entrepreneurial dads and mums Israel Gutiérrez
This document discusses how to boost productivity for entrepreneurs and parents. It outlines methodologies like Getting Things Done and time-boxing. It then discusses tools and use cases for personal and team productivity. For personal productivity, it recommends using task lists in apps like Tunderlist and Trello, and using Gmail, Dropbox, and calendars for communication and scheduling. It also provides examples of using Trello and Gmail for personal task management. For team productivity, it recommends integrated systems like Basecamp and tools like Slack and Google Calendar for communication and scheduling. It provides examples of using these tools for meetings, discussions, and scheduling team activities.
Hard hats are designed to protect workers from head injuries from falling objects, electric shocks, burns and collisions. Employers must provide hard hats for employees where there is risk of head injury, according to OSHA standards. Hard hats must meet ANSI standards and be replaced every 5 years or if damaged. Proper maintenance and training on hard hat use is required for an effective head protection plan.
MongoDB is an open source NoSQL database that uses JSON-like documents with dynamic schemas (BSON format) instead of using tables as in SQL. It allows for embedding related data and flexible querying of this embedded data. Some key features include using JavaScript-style documents, scaling horizontally on commodity hardware, and supporting various languages through its driver interface.
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...Michael Barbour
Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.
CHECO Retreat - Changing landscape of teachingJeff Loats
Dr. Jeff Loats presented on blended learning initiatives and evidence-based teaching techniques involving technology. He discussed the blended learning initiative at MSU Denver which focuses on introductory courses and provides sustained support for instructors. Three key techniques were covered: Just-in-Time Teaching using pre-class assignments, classroom response systems like clickers, and flipped teaching with videos assigned as homework. The presentation emphasized combining techniques and adopting practices supported by research evidence to improve student learning over traditional lecture-based methods.
The document discusses a blended/hybrid learning model that incorporates technology into lessons in a way that is not disruptive and improves learning. It proposes using a learning management system, blogs, wikis and course websites to provide structure and share resources. It emphasizes the importance of professional development for students on how to learn and use course tools, as well as developing skills needed to succeed. The document advocates creating social connections between students, teachers and the community. It presents ideas for making the classroom experience more like the real world through tools like weekly newsletters, meetings, assignments and assessments.
Share System (M3, U4, A2: Project Based Learning)Meka Walters
This document describes a project-based learning activity for kindergarten students called ShareSystem. The goal of the activity is for students to collaboratively design and test systems for fairly sharing new toys amongst the entire class. The activity involves students brainstorming ideas, designing a sharing system, testing their system in real life, revising their system based on feedback, and presenting and reflecting on their work. Through this project, students practice collaboration, communication, and other 21st century skills while designing a system that addresses a real issue in their classroom.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
WebPA is an open-source online peer assessment system that was originally developed in 1998 and has been improved over time. It allows students to provide peer evaluations of individual contributions to group work, from which individualized marks are calculated. This provides a fairer assessment than simply giving all group members the same mark. Both students and teachers benefit from the increased fairness, student involvement, and improved group dynamics and learning that WebPA facilitates for assessed group work.
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
Technology. We’re surrounded by it, and so are our tech-savvy students. In many cases, our students are very comfortable with the latest technologies and have a good grasp of how to use them. There is also the emerging student attribute of self-reflection and evaluation: "What went well?"; "What didn’t go so well?"; "How might you improve for next time?"
The challenge is changing the way students, especially adult learners, use these technologies within the classroom when they have already established fixed ways of doing things. With some simple planning, teacher consideration and guidance, these technologies can be used to benefit students’ learning and guide their reflection process.
In this presentation, Mark Parry highlights some of the ways he and his colleagues use technology to support student reflection when facilitating face-to-face and blended courses. Mark demonstrates how everyday technologies can be used to help you support students to reflect upon a range of learning outcomes related to core knowledge and transferable skills including communication, time management, working within a team, problem-solving and developing a strong work ethic.
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide confidential peer evaluations on individual contributions to group work. This generates adjusted individual marks rather than everyone receiving the same group mark. Teachers benefit from the flexibility to customize assessment criteria and automated individual marking. Learners benefit from involvement in the assessment process and receiving fair, confidential evaluations that improve individual performance and team dynamics.
The document summarizes a research study that examined using mobile technologies like iPads to enhance formative assessment and peer review among undergraduate students. The study involved 140 students across 5 teaching groups who used apps like Notability, eClicker, and Socrative to provide peer feedback on assignments. The research found that student engagement in peer review increased significantly when using iPads. Students also became more critical reflectors on the assessment process and technology. However, students felt receiving peer feedback had less impact on their work than giving feedback. The study provided considerations for managing devices and ensuring student needs are met when using educational technology.
This document discusses diversifying immediate feedback in the classroom using both traditional and digital tools. Immediate feedback provides teachers and students data on whether students' needs are being met, the learning target is being met, and the lesson is on track. Both written and oral feedback can be external from teacher to student or student to student, or internal from student to self. Various digital tools are presented for providing immediate feedback, such as podcasts, mini-assessments using iMovie or Photo Booth, email, wikis, and VoiceThread. The document concludes by discussing applying these new techniques and their pedagogical benefits like personalizing learning, empowering learners, and providing formative assessment.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
1. The document discusses live streaming lectures to accommodate a large incoming cohort of students with different learning styles and needs.
2. Several options for lecture delivery were considered, including recorded videos, video conferencing, and live streaming to a facilitated overflow room.
3. Live streaming lectures was found to provide flexibility for students, engagement with the material, and opportunities for global reach. However, it also presented challenges for adapting teaching styles and maintaining presence across environments.
The document proposes a variation on the flipped classroom model where students take a more active role in preparing lesson materials and asking questions. In the variation, students are divided into teams to prepare instructional videos and activities that their peers complete as homework. In class, the teacher supports student teams and answers questions prepared by students. This allows the teacher to focus on individual support while developing student expertise and engagement through peer teaching and questioning. The approach aims to improve learning outcomes over traditional passive lectures.
This document discusses research on primary and secondary e-learning. It begins by providing a brief history of distance education and e-learning in North America. It then describes the roles of teachers, facilitators, administrators and others in an e-learning environment. The document also discusses characteristics of successful e-learners and tools to predict their success. While research on K-12 online learning is limited, certain teaching strategies and practices like formative feedback have been shown to be effective. The key points are that technology alone is not enough and must be combined with new teaching approaches to improve education.
Similar to Orchestration and Feedback in Lab Sessions: ECTEL11 (20)
En esta charla vamos a hablar de desarrollo web front-end. Empezaremos por entender bien en qué consiste el desarrollo front-end y por qué las empresas están contratando mucho este perfil profesional. Haremos un repaso de las tecnologías que se utilizan para desarrollo front-end, desde HTML semántico, pasando por preprocesadores CSS, hasta ES6 y librerías como React. Y también revisaremos qué herramientas que utiliza un desarrollador front-end en 2018, desde un editor decente, las devtools del navegador, hasta automatizadores de tareas como gulp. Al final tendrás una buena perspectiva de la profesión de front-end y cómo aúna habilidades técnicas de programación con otras muy distintas, como estética visual y atención al detalle.
Este documento presenta las experiencias y aprendizajes de Israel Gutiérrez a lo largo de su carrera como desarrollador de software. Resume su trayectoria laboral desde 1999 hasta la actualidad en varias compañías como Teleco, Ironhack, Let's Study y AdaLab. Además, comparte cuatro aprendizajes clave sobre estimaciones en el desarrollo de software, modas tecnológicas, calidad del código y la relación entre desarrollo y negocio, concluyendo con un corolario sobre las funciones fundamentales de un CTO
Emoticritico: midiendo las emociones de los políticosIsrael Gutiérrez
Charla en t3chfest 2016 sobre el proyecto emoticrítico. Emoticrítico (emoticritico.com) es un proyecto de inteligencia artificial basado en el proyecto Oxford de Microsoft, que permite la detección de caras y emociones en base a imágenes y expresiones faciales de personas. Este desarrollo nos permite analizar eventos televisivo en directo, como debates o conciertos, y obtener las emociones de las personas participantes. Por ejemplo, hemos analizado los debates políticos de la campaña electoral a la presidencia del gobierno de España durante diciembre de 2015, con unos resultados excelentes.
En la charla contaremos cómo hemos desarrollado emoticrítico (@emoticritico). Hablaremos de aciertos y errores al elegir el stack tecnológico, aspectos a tener en cuenta al desarrollar una aplicación que usa inteligencia artificial, por qué es un proyecto open source, etc.
Learning Analytics Support for Just-in-time TeachingIsrael Gutiérrez
The document discusses using learning analytics to support just-in-time teaching. It identifies problems that emerge in highly interactive lab sessions through literature reviews and experiments. Requirements for an in-class live analytics system were determined based on input from teachers, students, and experts. The system was developed and tested over multiple experiments and provided real-time analytics and awareness tools to help teachers manage sessions and provide personalized feedback to students. Evaluation found it helped address initial problems and contributed to the field of learning analytics and orchestration in technology-enhanced learning environments.
MongoDB is an open source NoSQL database written in C++. It uses BSON format to store JSON-like documents with dynamic schemas in data collections. Some key features include:
- Flexible document schemas for storing heterogeneous data.
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The document discusses using learning analytics to detect student emotions and provide affective recommendations of learning resources. It describes collecting event data from virtual learning environments, using methods like hidden Markov models to classify emotions, and modifying collaborative filtering for recommendation based on detected emotions. The goal is to complete the learning analytics cycle by collecting data, analyzing it to detect affective states, and intervening with personalized recommendations. Future work includes integrating sensors to detect emotions and experiments to evaluate the approach.
The document outlines Israel Gutiérrez's planned research stay at KU Leuven to work on improving the classON platform. It discusses plans to work on visualizations, gamification, and an experiment. It also describes potential topics like comparing data from different platforms and visualizing data for teachers using a multitouch table. The document discusses designing persuasive ambient displays using strategies like incentives, feedback loops, and meaningfulness. It proposes designing an ambient display prototype using activity data and evaluating it using awareness, reflection, behavior change metrics. The stay would involve developing a prototype, experiment, and presenting results to KU Leuven members. The research could then be applied to the educational technology context.
Management of Assessment Resources in a Federated Repository of Educational R...Israel Gutiérrez
This document discusses the management of assessment resources in a federated repository to support higher education. It presents the ICOPER Reference Model, which aims to gather best practices for interoperable content and learning outcome-oriented education. The model defines assessment resources, methods, intended learning outcomes and other related concepts. It also describes learner assessment processes and services in the model. Finally, it outlines the ICOPER-assessment application, which allows users to search, import, publish and share assessment resources aligned with learning outcomes across courses and institutions.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Orchestration and Feedback in Lab Sessions: ECTEL11
1. Orchestration and Feedback
in Lab Sessions
Improvements in Quick Feedback Provision
Israel Gutiérrez, Raquel M. Crespo,
and Carlos Delgado Kloos
photo: smemon at flickr Universidad Carlos III de Madrid
11. Our solution
Teacher-to-student web notifications (feedback)
Improve attention and effectiveness of class-wide feedback
Impact for Impact for
Lines of action
students teachers
12. Our solution
Teacher-to-student web notifications (feedback)
Improve attention and effectiveness of class-wide feedback
Track students’ progress and interactions
Impact for Impact for
Lines of action
students teachers
13. Our solution
Teacher-to-student web notifications (feedback)
Improve attention and effectiveness of class-wide feedback
Track students’ progress and interactions
Improve orchestration at enactment and provision of
efficient feedback
Impact for Impact for
Lines of action
students teachers
14. Our solution
Teacher-to-student web notifications (feedback)
Improve attention and effectiveness of class-wide feedback
Track students’ progress and interactions
Improve orchestration at enactment and provision of
efficient feedback
Improve future enactments of the learning design and
acquire evidences for summative assessment
Impact for Impact for
Lines of action
students teachers
17. Attention &
Notifications System
• Problem statements as web pages
• Web notifications to help students without
distracting them
18. Attention &
Notifications System
• Problem statements as web pages
• Web notifications to help students without
distracting them
• One-click subscription to the notifications
channel from the problem statement
19. Attention &
Notifications System
• Problem statements as web pages
• Web notifications to help students without
distracting them
• One-click subscription to the notifications
channel from the problem statement
• Simple interface for the teacher to send
notifications to all the connected students
22. Teacher Awareness Tool
• Web application for portable devices
• Teachers can carry the device easily around
the computer room
23. Teacher Awareness Tool
• Web application for portable devices
• Teachers can carry the device easily around
the computer room
• Reproduces the physical distribution of the
classroom
24. Teacher Awareness Tool
• Web application for portable devices
• Teachers can carry the device easily around
the computer room
• Reproduces the physical distribution of the
classroom
• Quick information to the teacher
34. Usage
• Use the awareness application to monitor
student problems and progress in real time
35. Usage
• Use the awareness application to monitor
student problems and progress in real time
• When a team asks for help, teachers...
36. Usage
• Use the awareness application to monitor
student problems and progress in real time
• When a team asks for help, teachers...
• Directly help one of the teams
37. Usage
• Use the awareness application to monitor
student problems and progress in real time
• When a team asks for help, teachers...
• Directly help one of the teams
• Make one team help another one
38. Usage
• Use the awareness application to monitor
student problems and progress in real time
• When a team asks for help, teachers...
• Directly help one of the teams
• Make one team help another one
• Send a web notification (when
encountering a common problem)
41. Scenario
Multimedia Applications (MMA)
Lab practices are 50% of the course sessions
photo: candicejeanl at flickr
42. Scenario
Multimedia Applications (MMA)
Lab practices are 50% of the course sessions
Work in pairs and in a proposed practice
photo: candicejeanl at flickr
52. Conclusions
• Work-in-progress tool that meets real-
world teaching and learning needs
• Improves efficiency of the formative
feedback
• Offer information to the teacher useful
to improve the orchestration at
enactment
53. Conclusions
• Work-in-progress tool that meets real-
world teaching and learning needs
• Improves efficiency of the formative
feedback
• Offer information to the teacher useful
to improve the orchestration at
enactment
• Initial evidences of acceptance by the
students
55. Future Work
• Improvement of students attention by
delaying the notifications delivery until they
are relevant
56. Future Work
• Improvement of students attention by
delaying the notifications delivery until they
are relevant
• Intelligent Tutoring System based on
common problems (notifications log)
57. Future Work
• Improvement of students attention by
delaying the notifications delivery until they
are relevant
• Intelligent Tutoring System based on
common problems (notifications log)
• Create visualizations from the collected
student interactions for awareness
58.
59. Thank you very much!
Any questions?
igutierrez@inv.it.uc3m.es
Editor's Notes
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Literature review and then found an article about experiences of using a chat tool in the classroom\n
Literature review and then found an article about experiences of using a chat tool in the classroom\n
Literature review and then found an article about experiences of using a chat tool in the classroom\n
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Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n