Presentation in the research group seminar, Institute of Informatics, Tallinn University, 7 March 2012.
Based on the following publication:
Põldoja, H., Väljataga, T., Tammets, K., & Laanpere, M. (2011). Web-based Self- and Peer- assessment of Teachers’ Educational Technology Competencies. In H. Leung, E. Popescu, Y. Cao, R. Lau, & W. Nejdl (Eds.), Advances in Web-Based Learning – ICWL 2011: 10th International Conference, Hong Kong, China, December 2011. Proceedings (pp. 122–131). Berlin / Heidelberg: Springer. http://www.springerlink.com/content/e3t2042568271213/
Everything is relative. That requires more than one actor. Individual learning, our primary model since World War II, deals with individuals, not organizations. It's high time to change.
Everything is relative. That requires more than one actor. Individual learning, our primary model since World War II, deals with individuals, not organizations. It's high time to change.
Using Digital Badges to Recognize Co-Curricular LearningSteven Lonn
Presentation about University of Michigan Pilot on Digital Badges for Co-Curricular Learning pilot. Presented to Mozilla Open Badges Research Community Call on May 21, 2014 (Notes available here: https://openbadges.etherpad.mozilla.org/research-calls-May21)
Summary:
This pilot project studied the recognition of undergraduate engineering students' co-curricular learning experiences using digital badges in one semester, Winter 2014. Using a web environment, students described and reflected upon their experiences in categories of competencies that leaders in industry and education have identified when evaluating the future needs of the global STEM workforce. The objectives of the project were to (1) deploy an online system that served to standardize the recognition of engineering co-curricular learning; (2) understand different motivations students have for seeking recognition for their co-curricular learning and whether digital badges satisfy those motivations; (3) maximize the perceived value of digital badges while minimizing undue burden on the student to collect evidence of their co-curricular learning; (4) examine how students discuss, discover, and share digital badges and their supporting evidence, with their peers and with potential employers; and (5) disseminate findings that inform the use of digital badges designed to represent the wide variety of skills that students can acquire through co-curricular opportunities in higher education.
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar PosterMark Guzdial
Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
University of Wisconsin-Milwaukee Online Program Council, Second LifeTanya Joosten
Tanya Joosten presented findings of a pilot project on an emerging technology, virtual worlds (Second Life) at the October, 08, Online Program Council at the University of Wisconsin-MIlwaukee.
Training Session I ran on AFL in the classroom using peer and self assessment.
More resources can be found at tes.co.uk
search 'dominic penney' in the resource search bar...
Using Digital Badges to Recognize Co-Curricular LearningSteven Lonn
Presentation about University of Michigan Pilot on Digital Badges for Co-Curricular Learning pilot. Presented to Mozilla Open Badges Research Community Call on May 21, 2014 (Notes available here: https://openbadges.etherpad.mozilla.org/research-calls-May21)
Summary:
This pilot project studied the recognition of undergraduate engineering students' co-curricular learning experiences using digital badges in one semester, Winter 2014. Using a web environment, students described and reflected upon their experiences in categories of competencies that leaders in industry and education have identified when evaluating the future needs of the global STEM workforce. The objectives of the project were to (1) deploy an online system that served to standardize the recognition of engineering co-curricular learning; (2) understand different motivations students have for seeking recognition for their co-curricular learning and whether digital badges satisfy those motivations; (3) maximize the perceived value of digital badges while minimizing undue burden on the student to collect evidence of their co-curricular learning; (4) examine how students discuss, discover, and share digital badges and their supporting evidence, with their peers and with potential employers; and (5) disseminate findings that inform the use of digital badges designed to represent the wide variety of skills that students can acquire through co-curricular opportunities in higher education.
Critiquing CS Assessment from a CS for All lens: Dagstuhl Seminar PosterMark Guzdial
Poster presented at the Dagstuhl Seminar "Assessing Learning in Introductory Computer Science" (http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=16072). I argue that we have to consider what the learner wants to do and wants to be (i.e., their desired Community of Practice) when assessing learning. Different CoP, different outcomes, different assessments.
University of Wisconsin-Milwaukee Online Program Council, Second LifeTanya Joosten
Tanya Joosten presented findings of a pilot project on an emerging technology, virtual worlds (Second Life) at the October, 08, Online Program Council at the University of Wisconsin-MIlwaukee.
Training Session I ran on AFL in the classroom using peer and self assessment.
More resources can be found at tes.co.uk
search 'dominic penney' in the resource search bar...
DUAYEE VOCATIONAL SCHOOL PRELIMINARY RESEARCH TOWARDS BUILDING A MODEL SUSTAINABLE VILLAGE | Sustainable Village Model Preliminary Research | Ecosa Institute | Summer 2010
Model Sustainable Village
Project Description
Ecosa has been asked by Peter Gbelia, the Executive Director of the Empowerment Society, to create a master plan for a sustainable intervention in the village of Duayee in Liberia, Africa. This plan is intended to develop a model approach to sustaining the culture, environment, and economy of the Liberian people.
The village we will be working with is Duayee located near the Yah river. The goal is to create Local Economic Development (LED) by designing a system where more food is produced (improved agro-techniques, seeds, irrigation, fertilizers, fish farm, swamp rice), the surplus can be sold at market creating economic growth, and revenue invested back into human capital and community infrastructure.
This is a challenging project in as much as it is based in a non-western culture and needs to respond to needs that are very different to US expectations. Prior to the start of this design, each participant was required to read the report and proposal provided by the Empowerment Project and the Millennium Development Report. The goal of this project was to research alternative development patterns, materials, social and economic systems to create an integrated design that includes all elements of sustainability from materials to permaculture, energy to food supplies. ECOSA is proposing a vocational school as the best way to illustrate, educate about, and build a truly sustainable village. Through the vocational school, Duayee will be able to educate its population and create a skilled work force by allowing every project in the village to be a learning experience that will expand upon the village's knowledge and skill sets. Download the final Duayee Vocational School Proposal, and download the preliminary Research Presentation on Liberia.
For more info check out the project at the ECOSA Institute here: http://www.ecosainstitute.org/projects/model-sustainable-village.html
or copy & paste this URL to catch a glimpse of the final project:
http://www.ecosainstitute.org/index.php?option=com_docman&task=doc_download&gid=71&Itemid=
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Quality Does Matter at Minnesota D2LigniteD2L Barry
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by Jenessa Gerling, Hennepin Technical College. Quality Does Matter…A Real Show-and-Tell!
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Web-based Self- and Peer Assessment of Teachers Digital Competences
1. Web-based Self- and Peer Assessment
of Teachers Digital Competences
Mart Laanpere, Hans Põldoja
2. cba
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Attribution-ShareAlike 3.0 Unported License. To view a copy
of this license, visit http://creativecommons.org/licenses/by-sa/
3.0/ or send a letter to Creative Commons, 444 Castro
Street, Suite 900, Mountain View, California, 94041, USA.
3. Research context
• Importance of educational technology
competencies
• Generic ICT competency frameworks (e.g. ICDL)
do not cover all the competencies needed for
educational use of ICT
• Educational Technology Competency Model
(ETCM) for Estonian teachers
• DigiMina project for assessing teachers’
educational technology competencies
4. Research problem
To what extent and how could be
teachers’ educational technology
competencies assessed using a Web-
based tool?
5. Existing competency
frameworks
• International Computer Driving License
• UNESCO ICT Competency Framework for
Teachers
• ISTE National Educational Technology Standards
for Teachers (NETS-T)
6. • ECDL / ICDL
• Used in 148
countries
• Focused on ICT
usage
• Standardized
testing
7. • Launched 2008,
revised 2011
• Guidelines for
creating national
competency models
• 6 subdomains
8. • ISTE NETS-T 2008
• 20 competencies in
5 competency
groups
• Used in Norway,
Netherlands,
Finland, etc.
10. Design challenges
• How to define performance indicators of all
competencies in ETCM?
• How to select appropriate methods and
instruments for assessing competencies?
• How to implement selected assessment methods
in a Web-based tool?
11. Educational Technology Competency
Model for Estonian Teachers
• Based on ISTE NETS-T 2008
• 5-level assessment rubric developed by local
expert group
12. Measuring Educational
Technology Competencies
• Assessment methodology and instruments must be
reliable, valid, flexible, but also affordable with
respect to time and costs.
• Four levels of measuring competencies (Miller, 1990):
• knows
• knows how
• shows how
• does
13. Web-based Assessment of
Competencies
• Five-dimensional framework for authentic assessment (Gulikers et
al, 2004):
• tasks: meaningful, relevant, typical, complex, ownership of problem
and solution space;
• physical context: similar to professional work space and time
frame, professional tools;
• social context: similar to social context of professional practice
(incl. decision making);
• form: demonstration and presentation of professionally relevant
results, multiple indicators;
• criteria: used in professional practice, related to realistic process/
product, explicit
16. Research-based design methodology
Contextual Inquiry Participatory Design Product Design Software Prototype
As Hypothesis
Concept mapping User stories
Information
architecture
Participatory design
sessions
Paper prototyping
Scenario-based High-fidelity
Personas Agile sprints
design prototyping
Adapted from (Leinonen et al, 2008)
17. Personas
• Teacher training master student
• Novice teacher
• Experienced teacher
• Educational technologist of a school
• Trainings manager (in a national organization)
(Cooper et al, 2007)
18. Scenarios
• Master student is evaluating her educational
technology competencies
• Peer assessment of problem solving tasks
• Educational technologist of a school is getting an
overview of teachers’ educational technology
competencies
• Training manager is compiling a training group with
sufficient level of competencies
(Carroll, 2000)
19. Stsenaarium 2: Pädevuste partnerhindamine
Kaisa on noor matemaatika õpetaja, kes on esimest aastat koolis. Õpetaja kutseaasta
käigus tuleb muuhulgas tähelepanu pöörata ka oma pädevuste kaardistamisele. Kaisa on
korra varem ülikooli ajal juba oma haridustehnoloogilisi pädevusi hinnanud, kuid
nüüd koolis on ta oma teadmisi ja oskusi praktikas saanud rakendada.
DigiMina keskkonda sisenedes näeb ta oma eelmisel aastal tehtud pädevuste hindamise
testi. Ta saab valida, kas alustab pädevuste testi täitmist eelmise aasta tasemelt
või päris algusest. Talle meenub, et eelmisel korral võttis kõigi ülesannete
lahendamine suhteliselt palju aega ning ta otsustab sel korral alustada testi
täitmist eelmise aasta tasemelt. Sel korral on lisaks valikvastustega küsimustele ka
probleemülesandeid, mille puhul tuleb vabas vormis omapoolne lahendus kirjutada.
Vastamise lõpus kuvatakse pädevusprofiili diagramm, kuid osad pädevused on sealt
puudu. Kaisa loeb kõrvalolevalt märkuselt, et vabas vormis küsimusi peavad hindama
teised DigiMina kasutajad ning täielikke tulemusi kuvatakse alles siis kui tema
vastused on hinnatud.
Uuesti avalehele jõudes kuvatakse Kaisale teadet, et ta võib osaleda teiste
kasutajate poolt sisestatud probleemülesannete lahenduste hindamises. Kaisale pakub
huvi, kuidas teised etteantud probleeme lahendasid, ning ta otsustab ühte
pädevustesti hinnata. Ülesande hindamisel peab Kaisa lisama omapoolse kommentaari
pakutud lahendusele ning valima menüüst hindepunktid. Hindamise lihtsustamiseks
kuvatakse talle ka hindamiskriteeriume. Kui esimene vastus on hinnatud otsustab ta
hinnata veel paari vastust. Kaisa ei näe, kelle vastuseid ta hindas, kuid ta oletab,
et tegemist võis olla teiste õpetaja kutseaasta üliõpilastega.
Paari päeva pärast saab Kaisa e-maili, et tema vastused on kahe DigiMina kasutaja
poolt hinnatud. Sisselogides näeb ta oma vastuste kohta kirjutatud lühikesi
kommentaare ning pääseb kokkuvõtva diagrammi juurde. Kokkuvõttes saab ta võrrelda
oma pädevuste taset ka õpetaja kutseaasta üliõpilaste keskmise pädevustasemega ning
kõigi kasutajate keskmise pädevustasemega.
24. Competency Test
• Competency test can be taken several times to
measure the advancement
• Usability issue: large number of tasks (20
competencies, 5 levels)
• Solutions:
• Can be saved and continued later
• Setting the starting level with self-evaluation
25. Tasks
• Task types:
• automatically assessed self-test items
• peer assessment task
• self reflection task
• Need to increase the number of competencies that
can be assessed with a self-test
• Peer assessment requires blind review from a user
in a same or higher competency level
26. Competency Profile
• Level of competencies is displayed as a diagram
• User can compare her competency level with the
average level of various groups
• Privacy settings (private, group members, public)
• Can be linked or embedded to external web pages
27. Group
• Typically created for a school or a group of
teacher training students
• Group owner can see competency profiles of all
members
• Anybody can create a group
• Groups can be set up as private or public
28. Competency Requirements
• Large number of competency profiles would make
DigiMina a valuable planning tool
• Competency requirements can be created by the
training manager, teacher trainer and group owner
• Will be implemented in a later phase
35. Assessment rubrics example
3.1. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
1 2 3 4 5
Creates a user Manages access Solves Transfers working Chooses
account in a web- rights to the independently the methods from (compares,
based system and resources problems that known web evaluates) the most
creates/uploads published in the occur during the environment/ suitable tool for a
resources; uses web. use of ICT tools software to an given task.
common software/ (using help, manual, unknown
web environments/ FAQ or forums environment.
hardware with the when needed);
help of a user combines different
manual; uses tools; changes the
presentation tools settings of a web-
and a printer; based system.
saves/copies files to
external drive.
36.
37. Example self-test task
• Screen recording of a teacher joining national
educational portal Koolielu and making several
errors during the process
• Multiple response question about the errors made
38. Example peer review task
• Teacher must adapt a given study guide to her own
working context (age range, subject area, software)
40. Development of test items
• Test items are authored using IMS QTI compatible
test authoring tool TATS (Tomberg & Laanpere,
2011)
• 3 IMS QTI question types currently supported:
• choiceInteraction (multi-choice)
• choiceInteraction (multi-response)
• extendedTextInteraction
42. Development of DigiMina
• Visualizations and analytics
• Support for additional QTI question types:
orderInteraction and associateInteraction
• Competency requirements
• Integration with Koolielu portal
43. References
• Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A Five-Dimensional Framework for
Authentic Assessment. Educational Technology Research & Development, 52(3), 67–86.
• Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine,
65(9), S63–S67.
• Leinonen, T., Toikkanen, T., & Silvfast, K. (2008). Software as Hypothesis: Research-Based Design
Methodology. In Proceedings of the Tenth Anniversary Conference on Participatory Design 2008 (pp.
61–70). Indianapolis, IN: Indiana University.
• Cooper, A., Reimann, R., & Cronin, D. (2007). About Face 3: The Essentials of Interaction Design.
Indianapolis, IN: Wiley Publishing, Inc.
• Carroll, J. M. (2000). Making Use: Scenario-Based Design of Human-Computer Interactions.
Cambridge, MA: The MIT Press.
• Tomberg,V., & Laanpere, M. (2011). Implementing Distributed Architecture of Online Assessment
Tools Based on IMS QTI ver.2. In F. Lazarinis, S. Green, & E. Pearson (Eds.), Handbook of Research
on E-Learning Standards and Interoperability: Frameworks and Issues (pp. 41–58). IGI Global.