This document describes a development environment called VEDILS that allows teachers to create customized assessments using multimodal applications on mobile devices. VEDILS includes components for augmented reality, gestures, learning analytics, and 3D modeling. Case studies are presented where teachers used VEDILS to create foreign language and technical drawing apps that tracked student interactions and displayed analytics. Future work includes user testing of the authoring tools and integrating data mining to help interpret assessment results.
A Development Environment to Customize Assessment through Students Interaction with Multimodal Applications
1. A Development Environment to
Customize Assessment through
Students Interaction with Multimodal
Applications
Antonio Balderas Alberico
Iván Ruiz Rube
José Miguel Mota Macías
Juan Manuel Dodero Beardo
Manuel Palomo-Duarte
antonio.balderas@uca.es
ivan.ruiz@uca.es
josemiguel.mota@uca.es
juanma.dodero@uca.es
manuel.palomo@uca.es
International Conference on Technological
Ecosystems for Enhancing Multiculturality (TEEM)
2016
November 4th, 2016
Salamanca
9. Program or be programmed
The debate over whether the Net is good or bad
for us fills the airwaves and the blogosphere. But
for all the heat of claim and counter-claim, the
argument is essentially beside the point: it’s here;
it’s everywhere. The real question is, do we direct
technology, or do we let ourselves be directed by it
and those who have mastered it? “Choose the
former,” writes Rushkoff, “and you gain access to
the control panel of civilization. Choose the latter,
and it could be the last real choice you get to
make.”
18. Extensions
Augmented reality
> Marker, text and
image recognizing
3D Engine
> 3D interactive
objects (.OBJ, .3DS,
.MD2, etc.)
Gesture interaction
> Hand gestures
Learning analytics
> Cloud store of
interaction data
> Queries +
datatables + charts
19. Extensions
Augmented reality
> Marker, text and
image recognizing
3D Engine
> 3D interactive
objects (.OBJ, .3DS,
.MD2, etc.)
Gesture interaction
> Hand gestures
Learning analytics
> Cloud store of
interaction data
> Queries +
datatables + charts
20. Extension of VEDILS visual
language to build learning
analytics apps for mobile devices
Specific Objective
27. DataTable & Chart design
Query: Query from which obtain data
Height/width: dimensions in screen
Visible: To show/hide the table/chart
ChartType: (currently) line/bar chart
IndexFor[Category/Value]Axis: data index
[Category/Value]AxisTitle: label
28. Teacher implementation of Who am I? game
in a German language course including
augmented reality
Case study: Foreign language
learning
30. Interactions
Compilation of students’ interactions
relevant for assessment : e.g. number
of attempts to guess a character,
characters that are more difficult to
guess, etc.
Learning analytics results
Survey
> Inside the app to know learners’ opinion
31. University of Algarve, Mechanical
Engineering, “Design I” class
Learn foundations of technical
drawing including perspectives
Case study: Technical Drawing
http://vedils.uca.es/web/techDrawing.html
32. APP BASED ON AUGMENTED REALITY
Welcome screen Rendering 3D models Survey on useful of the
application.
Mira el correo que te acaba de enviar
Pero no me termina de gustar como suena. Voy a pensar cómo expresarlo mejor
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.
“ are made” está fuera del marco
Engage learners, quita el to
Lab experiments can be made: quita el make
No entiendo el primer anunciando: provides rich….está mal formado la frase y no la entiendo.