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Democratizing Authoring through Computer-Supported Review


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Presentation of a short paper to the CSPRED (computer supported peer review) workshop at ITS 2010.

Full title:
Democratizing Authoring through Computer-Supported Review
A proposal for two peer cycles

Published in: Education, Business, Technology
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Democratizing Authoring through Computer-Supported Review

  1. 1. Democratizing Authoring through Computer-Supported Review<br />Turadg Aleahmad<br />Jun 14, 2010<br />A proposal for two peer cycles<br />CSPRED / ITS 2010<br />
  2. 2. Crowd-sourcing educational content<br /><ul><li>ITS development requires much expert time
  3. 3. ITS estimates of 200-300 hrs for 1 hr instruction
  4. 4. Small groups with much effort per person</li></ul>Distributed development more scalable<br />Students can learn through critical use<br />Domain experts have blind spots<br />Domain novices have myopia<br />Goal: use computing to match strengths and weaknesses<br />2<br />
  5. 5. Wikipedia not the right model<br />3<br />
  6. 6. Wikiversity<br />4<br />
  7. 7. Wikibooks<br />5<br />
  8. 8. Issues to address<br />Management issue<br />Keeping track of multiple distinct artifacts in taxonomy<br />Their relationships, versions, sources, utility and use<br />Author vulnerability issue<br />May use their contributions in other contexts (such as their exams) and can’t risk them being revealed to learners<br />Student vulnerability issue<br />Misinformed by poor contributions or develop false confidence through seeing the question answers or solutions prematurely<br />6<br />
  9. 9. Two cycle model<br />7<br />Students<br />Authors<br />
  10. 10. Life cycle of a contribution<br />8<br />
  11. 11. Authoring<br />9<br />
  12. 12. Automatic evaluation<br />10<br />
  13. 13. Feasibility of automated rating<br />11<br />
  14. 14. Conclusion<br />Linking separated peer communities could lead to leveraging strengths and attenuating weaknesses<br />Opportunity for exploring computer supports<br />Thanks to IlyaGoldin for the conversation that prompted this work<br />Support from PIER graduate training grant from Department of Education ((#R305B040063).<br />Updates at<br />12<br />