CSEDU 2013 Abstracts
Area 1 - Information Technologies Supporting Learning
Full Papers| Paper Nr: | 2 |
| Title: | A Project-based Creative Product Design Course using Learning Management System |
| Authors: | Janus S. Liang |
| Abstract: | This study presents an effective mode for creative product design learning through practical tasks generation by learner groups in a face-to-face course. This mode integrates project-based learning, and learning management techniques and tools. We include a quasi-experimental study in which the results of four academic years are analyzed. In this study we analyze phases such as exam grades, exam dropout rates, exam passing rates, and class attendance. Meanwhile, we also investigate the use of LMS, distinguishing between informational use and communicational use. The predictive model further involves: utility, user interface, subjective criterion, personal innovativeness in the domain of information technology and internal ICT support at school aspect. Learners that followed this active learning approach gained better results than those that followed a traditional strategy. In addition, the experience of the introduction of such a method in a student subgroup positively influenced the whole group. Finally, information use was found to be a precursor for communicational use, perceived user interface of the LMS is the strongest predictor in LMS acceptation. Internal ICT support has a direct effect on the information use of the LMS and on subjective criterion. |
| Paper Nr: | 25 |
| Title: | Authoring Storyline-based Adaptive 3D Virtual Learning Environments |
| Authors: | Ahmed Ewais and Olga De Troyer |
| Abstract: | Adaptive three-dimensional (3D) Virtual Leaning Environments are interesting for the e-learning domain as they have great potential resulting from the capabilities offered by 3D Virtual Environments in combination with the opportunities offered by adaptive systems. However, their breakthrough is hindered by the difficulty of their development. This paper presents a development approach that allows course authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. In particular, the paper elaborates on the principles used for the authoring approach, as well as on the different aspects that need to be supported, i.e. the pedagogical aspects, the adaptation aspects, and the requirement to support the specification of an adaptive storyline which should be followed by learners. |
| Paper Nr: | 32 |
| Title: | ExperD: Web-based Support for Laboratory Class Workflow Design and Execution |
| Authors: | Koos van der Kolk, Gerrit Beldman, Rob Hartog, Gerard Moerland and Harry Gruppen |
| Abstract: | The design, use, and evaluation of a web-based experiment designer, ExperD, are described. ExperD supports students in designing a research strategy for their laboratory class. Next, ExperD supports students in their actual laboratory class work by showing them which experiments they have to carry out, and what the relation is between experiments. The use of ExperD was evaluated in the 2009 and 2011 editions of a Food Chemistry course at Wageningen University in The Netherlands. The evaluations showed that students (n = 60 and 98) find ExperD helpful and that teachers see the ExperD as a valuable addition to the laboratory class. Usage logs show that students used the tool throughout the entire laboratory class. Furthermore, the ExperD proved to be a promising research tool for monitoring both student design activities as well as student actual lab work activities. |
| Paper Nr: | 93 |
| Title: | CrowdLearn: Crowd-sourcing the Creation of Highly-structured e-Learning Content |
| Authors: | Darya Tarasowa, Ali Khalili, Sören Auer and Jörg Unbehauen |
| Abstract: | . |
| Paper Nr: | 97 |
| Title: | Development of an Analysis System and Class Recordings linked to More than One Course Evaluation Data using Smartphones |
| Authors: | Akihiro Aoyagi, Darold Davis, Takuya Kato and Akinobu Ando |
| Abstract: | In this present research, we have developed a class analysis system with the goal of lesson improvement. The system is web-based application, and works by general hardware, for example standard laptop, USB cameras, and smartphones. The characteristics of this system are, while recording the lesson with two USB cameras, more than one classroom observer can record lessons using three buttons (“good!”, “what?”, “!?”) and one text field with the smartphone as an information evaluation input terminal. Using this lesson analysis system, you can reduce the specialized equipment that is needed when recording and analysis of the class. So, when the teacher is reflecting back on his own class and making refinements to the lessons, they can do it quickly and easily. In this study, at an actual elementary school in Japan, for the teacher to reflect upon their lessons, it will be beneficial in actually using this system to make improvements to the class. |
| Paper Nr: | 190 |
| Title: | Towards Linked Data in Physics |
| Authors: | Marcin Skulimowski |
| Abstract: | Linked Data refers to machine-understandable data published on the Web using the Resource Description Framework (RDF). Publishing and linking data using RDF make data easier to discover and easier to use. Nowadays, Linked Data principles have gained popularity in many fields. In this paper we are going to examine the possibility of obtaining Linked Data in physics. In particular, we discuss the principles of Linked Data in the context of publications on physics and present examples of Linked Data in a branch of physics called quantum mechanics. Moreover we present a web tool supporting manual creation of Linked Data in domains in which automating extraction of the data is not possible. |
Short Papers
| Paper Nr: | 28 |
| Title: | Mathematics, Technology Interventions and Pedagogy - Seeing the Wood from the Trees |
| Authors: | Aibhin Bray and Brendan Tangney |
| Abstract: | This research explores recent technological interventions in mathematics education and examines to what extent these make use of the educational opportunities offered by the technology and the appropriate pedagogical approaches to facilitate learning. In an attempt to address this, a systematic literature review has been carried out, and a classification is presented that categorises the types of technology as well as the pedagogical foundations of the interventions in which those technologies are used. The potential of technology to fundamentally alter how mathematics is experienced is further investigated through the lens of the SAMR hierarchy, which identifies four levels of technology adoption: substitution, augmentation, modification and redefinition. Classification of the interventions in this paper thus ranges from enhancing traditional practice, to transforming teaching and learning through redefinition of how tasks and activities are planned and carried out. The results of the research will be beneficial for guiding teaching, increasing our understanding of learning in a technology rich environment, and improving mathematics education. |
| Paper Nr: | 36 |
| Title: | Interactive Lessons for Tablet-based Teaching - A Proposal for an Open Data Format |
| Authors: | Heiko Weible and Edgar Seemann |
| Abstract: | Tablet devices like the Apple iPad are ideal for interactive learning content. Unfortunately, at the moment it is still quite difficult for authors to create interactive content. There are very few standards in the area of tablet computing, in particular, if authors do not want to restrict themselves to a single platform e.g. iOS or Android. In this paper we propose an open data format, which makes it easy for authors to create interactive content. We achieve this by separating content description from the visual appearance and behaviour. Thus, allowing to create interactive content without the need for complex tools or even programming skills. The data format may be implemented for any of the leading platforms. Thus, giving content creators the control over the usage and the distribution of their content. |
| Paper Nr: | 42 |
| Title: | How to Design Good Educational Blogs in LMS? |
| Authors: | Ahmed Mohamed Fahmy Yousef and Guido Rößling |
| Abstract: | Social communication tools in E-Learning have seen monumental growth in the last decade. Blogs as one of the most important tools have a huge contribution in social communication in Learning Management Systems (LMS), and the majority of research incorporating blogs in LMS reveals the effectivity of them. Thus, the quality of blog design becomes the main factor that determines the success of educational blogs. Although a literature review of guidelines and web page standards contain a variety of categories to cover most features of web page design, not all of them can be used to create an effective blog. There is a need to further explore these technologies in educational contexts and identify the criteria of combining them in unit design. The main purpose of this paper is identifying the educational blogs criteria by analysing the literature, research and the reviews of experts in the field. The study outcomes include the final list of blogs criteria which are classified into 6 categories and 80 indicators. |
| Paper Nr: | 59 |
| Title: | Automated Scenario Generation - Coupling Planning Techniques with Smart Objects |
| Authors: | Gwen R. Ferdinandus, Marieke Peeters, Karel van den Bosch and John-Jules Ch. Meyer |
| Abstract: | Serious games allow for adaptive and personalised forms of training, where the nature and timing of learning activities are tailored to the needs and interests of the trainee. Autonomous game-based training requires systems that automatically select the right exercises for an individual trainee. This paper presents a framework for an automated scenario generation system. The underlying notion is that a learning experience is defined by the objects and agents that inhabit the training environment. Our system uses automated planning to assess the behaviour required to achieve the (personalised) training objective. It then generates a scenario by selecting semantically annotated (or ‘smart’) objects and by assigning goals to the virtual characters that together trigger the trainee to execute the desired behaviour. To test the framework, a prototype has been developed for training the First Aid treatment of burns. Experienced instructors evaluated scenarios written by three types of authors: the prototype, first-aid experts, and laymen. The prototype produced scenarios that were at least as good as laymen scenarios. First-aid experts seemed the best scenario writers, although differences were not significant. It is concluded that combining automated planning, smart objects, and virtual agent behaviour, is a promising approach to automated scenario generation. |
| Paper Nr: | 61 |
| Title: | Information Technologies for Supporting in Classroom Learning and e-Learning |
| Authors: | José Ricardo Queiroz Franco, Mariana Hostalácio Barbosa, Roberta Oliveira Parreiras, Renata Spyer Las Casas and Augusto Maia Gonçalves |
| Abstract: | The paper's main objective is to present a Virtual School (VS), built to provide an infrastructure to develop new methodologies to assist classroom teaching and distance learning in Engineering. The environment of the Virtual School encourages exploration of teaching experiments in search of new pedagogical approaches and methodologies to improve and innovate web-based learning and teaching in the classroom. Based on the experience of graduate students in Information Technology (IT) resources of computer graphics in its broadest definition were used, involving CAD technologies for modeling, animation, text, multimedia and hypertext, photos, pictures and images, which make the visual appeal a powerful tool in improving the teaching-learning relationship. The exploitation of programming languages for the web to build sites, portals and web contents has also been accomplished. One of the most important technological aspects of the Virtual School and of the digital contents is the use of systems management database (DBMS) for the creation, modification, storage and data management. The use of video and sound technologies, videoconferencing and collaboration environments and the construction of a Web platform for e-learning are also part of the goals of this project. Finally, some case studies on web contents based on innovative technologies is presented for distance learning and to assist in classroom teaching of Structural Engineering. |
| Paper Nr: | 77 |
| Title: | Enhancing Estimation Skills with GeoGebra - Volume Ratios of Essential Solids |
| Authors: | Libuše Samková |
| Abstract: | The first part of this article reports the results of a survey focusing on estimation skills relating to the concept of volume. The survey tested pre-service and in-service math teachers of various nationalities and various school types, and investigated their skills in estimating volume ratios of essential solids (a cylinder, a ball, and a cone). The second part of the article analyzes the mathematical background of cone and ball cases. The third part of the article shows the possibilities of GeoGebra software in creating test materials for similar surveys, and --- in accordance with the results of the survey --- presents dynamic models designed to enhance estimation skills in volume ratios. The text gives detailed instruction on how to create such kind of GeoGebra materials. |
| Paper Nr: | 79 |
| Title: | Exploratory Study of Effects of Learning System Acceptance on Learning Program Outcomes - Fusing the Technology Acceptance and Technology Mediated Learning Models |
| Authors: | Biswadip Ghosh and Jonathon Pries |
| Abstract: | End-user learning is an important element of Information Systems (IS) projects inside organizations. End-user learning can constitute roughly 5% to 50% of project budgets. To lower costs and make learning more convenient for the end-users, organizations are largely utilizing online systems for the electronic delivery of such learning programs, referred to as Technology Mediated Learning. In this scenario, before the end-users are able to immerse themselves in the actual learning program, they are first required to adopt and use an online learning system. Currently published IS research has two mature streams of publications: one stream focused on models of technology acceptance and usage that has lead to the UTAUT (Unified Theory of Acceptance and Use of Technology) model and a second stream focused on the TML (Technology Mediated Learning) framework of learning structures and outcomes. This research study aims to build and validate an empirical model to study of effects of learning system features, content and structure from the TML framework on acceptance and adoption constructs from the UTAUT model and measure how they impact learning outcomes By surveying users of an online learning system and their usage behaviour of specific learning system capabilities, this study measures the acceptance and usage of the system and the learning outcomes of mastering MS-Office productivity software. The results of this study have implications for both the UTAUT and TML research streams and also the design and use of technology mediated learning by practitioners. |
| Paper Nr: | 89 |
| Title: | Videogames in Education - Comparing Students’, Student Teachers’ and Master Teachers Opinions and Experiences |
| Authors: | David Kaufman |
| Abstract: | The purpose of this study was to compare secondary students’ experiences and opinions about videogames and their use in education with those of student and experienced master teachers selected by a university to serve as teacher educators. The results of this study demonstrated that a significant majority of secondary school students and student teachers played videogames, compared to a significant majority of experienced master teachers who did not play them. A majority of secondary students and student teachers thought it was a good idea to use videogames to help teach in secondary education, compared to a majority of experienced teachers who did not think this was a good idea. However, a majority of respondents from all three groups thought that videogames could add educational value to the secondary curriculum. There were significant differences for all three participant groups between those who played videogames versus those who did not. |
| Paper Nr: | 90 |
| Title: | A Pedagogical-based Learning Object System to Support Self-regulated Learning |
| Authors: | Ali Alharbi, Frans Henskens and Michael Hannaford |
| Abstract: | Self-regulated learning has become an important construct in education research in the last few years. Self-regulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students to become more self-regulated learners. However, advancements in information technology have led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical-based learning object system to assist computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core course on programming languages concepts. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education. |
| Paper Nr: | 94 |
| Title: | Towards Commercial eBook Production in Small Publishing Houses |
| Authors: | Eduardo Rodríguez López, Ángeles Saavedra Places, Jose Antonio Cotelo Lema, Oscar Pedreira Fernández and Nieves Rodríguez Brisaboa |
| Abstract: | In this paper we present the rationale behind e|ditor, a tool for online edition of digital contents aimed to small publishing houses. Its goal is to provide them with a user-friendly tool for creating (autonomously and at a commercially viable cost) a wide variety of device-independent enhanced e-books, including pocketbooks, pop-up e-books, school textbooks and extracurricular activities e-books. E|ditor is content-centric, focused in the content creation process. The standard export formats currently supported are EPUB (specially indicated for pocketbooks), SCORM (for LMSs) and HTML5 (for more powerful contents, aiming specially to school textbooks). This provides publishing houses with an appropriate spectrum of formats to cover a wide range of e-book types. This paper describes the main requirements of e|ditor and the design decisions taken to guarantee platform-independence and content reusability whereas providing a general purpose enhanced e-book creation tool. |
| Paper Nr: | 114 |
| Title: | Interactive Video-training for Medical Professionals |
| Authors: | Marilisa Amoia |
| Abstract: | This paper describes an innovative component of an e-learning platform targeted at second language training of medical professionals. This component provides interactive video learning material in three European languages: English, German and Spanish. The implemented prototype integrates storytelling technology with NLP and dynamic web engineering. Starting by the automatic annotation of relevant vocabulary and concepts in the domain of healthcare, our e-learning component associates the videos with external open domain resources, such as thesauri and specialized dictionaries thereby providing a comprehensive infrastructure supplying medical professionals with a situated learning environment as well as with open domain look-up and information retrieval facilities in three languages. |
| Paper Nr: | 118 |
| Title: | Exploratory Learning in the ViStA Immersive Environment |
| Authors: | Ishbel Duncan, Janie Brooks and Alan Miller |
| Abstract: | Virtual Worlds have been used for teaching for several years but many issues of usage and evaluation still exist. In our Virtual St Andrews (ViStA) world, we aim to embed students within a virtual environment which is a duplicate of a real university to allow for an easier orientation to university life and a mechanism for reducing acclimatisation stress for (overseas) students. By allowing a multiple of learning approaches, including self-directed and constructive learning, our world grows organically as student groups develop areas and scenarios for future students and educators use the world for developing student skills. A variety of academic schools and English Language tutoring encourages student engagement and input. Further, Administrative and Support units within the University have been encouraged to support students by donating information or scenario scripts to be built by dissertation students. Effectively, VistA has become a cross-university educational and support system for a variety of potential and current students. |
| Paper Nr: | 127 |
| Title: | Demonstration of Sorting Algorithms on Mobile Platforms |
| Authors: | Robert Meolic |
| Abstract: | This paper presents a systematic approach to the implementation of a mobile framework for demonstrating of sorting algorithms. Well-known corresponding projects are listed. The pseudo-code form is discussed, together with the graphical presentation of actions. A set of atomic operations that reveal the concept of sorting algorithms has been identified. Implementations of Gnome Sort, Insertion Sort, and Quicksort are given as a portable C-style code. The presented code has been tested within a prototype application on a modern smartphone. The project was oriented towards the usage in mobile learning systems. |
| Paper Nr: | 134 |
| Title: | Crafting a Rich and Personal Blending Learning Environment - An Institutional Case Study from a STEM Perspective |
| Authors: | Su White, Hugh Davis, Kate Dickens and Sarah Fielding |
| Abstract: | Institutional pressures to make optimal use of space can be powerful drivers to develop technology enhanced learning approaches to traditional curricula. Engaging students in active learning and reducing the academic workload are important and complementary drivers. This paper presents a case study of curriculum development in a STEM area at a research-intensive UK university. A team of academics and learning designers have worked collaboratively to build this module as a mix of online and face-to-face activities. The module addresses professional issues, so a strong emphasis is being placed on establishing authentic activities and realistic use of social tools. It is important to the university to carefully document the development process and identify reusable design patterns that can be explained to other academics. |
| Paper Nr: | 140 |
| Title: | Mixing Reality and Virtual Worlds in an Educational Mobile Robotics Remote Lab |
| Authors: | Riccardo Cassinis |
| Abstract: | This paper describes MOBOLAB, a project aimed at the construction of a remotely controlled mobile robotics laboratory. MOBOLAB was primarily designed to aid educators who wish to use robotics as an educational tool for pupils ranging from elementary to high school, and who don’t have educational robotic equipment readily available at their place, or who wish to use a standardized environment offering several useful features to enhance their teaching activity. MOBOLAB also offers other interesting usage possibilities, such as on-line training of educators, student robotic competitions, etc. Although far from being complete (in fact, MOBOLAB was designed as an ever-expanding project), some interesting results have already been obtained from practical experiments performed with pupils and educators. |
| Paper Nr: | 144 |
| Title: | Arab Learners' Cultural Values and Their Interference with e-Learning |
| Authors: | Khalid Said Rabaya'h |
| Abstract: | This paper is set to identify the role of cultural norms on the adoption of e-learning practices in Palestine as an instance of the larger Arabic culture. This stream of research is currently receiving mounting attention, as e-learning systems and practices become a global issue, which crosses various cultures and boarders. The paper relies on the experiences of the researcher, his observation and experience in teaching both online and traditional courses at university level. Focus group discussion and interviews were also employed to deepen understandings of various research issues. This research proposes that domestic culture dimensions of collectivism and relationship-orientation of the Arabs greatly impact their appreciation of e-learning. Oral-interactivity and synchronous chatting were also basic drivers for Arab students to value e-learning. However, the need for structurization, and continuous management and follow up were found crucial for the success of these solutions among Arab learners. This analysis presents concrete guidance for global firms in the domain of electronic learning and training to understand the role of the diverse cultural scope on e-learning. The guiding strategies stemmed out of this report can be applied in other Arabian countries, as they more or less have similar cultural norms and practices. |
| Paper Nr: | 151 |
| Title: | REENACT: Learning about Historical Battles and Wars through Augmented Reality and Role Playing - An EXPERIMEDIA Experiment |
| Authors: | Martin López-Nores, Yolanda Blanco-Fernández, José J. Pazos-Arias, Alberto Gil-Solla, Jorge García-Duque, Manuel Ramos-Cabrer and Manolis Wallace |
| Abstract: | This paper presents one proposal to engage groups of people into immersive collective experiences to learn about a certain historical battle or war, from the point of view of reenactors and historians. The participants will be equipped with tactile mobile devices that interact with an augmented reality platform and an online environment for the orchestration of distributed live games, provided by the technological facility that is being developed within the EXPERIMEDIA FP7 project. We describe the implementation and experimentation plans, including a discussion of the indicators we will be measuring to assess Quality of Service, Quality of Experience and Quality of Community. |
| Paper Nr: | 156 |
| Title: | FouSE: An Android Tool to Help in the Teaching of Fourier Series Expansions in Undergraduate Education |
| Authors: | Manuel J. C. S. Reis, Salviano Soares, Simão Cardeal, Raul Morais, Emanuel Peres and Paulo J. S. G. Ferreira |
| Abstract: | This paper presents an Android application to help in the teaching of Fourier series expansions in undergraduate Electrical Engineering. Consequently, it discusses the teaching of Fourier series concepts in connection with undergraduate Electrical Engineering education; some of the basic Fourier series theory is briefly reviewed. The presented Android application has been found useful in this context. As expected, the application has an easy-to-use, friendly interface, and can be viewed as a tool to help undergraduate students test and assess the Fourier series expansions on a typical set of signals, whose analytical Fourier series coefficients were found during the theoretical lectures. Additionally, some of its main characteristics include the ability for the students to control the total approximation error and the number of terms/harmonics used in the expansion. |
| Paper Nr: | 157 |
| Title: | Progressive Semiotic Enrichment - Designing Learning Content Metadata for Web 3.0 |
| Authors: | Lars Johnsen and Jens Jørgen Hansen |
| Abstract: | Web 3.0 allows learning content to be semantically annotated thus facilitating improved information retrieval, reuse and integration. This short paper presents a design pattern for progressively describing and annotating learning content components in Web 3.0 based on key concepts adopted from social semiotics. Furthermore, the paper exemplifies how this design pattern may be encoded using a structured data format such as RDFa Lite and a general-purpose vocabulary like schema.org. Finally, some potential benefits of this approach are briefly touched upon. |
| Paper Nr: | 169 |
| Title: | One-on-One Approach for Open Online Courses - Focusing on Large-Scale Online Courses |
| Authors: | Masumi Hori, Seishi Ono, Kazutsuna Yamaji and Shinzo Kobayashi |
| Abstract: | Large-Scale Online Course (LSOC) requires stable and low-cost services and special learning and teaching methods because numerous learners are generally studying on a course for free. This paper proposes Learning Support System (LSS) using e-book with an access management federation designed for LSOC. The proposed LSS reaches the solution to a flipped teaching and one-on-one approach of the massive learner using e-book, which is a new e-portal alternative to a web. |
| Paper Nr: | 172 |
| Title: | A Personalised Approach in Informal and Inquiry-based Learning |
| Authors: | Alexander Mikroyannidis |
| Abstract: | Personalised learning has emerged as a novel approach to learning, putting learners in the spotlight and providing them with the tools for building their own learning environments according to their learning needs and aspirations. Personalised learning is closely connected to self-regulated learning, which enables learners to take complete control over their learning. This paper presents the strategies involved with the application of personalised learning in two different case studies. These case studies originate from two European research projects and concern informal and inquiry-based learning respectively. |
| Paper Nr: | 174 |
| Title: | How and When Presenting a Concept Map for Learning and an Accurate Self-evaluation? |
| Authors: | A. Maillard, L. Motak, J. C. Sakdavong, C. Dupeyrat and N. Huet |
| Abstract: | Self-evaluation is not an easy step for learners even if it is a decisive step in self-regulated learning. The goal of our study was to test concept maps effect on learning performance and self-evaluation accuracy. 136 students were assigned over five experimental groups in which the format used (consultation/construction) and the moment of use (simultaneous of the learning task vs. after the learning task) of concept map varied. Cognitive load was also measured in order to explain differences in performance and self-evaluation. Results suggested that participants in the consultation conditions have a more accurate self-evaluation and better performance than participants in the construction condition. More studies are required to identify more precisely what factors influence the efficiency of use conceptual map. |
| Paper Nr: | 175 |
| Title: | Tweedback: A Live Feedback System for Large Audiences |
| Authors: | Jonas Vetterick, Martin Garbe and Clemens Cap |
| Abstract: | Live feedback systems have been proven to be suitable for teachers’ needs. Especially in classes with a lot of participants feedback in an electronic form can create additional value by getting feedback from all students. The live feedback system Tweedback incorporates three feedback possibilities. One form of feedback is Peer Instructions to test people’s knowledge using multiple choice questions. Additionally the possibility for students to rate the teachers’ Speech Parameters could improve the lecturers course value. Furthermore the ability to ask questions anonymously could lower the threshold for students and may result in a better understanding. |
| Paper Nr: | 177 |
| Title: | Activities and Trends Analytics in a Widget based PLE using Semantic Technologies |
| Authors: | Selver Softic, Behnam Taraghi and Laurens De Vocht |
| Abstract: | We report about work in progress on tracking the activities and trends of users from logs in a widget based Personal Learning Environment (PLE) using semantic technologies and standards for retrieval. As input for the observations, we are using the data from our self developed PLE with around 4000 active users. Last two years we logged their activities and modeled them with RDF (Resource Description Framework) as base for improvement analysis of existing system. The main objective of this work is to outline how learning environments like PLE can benefit from Semantic Web and its contribution for such efforts like analytics, profiling, recommendations and usability. |
| Paper Nr: | 178 |
| Title: | High- vs. Low-quality Video Lectures - Don't Worry, Just Put them Online! |
| Authors: | Robert Schleicher, Tilo Westermann and Sebastian Möller |
| Abstract: | This position paper claims that a major obstacle of offering video lectures for public universities appears to be the fact that they intend to compete with prestigious private universities regarding quality of the videos and complexity of the installed platform without being able to provide the additional resources required to do so. We argue that in other areas of teaching this issue has been acknowledged for a long time, and lacking resources are usually compensated for by primarily two means: individually offering provisory course material (manuscripts), and active participation of the student body in administering those. Based on this, a simple system is proposed that mostly draws on existing platforms and tools, and refrains from extensive video editing prior to publishing. We discuss technical and non-technical requirements and possible research directions that result from establishing such low-fidelity video lectures. |
| Paper Nr: | 182 |
| Title: | Use of Multi-touch Gestures for Capturing Solution Steps in Arithmetic Word Problems |
| Authors: | Adewale Adesina, Roger Stone, Firat Batmaz and Ian Jones |
| Abstract: | Multi-touch interfaces are becoming popular with tablet PCs and other multi-touch surfaces increasingly used in classrooms. Several studies have focused on the development of learning and collaboration potentials of these tools. However, assessment and feedback processes are yet to leverage on the new technologies to capture problem solving steps and strategies. This paper describes a computer aided assessment prototype tool that uses an innovative approach of multi-touch gestures to capture solution steps and strategies. It presents a preliminary effort to investigate the capturing of solution steps involving a twostep arithmetic word problem using the approach. The results suggest that it is possible to perform two step arithmetic work with multi-touch gestures and simultaneously capture solution processes. The steps captured provided detailed information on the students’ work which was used to study possible strategies adopted in solving the problems. This research suggests some practical implications for development of automated feedback and assessment systems and could serve as a base for future studies on effective strategies in arithmetic problem solving. |
Posters
| Paper Nr: | 12 |
| Title: | Facilitating Learning and Knowledge Transfer through Mentoring |
| Authors: | Ileana Hamburg |
| Abstract: | Mentoring is a human resources development process supporting learning and knowledge transfer. Social media and Web services can be used for learning, communication with mentors and monitoring bringing also other advantages. In this paper formal and informal mentoring aspects and the use of IT in mentoring particularly social media and Web support will be shortly presented. Examples of projects where besides knowledge transfer, formal, informal learning also learning in a Web-based community is used are outlined. |
| Paper Nr: | 35 |
| Title: | Bringing Tablets to Schools - Lessons Learned from High School Deployments in Germany |
| Authors: | Heiko Weible and Edgar Seemann |
| Abstract: | Tablet deployments at schools are becoming more and more popular. Research on how to effectively use tablets for teaching is unfortunately mostly missing. With this paper we share our experiences from various high school deployments in Germany. During these deployments we have developed a novel learning style designed for tablet-based teaching. We have evaluated our deployments through interviews with teachers and students. A quantitative survey compares the use of tablet devices with laptop computers. |
| Paper Nr: | 53 |
| Title: | Student Autonomy in Online Learning |
| Authors: | Nataliya Serdyukova and Peter Serdyukov |
| Abstract: | Online learning has opened up rich opportunities for unlimited, life-long learning. Continuous professional development, retooling and upgrading expected from members of the knowledge society count on an individual’s developed ability to learn independently. Research suggests a self-sufficient, autonomous learner is more efficient than teacher-dependent student. Though online education offers students significantly greater choices and more freedoms for independent learning compared to traditional campusbased programs, college education based on instructor-centered teaching approach still rigidly controls both the learning content and process thus restricting students’ initiative and flexibility. On the other hand, there are many students who do not possess the necessary independent study skills and dispositions, and are fearful of engaging in independent learning. Online learner autonomy, however, is critical for a person’s continuous development and learning efficiency, and the present research investigates students’ perceptions on the matter suggesting ways to promote students independence within a college class. |
| Paper Nr: | 67 |
| Title: | Serious Games for Music Education - A Mobile Application to Learn Clef Placement on the Stave |
| Authors: | Adriano Baratè and Luca A. Ludovico |
| Abstract: | According to recent researches, gaming can be used in educational contexts to improve learning processes. In this work, at first serious games are introduced by defining their key features, then their applicability to the music education field will be discussed. Finally, the paper will present a specific case study focusing on real-time solfège of scores with frequent clef changes. The resulting pedagogical game, called iClef, has been designed and implemented to run on mobile devices such as the iPhone and iPad. |
| Paper Nr: | 88 |
| Title: | Smart ePortfolio System - Experimental Prototype Testing in Living Lab and Further Artificial Intelligence Implementation Design within ePortfolio System |
| Authors: | Aleksandrs Gorbunovs |
| Abstract: | This paper’s aim is to pay attention to actuality of new information system development in a form of engaging and reflective ePortfolios. Main accent in the system is put on an encouragement of learners’ collaborative efforts in teams, activate their critical thinking and reflection, and as a result, achieve better learning outcomes and competencies. The author introduces experimental ePortfolio system prototype and its testing results in Living Lab environment in Riga Technical University. A notion of making ePortfolio system more reflective, interactive and intelligent brings further proposals of development additional artificial intelligence tools which might be embedded into the system. |
| Paper Nr: | 92 |
| Title: | A HackIt Framework for Security Education in Computer Science - Raising Awareness in Secondary School and at University with a Challenge-based Learning Environment |
| Authors: | Florian Kerber, Jan Holz, Hendrik Thüs and Ulrik Schroeder |
| Abstract: | HackIts are short computer security challenges which are often Web-based. Their purpose is to raise awareness for common security issues by showing different intrusion possibilities in today’s computer security. We present a framework that allows security education in a safe, modular, and motivating way, with the possibility of flexible and low-cost integration into existing curricula. By solving challenges within this learning environment, the leaner gets confronted with IT security problems and learns how to prevent them. |
| Paper Nr: | 107 |
| Title: | Detection of Inconsistencies in Student Evaluations |
| Authors: | Štefan Pero and Tomáš Horváth |
| Abstract: | Evaluation of the solutions for the tasks or projects solved by students is a complex process driven mainly by the subjective evaluation criteria of a given teacher. Each teacher is somehow biased meaning how strict she is in assessing grades to solutions. Besides the teacher’s bias there are also some other factors contributing to grading, for example, teachers can make mistakes, the grading scale is too rough-grained or too fine-grained, etc. Grades are often provided together with teacher’s textual evaluations which are considered to be more expressive as a single number. Such textual evaluations, however, should be consistent with grades, meaning that if two solutions have very similar textual evaluations their grades should be also very similar. Though, some inconsistencies between textual evaluations and grades provided by the teacher used to arise, especially, when a teacher has to assess a large number of solutions, or if more than one teacher is involved in the evaluation process. We propose a simple approach for detection of inconsistencies between textual evaluations and grades in this paper. Experiments are provided on two real-world datasets collected from the teaching process at our university. |
| Paper Nr: | 108 |
| Title: | Online Materials for Practicing and Evaluating Statistics Knowledge - e-Learning Formative Evaluation in Computer Practices |
| Authors: | N. Ruiz Fuentes, J. C. Ruiz Molina, R. M. Fernandez Alcalá and J. Navarro Moreno |
| Abstract: | Auto-learning and self-evaluation are two main topics in ECTS environments. In this framework, new technologies are widely used to develop online tools which provide students the possibility of practicing and evaluating their learning progress. With this idea, guided practical for the application of the basic statistical techniques on a computer and self-evaluation tests have been developed for students of Physiotherapy Degree within a Learning Innovation Project supported by the University of Jaén (Spain). This paper reports our experience in the implementation of this learning material and evaluation practice in the teaching-learning process during the last academic year. |
| Paper Nr: | 126 |
| Title: | A Web-based Support System for Providing Effective Monitoring, Feedback and Evaluation in Project Management Education |
| Authors: | Ana González-Marcos, Fernando Alba-Elías and Joaquin Ordieres-Meré |
| Abstract: | This work introduces a web-based learning environment to facilitate learning in Project Management. The proposed web-based support system integrates methodological procedures and information systems, allowing to promote learning among geographically-dispersed students. Thus, students who are enrolled in different universities at different locations and attend their own project management courses, share a virtual experience in executing and managing projects. Specific support systems were used or developed to automatically collect information about student activities, making it possible to monitor the progress made on learning and assess learning performance as established in the defined rubric. |
| Paper Nr: | 130 |
| Title: | Building e-Learning Content Repositories to Support Content Reusability |
| Authors: | Jacek Marciniak |
| Abstract: | The article presents the method and tools to build repositories of digitalized didactic materials to support their reusability. The method consists of a set of recommendations for the structuring of didactic materials and of a way to assign unambiguous didactic interpretation to sections of materials by means of UCTS. SCORM and dedicated software Content Repository are among tools used for this. SCORM is a popular specification which defines principles used to represent digitalized didactic content, which allows to create reusable materials. UCTS is a taxonomic system designed to situate contents in the didactic process. Using this system to mark portions of materials ensures that users will access materials that are cohesive and relevant without the risk of downloading incomplete contents. Content Repository is a dedicated software designed to create, store and process didactic content with the ability to reuse it. A repository of teaching materials on protection and management of archaeological heritage has been created based on the method and tools discussed (E-archaeology content repository). The repository contains approximately four thousand and five hundred Learning Objects in five languages and about eight hundred units of didactically useful knowledge, which have been described in the language UCTS. |
| Paper Nr: | 136 |
| Title: | Building an Intelligent Tutoring System for Chess Endgames |
| Authors: | Matej Guid, Martin Možina, Ciril Bohak, Aleksander Sadikov and Ivan Bratko |
| Abstract: | We present the development of an intelligent tutoring system for chess endgames, and explain in detail the system’s architecture that is comprised of five essential components. The rule-based domain model contains a conceptualized domain theory, which serves as a bridge between the basic declarative domain theory and procedural knowledge for concrete problem solving. The search engine is used to generate new chess problems and to validate students’ solutions on the fly. The tutoring model represents pedagogical knowledge and follows the standard model-tracing approach. The student model contains the knowledge about the user in the form of a skill meter, aiming to show the level of a student’s understanding of particular skills. Finally, the user interface is where the interaction between a student and the tutor takes place. |
| Paper Nr: | 138 |
| Title: | Evaluating Mobile Learning Adoption in Higher Education based on New Hybrid MCDM Models |
| Authors: | Ming-Tsang Lu, Gwo-Hshiung Tzeng, Kua-Hsin Peng and Shu-Kung Hu |
| Abstract: | This study investigated the mobile learning adoption of evaluation in higher education. Mobile learning is a new form of learning utilizing the unique of mobile devices. However, students’ readiness for mobile learning has yet to fully explore in Taiwan. The purpose of this study is to address this issue using a hybrid MCDM (multiple criteria decision-making) approach that includes the DEMATEL (decision-making trial and evaluation laboratory) for constructing influential network relationship, DANP (DEMATEL-based ANP) for finding the influential weights, and VIKOR methods combining the influential weights of DANP for evaluating the performance gaps in each criterion and then how based on influential network relationship map (INRM) to reduce gaps for achieving aspiration level. An empirical case as example is illustrated to show that these hybrid MCDM. By evaluating the influential interrelationships between criteria related to mobile learning, this approach can be used to solve interdependence and feedback problems, allowing for greater satisfaction of the actual needs of mobile learning behaviour. |
| Paper Nr: | 165 |
| Title: | Master’s Degree Program for Applied Informatics in Education Majoring in Instructional Design and Distance Learning |
| Authors: | Maria Tatarinova |
| Abstract: | The presentation will cover the context and development of higher education professional educational programme for Applied Informatics in Education which was created to answer the challengers of new ICTs rich educational environment. The program was initiated to train the specialists for emerging eLearning sphere having integrated competences in Technology, Pedagogy and Organization. The paper outlines the process of setting the educational programme goals, building the specialists professional portrait, target audience, learning content selection and structuring, used educational technologies for training and future development perspectives. |
| Paper Nr: | 186 |
| Title: | Remote Lab Experiments - Preliminary Results from an Introductory Electronic Engineering Module |
| Authors: | George Hloupis, Georgios-Theodoros Malliaros, Ilias Stavrakas, Konstantinos Moutzouris and Dimos Triantis |
| Abstract: | A case study concerning the remote lab use in introductory module for Electronic Engineering studies is presented. During the preparation stage of a forthcoming lab session, students access remote experiments using web browser pages for each instrument which are fully controlled and acquire data in real time. Instead of using virtual instruments or performing only computer simulations students are able to accumulate experiences about the forthcoming lab session and thus prepare more efficiently for it. Preliminary research shows that there is a considerable improvement in students’ performance. |
Area 2 - Learning/Teaching Methodologies and Assessment
Full Papers| Paper Nr: | 10 |
| Title: | Comparison of Two Cognitive Strategies for Learning from Illustrated Texts |
| Authors: | Sabine Schlag and Rolf Ploetzner |
| Abstract: | Learning from illustrated text is often expected to be more beneficial than learning from text alone. Nevertheless, learners often fail to adequately process text-picture-combinations. One option to support learners and foster learning would be to provide them with strategies for learning from text-picture-combinations. Up until now, however, such comprehensive strategies have not been available. We have therefore conceptualized two strategies, based on current models of multimedia learning, for learning from text-picture-combinations. Both strategies aim to enhance the same cognitive processes by encouraging either internal, or internal and external learning activities. An experimental study was conducted to investigate whether sixth-grade students with varying cognitive abilities (high vs. low ability) apply the two strategies differently. Within both levels of ability, learning with the strategy that encourages internal and external learning activities led to superior learning gains. An analysis of think aloud data revealed differences in the quality of the students’ strategy use. |
| Paper Nr: | 30 |
| Title: | Evaluation of an Augmented-Reality-based 3D User Interface to Enhance the 3D-Understanding of Molecular Chemistry |
| Authors: | Patrick Maier and Gudrun Klinker |
| Abstract: | The spatial understanding of chemical molecules is crucial for learning chemistry at school. With a good 3D understanding of molecules, chemical processes become obvious compared to a 2D representation in textbooks or just the molecular formula. With the increasing spread of computers, smartphones and tablets, the field of computer aided learning becomes more and more important. Common molecular viewers such as Jmol present chemical simulations as 3D renderings on a regular computer screen in combination with desktop-based user interfaces using a mouse and a keyboard to manipulate 3D molecules. Such interfaces may be cumbersome to use since users have to associate 2D mouse motion and key presses with 3D object motions. In this paper we investigate the hypothesis that the understanding of spatial structures of molecules is enhanced by Augmented-Reality-based 3D user interfaces with which students can directly manipulate the virtual 3D molecules by freely moving and rotating a 3D object in air with their hands. Our results show that a direct manipulation 3D user interface improves the 3D understanding in comparison to the traditional desktop-based user interface with mouse and keyboard. |
| Paper Nr: | 55 |
| Title: | Effects of Mid-term Student Evaluations of Teaching as Measured by End-of-Term Evaluations - An Emperical Study of Course Evaluations |
| Authors: | Line H. Clemmensen, Tamara Sliusarenko, Birgitte Lund Christiansen and Bjarne Kjær Ersbøll |
| Abstract: | Universities have varying policies on how and when to perform student evaluations of courses and teachers. More empirical evidence of the consequences of such policies on quality enhancement of teaching and learning is needed. A study (35 courses at the Technical University of Denmark) was performed to illustrate the effects caused by different handling of mid-term course evaluations on student’s satisfaction as measured by end-of-term evaluations. Midterm and end-of-term course evaluations were carried out in all courses. Half of the courses were allowed access to the midterm results. The evaluations generally showed positive improvements over the semester for courses with access, and negative improvements for those without access. Improvements related to: Student learning, student satisfaction, teaching activities, and communication showed statistically significant average differences of 0.1-0.2 points between the two groups. These differences are relatively large compared to the standard deviation of the scores when student effect is removed (approximately 0.7). We conclude that university policies on course evaluations seem to have an impact on the development of the teaching and learning quality as perceived by the students and discuss the findings. |
| Paper Nr: | 74 |
| Title: | Understanding the Challenges of Introducing Self-driven Blended Learning in a Restrictive Ecosystem - Step 1 for Change Management: Understanding Student Motivation |
| Authors: | Kay Berkling and Armin Zundel |
| Abstract: | This paper describes the implementation of a prototype for blended learning in a Software Engineering course at the Cooperative State University Baden-Württemberg in Karlsruhe. The University has certain particularities that distinguish it from other Universities because students alternate quarters between study and work. Thus, students receive a salary during their three years towards earning a Bachelor Degree and attendance is mandatory. In cohorts, around 30 students spend an average day with at least 5 hours of frontal lecture in the same classroom. Software Engineering takes up about 5 hours a week of in-class time in their second year of study and is the first course students have seen with a self-driven, blended learning format. The paper describes the set-up of the learning environment based on known research results of motivational factors. Based on an exploratory survey of 59 students, these motivation factors are compared to students’ motivations and their realizations in traditional and self-driven lecture format. Answers revealed that change presents a major challenge for most students and identifies the need for explicit habit building, change management and improved serving of students’ basic needs in a grade-based ecosystem. |
| Paper Nr: | 76 |
| Title: | Learning Strategy and Students’ Perception of Different Learning Options in a Blended Learning Environment - A Case Study of a First Year Engineering Course |
| Authors: | B. Schmidt |
| Abstract: | This case study presents a teaching strategy for an engineering dynamics course using a range of different learning options supporting different learning styles. The teaching strategy was implemented in a blended learning environment by combining traditional lectures with online resources. A set of questionnaire was given to evaluate the students’ perception of the different learning options. The study shows that the students found online pencasts very useful as a means to increase the outcome of studying a traditional textbook. In addition, the implementation of an electronic audience response system to enhance active learning by peer instruction in combination with traditional lecturing was highly appreciated by the students. Finally, the study indicates that according to the students the proposed teaching strategy leads to increased motivation and engagement in their study. |
| Paper Nr: | 82 |
| Title: | Teaching Risk with Virtual Worlds - Experience and Lessons Learnd in Second Life and Other Virtual Worlds |
| Authors: | Marc Conrad |
| Abstract: | We discuss and demonstrate how Virtual Worlds available at the University of Bedfordshire have been used to teach Project Management using a ‘situated learning’ approach. In particular we have a closer look on the aspect of teaching risk management and identify how different aspects of risk are addressed in a variety of implementations of Virtual Worlds, namely Second Life, a Virtual World provided by an external provider, not Linden Lab, a Virtual World that is maintained ‘in-house’ and a Virtual World hosted by the students themselves. We note that the student experience of risk is different in each of these incarnations of a Virtual World which impacts their perception of risk and hence the effects this has concerning the teaching goals. |
| Paper Nr: | 116 |
| Title: | Identifying Learner’s Engagement in Learning Games - A Qualitative Approach based on Learner’s Traces of Interaction |
| Authors: | Patrice Bouvier, Élise Lavoué, Karim Sehaba and Sébastien George |
| Abstract: | This paper proposes a qualitative approach for identifying learners’ engagement from their traces of interactions performed in the learning game. Learners’ engagement is an effective indicator of their motivation, acceptance and attachment to the learning activity. Engagement also informs about the relevance of the content and the effectiveness of the proposed interactive learning game. Designers, practitioners and teachers need information about engagement for analysing, designing and validating the learning game and also for modifying and adapting learning games in order to maintain their effectiveness. Currently, most of the approaches provide quantitative information about learner’s engaged-behaviours. Thus, our objective is to extract qualitative information from learners-generated data. In this paper, we propose an approach in three stages that combines theoretical works on engagement and engaged-behaviours, Activity Theory and Trace Theory. By relying on traces of interactions, this approach enables to identify engaged-behaviours in low-constraint interactive games, directly, continuously, under ecological conditions and over a long time period. Then we present the results of a user study that demonstrate the feasibility and the validity of our approach. This study has been conducted on twelve traces composed of several thousands of learner-generated data. |
| Paper Nr: | 123 |
| Title: | Automatic Test Item Creation in Self-Regulated Learning - Evaluating Quality of Questions in a Latin American Experience |
| Authors: | Gudrun Wesiak, Rocael Hernandez Rizzardini, Hector Amado-Salvatierra, Christian Guetl and Mohammed Smadi |
| Abstract: | The research area of self-regulated learning (SRL) has shown the importance of the learner’s role in their cognitive and meta-cognitive strategies to self-regulate their learning. One fundamental step is to self-assess the knowledge acquired, to identify key concepts, and review the understanding about them. In this paper, we present an experimental setting in Guatemala, with students from several countries. The study provides evaluation results from the use of an enhanced automatic question creation tool (EAQC) for a self-regulated learning online environment. In addition to assessment quality, motivational and emotional aspects, usability, and tasks value are addressed. The EAQC extracts concepts from a given text and automatically creates different types of questions based on either the self-generated concepts or on concepts supplied by the user. The findings show comparable quality of automatically and human generated concepts, while questions created by a teacher were in part evaluated higher than computer-generated questions. Whereas difficulty and terminology of questions were evaluated equally, teacher questions where considered to be more relevant and more meaningful. Therefore, future improvements should especially focus on these aspects of questions quality. |
| Paper Nr: | 137 |
| Title: | Predicting Students’ Examination Performance with Discovery-embedded Assessment using a Prototype Diagnostic Tool |
| Authors: | Kai Pan Mark, Lilian L. P. Vrijmoed and Paula Hodgson |
| Abstract: | Early detection and provision of feedback on learners’ performance are essential mechanisms to allow learners to take prompt action to improve their approach to learning. Although students may learn how they perform in mid-term quizzes, the results cannot reflect how they might perform in the final examination. However, quiz results with set answers cannot illustrate the comprehensive skills and knowledge that are expected in university study. This paper reports on the use of a diagnostic tool to analyse the process of students working on a discovery-embedded assessment task in the collaborative learning environment of a microbiology course. The diagnostic tool identified that those learners who performed less well in the assessment tasks also performed less well in the final examination. This tool can provide early detection of those facing learning challenges in comprehensive assessment tasks, so that educators can provide appropriate support. |
| Paper Nr: | 141 |
| Title: | CTSiM: A Computational Thinking Environment for Learning Science through Simulation and Modeling |
| Authors: | Satabdi Basu, Amanda Dickes, John S. Kinnebrew, Pratim Sengupta and Gautam Biswas |
| Abstract: | Computational thinking (CT) draws on fundamental computer science concepts to formulate and solve problems, design systems, and understand human behavior. CT practices (e.g., problem representation, abstraction, decomposition, simulation, verification, and prediction) are also central to the development of expertise in a variety of STEM disciplines. Exploiting this synergy between CT and STEM disciplines, we have developed CTSiM, a cross-domain, scaffolded, visual-programming and agent-based learning environment for middle school science. We present and justify the CTSiM architecture and its implementation. To identify challenges and scaffolding needs in learning with CTSiM, we present a case study describing the challenges that a high- and a low-achieving student faced while working on kinematics and ecology units using CTSiM. Decreases in the number of challenges for both students over sequences of related activities illustrate the combined effectiveness of our approach. Further, the specific challenges and scaffolds identified suggest the design of an adaptive scaffolding framework to help students develop a synergistic understanding of CT and science concepts. |
Short Papers
| Paper Nr: | 1 |
| Title: | Teaching and Learning Process of the Information and Communication Technology and Computer Science Subjects in Lower Secondary Schools in Albania in Front of International Facts and Trends |
| Authors: | Genci Berati |
| Abstract: | The specifics and the broad content of the Information and Communication Technology (ICT) and Computer Science (CS) subjects dictate various problematic on the process of teaching and learning. In the large set of components that affect the process, one of the most important components is the methodology used in teaching and learning. In the teaching process of ICT and CS subjects the use of different methods for different issues is inevitable. Today the ICT and CS subjects are taught and learned based on various methods. Some of them are unsuitable for successful teaching-learning whereas others may bring success in certain learner’s groups (lower secondary school). Didactic of Informatics is not yet internationally consolidated and still is a matter of discussions. The subject of this paper is mostly the actual situation of Albania and partially how to improve the process of teaching ICT in lower secondary schools. Herewith are taken in the analyses the ratios regards to the methodology, content and technology in best performing countries, also the key factors of their success. |
| Paper Nr: | 34 |
| Title: | The Development of an e-Portfolio for Competency based Training Assessment for a Malaysian Skills Diploma Program |
| Authors: | Hafizan Matsom, Tim Stott and Frances Tracy |
| Abstract: | This paper presents a comprehensive Electronic Portfolio (e-Portfolio) Framework developed for Competency Based Training (CBT) assessment in a Malaysian Skills Diploma Program which is certified by the Ministry of Human Resources in Malaysia. The proposed framework is adapted from an existing assessment system, which was outlined by the Ministry of Human Resources with the addition of other features from current E-Portfolio technologies. The aim of this study is to present a new comprehensive framework that contains a combination of e-portfolio applications that align with the current methodology of CBT assessment as a blended approach to formative assessment. Senior officers at the Ministry of Human Resources, Principals and Instructors of Training Institutes have been questioned via the medium of email based interviews to establish their views on the need for this kind of e-Portfolio as well as the possible constraints that would be faced. All interviewees agreed that the e-Portfolio is well suited for implementation as an evaluation method to improve the IT skills of the students. However, they also highlighted constraints that should also be considered before implementation to ensure this system will be effectively installed and completely functional. |
| Paper Nr: | 46 |
| Title: | Fostering Scientific Reasoning Skills through Interactive Learning Tasks |
| Authors: | Immanuel Albrecht and Hermann Körndle |
| Abstract: | Scientific reasoning is a key skill in academic contexts and may be trained with interactive learning tasks, that require learners to explicitly give reasons for their solution. We provide a general, mathematically motivated algebraic model for reasoning tasks that enables computer-based analysis of answers and feedback generation, especially in the case of tasks that have distinct permissible correct solutions; furthermore we present our ready sample implementation guided by that model. |
| Paper Nr: | 51 |
| Title: | Self-consistent Peer Ranking for Assessing Student Work - Dealing with Large Populations |
| Authors: | Kees van Overveld and Tom Verhoeff |
| Abstract: | Assessing large populations of students puts a serious burden on teaching staff capacity. For open-format assignments, automation of the reviewing process can offer only limited support. Peer ranking is a partial solution to the problem, with the added benefit that students' critical reading skills are developed. We see two remaining problems, however: (1)~for students, it is a major challenge to assign marks on an absolute scale, and (2)~students' competence in reviewing may vary significantly--- so not all peer reviews should have a similar weight in the process. To remedy these shortcomings, we suggest an approach to peer ranking, inspired by Jon Kleinberg's HITS-algorithm, where both the students' assignment results and the quality of their double anonymous peer reviews are algorithmically ranked. Based on preliminary model calculations, we estimate that this strategy may reduce the required effort for reviewing open-format assignments approximately by a factor of ten. A first large-scale pilot with this method will take place in undergraduate courses at Eindhoven University of Technology, spring 2013. Since this involves about 900 students, automated support is a must. We describe the peer reviewing facilities that were introduced in our web-based education support system named peach3. |
| Paper Nr: | 83 |
| Title: | Towards Evidence-aware Learning Design for the Integration of ePortfolios in Distributed Learning Environments |
| Authors: | Angélica Lozano-Álvarez, Juan I. Asensio-Pérez and Guillermo Vega-Gorgojo |
| Abstract: | The benefits of using ePortfolios in widespread Distributed Learning Environments are hindered by two problems: students have difficulties in selecting which learning artifacts may demonstrate the acquisition of certain learning skills; and, both teachers and students have difficulties in collecting evidences produced by means of distributed and heterogeneous tools. This paper proposes a model aimed at enhancing the description of learning activities with information about the evidences they are expected to generate. This model is a first step towards the definition of an evidence-aware learning design process by means of which teachers make explicit pedagogical-informed decisions involving the generation and subsequent utilization of learning evidences. As a proof of concept, we apply this model in an authentic learning scenario, trying to alleviate the two aforementioned problems. |
| Paper Nr: | 95 |
| Title: | Balanced Scoring Method for Multiple-mark Questions |
| Authors: | Darya Tarasowa and Sören Auer |
| Abstract: | Advantages and disadvantages of a learning assessment based on multiple-choice questions (MCQs) are a long and widely discussed issue in the scientific community. However, in practice this type of questions is very popular due to the possibility of automatic evaluation and scoring. Consequently, an important research question is to exploiting the strengths and mitigate the weaknesses of MCQs. In this work we discuss one particularly important issue of MCQs, namely methods for scoring results in the case, when the MCQ has several correct alternatives (multiple-mark questions, MMQs). We propose a general approach and mathematical model to score MMQs, that aims at recognizing guessing while at the same time resulting in a balanced score. In our approach conventional MCQs are viewed as a particular case of multiple-mark questions, thus, the formulas can be applied to tests mixing MCQs and MMQs. The rational of our approach is that scoring should be based on the guessing level of the question. Our approach can be added as an option, or even as a replacement for manual penalization. We show that our scoring method outperforms existing methods and demonstrate that with synthetic and real experiments. |
| Paper Nr: | 103 |
| Title: | e-Inclusion and Knowledge Flows in e-Course Delivery |
| Authors: | Ieva Vitolina and Atis Kapenieks |
| Abstract: | Our purpose of the study was to use the acceleration of knowledge flow to predict practical use of digital skills. For this purpose, we identified certain variables to be correlated for practical uses probability as a guide for their effectiveness for e-learning assessment. The study was based on evaluating a group of five hundred learners. We designed four types of questionnaires and one telephone survey to assess different aspects of the course topics that affect the practical uses of digital skills. We applied knowledge management theory, basic principles of classical mechanics and statistical analysis. We developed a formula for linear regression equations for practical uses of digital skills probability. As potential predictor for effective delivery of different topics of an e-learning course we obtained knowledge flow acceleration. The results indicated that one of the factors for determining practical uses probability in the e-inclusion model for an e-learning course was related to knowledge flow acceleration. |
| Paper Nr: | 106 |
| Title: | Maintaining Context in a Changing (Virtual) World - Educators’ Perspectives for Opensim and Second Life |
| Authors: | Athanasios Christopoulos and Marc Conrad |
| Abstract: | Educational activities previously performed in Second Life are now more and more move moving to other alternatives. This study concentrates on the features of Second Life and its open-source alternative, OpenSim that affect the results of the in-world educational activities. The need for educators to take these features into account is another focus of this study which also aims to highlight the similarities and differences between the contexts of Second Life and OpenSim worlds, whether internally or externally hosted, as well as their potentials and weaknesses. The findings suggest that each one of these alternatives gathers different positive and negative features and their suitability greatly depends on the academics’ educational needs. |
| Paper Nr: | 121 |
| Title: | Business Process Modeling and Implementation - A 3-Year Teaching Experience |
| Authors: | Daniela Giordano and Francesco Maiorana |
| Abstract: | In this work we describe a three-year teaching experience in an Information Systems course for a Management Engineering Master degree, where the course's focus was on business process modeling and on the technical aspects related to process implementation in a commercial software suite. In particular, we underwent a modeling shift from a Petri Nets description of concurrent processes to a full, business-process oriented methodology as proposed by Sharp and Mc Dermott (Sharp and McDermott, 2001) (Sharp and McDermott, 2008). This latter methodology was extended with additional data models, such Entity Life History, dealing with entities life cycle and dynamics. The students engaged in modeling the business processes of a real Small Medium Enterprise operating in the local area. The model was implemented using Microsoft Share Point, which affords a tight integration with databases such as Access or Microsoft SQL Server. A comparison of the adopted modeling strategies is presented, as well as common student errors in the design and implementation phase, together with some lessons learnt. |
| Paper Nr: | 139 |
| Title: | Fun in CS2 |
| Authors: | Amalia Duch, Jordi Petit, Enric Rodríguez-Carbonell and Salvador Roura |
| Abstract: | We report our experience of including the implementation of a player of a computer game as a programming project in a CS2 course focusing in data structures and algorithms. Every semester, an instructor designs the rules of a game, prepares its visualization, and implements an elementary player with a very simple strategy. The game is then delivered to students who, as a first step in order to pass the project, must program a player that wins the elementary player. Then, a tournament begins among all the students with accepted players. At every round of this tournament a player is eliminated until just one player, the champion, survives. Grades for this assignment are computed automatically and increasingly with respect to the round where students have been eliminated. The result is a fun and very motivating programming experience for our students. |
| Paper Nr: | 161 |
| Title: | Research on Automatic Assessment of Transferable Skills |
| Authors: | Jinbiao Li and Ming Gu |
| Abstract: | Automatic Assessment is an important research subject in Computer Assisted Assessment. However, for transferable skills, which have become important talent criteria in the talent standard of modern service industry and higher education, there are few universal and effective automatic assessment methods. In order to improve the efficiency of the assessment of transferable skills, and provide methodology foundation for automatic assessment of transferable skills, this paper combines the automatic assessment methods based on operation result and operation sequence, and proposes an automatic assessment method for transferable skills. This method includes four parts: definition of user behavior model, collection mechanism of user operation sequence, rule matching algorithm, and weighted score summary. In addition, this paper introduces an instantiated application in a virtual simulation environment to evaluate the proposed method. |
| Paper Nr: | 163 |
| Title: | Towards a Support System for Course Design |
| Authors: | Omar Talbi, Bruno Warin and Christophe Kolski |
| Abstract: | Many stakeholders in higher education develop with time. In this paper, we propose a new type of platform, called a Teaching Content Management System (TCMS). Such platforms are intended for instructors to help them produce teaching specifications and quality teaching designs. We first of all present drivers of change that currently affect universities and we discuss some specific aspects of education in higher education. We then derive a set of support requirements for instructors and provide a services design that TCMS should comply with. |
| Paper Nr: | 166 |
| Title: | Monitoring and Evaluation Problems in Higer Education - Comprehensive Assessment Framework Development |
| Authors: | Olga Cherednichenko, Olha Yanholenko, Iryna Liutenko and Olena Iakovleva |
| Abstract: | The work is devoted to evaluation component introduction into higher education management systems. Three classes of problems of comprehensive assessment are considered. The appropriate assessment models are suggested. The case study is related to comprehensive assessment of education quality based on the level of students’ satisfaction. |
| Paper Nr: | 173 |
| Title: | Breaking the Flow - Examining the Link between Flow and Learning in Computer-Mediated Learning Environments |
| Authors: | Daniel P. Auld and Fran C. Blumberg |
| Abstract: | In the context of research concerning computer-mediated learning environments (CMLEs), the construct of flow, or optimal experience, has been positively linked with students' learning outcomes, such as affective and cognitive perceptions of learning and the development of academic skills. However, this linkage is compromised by inconsistent characterizations of flow across studies and divergent measures of when flow may have occurred during learning. Further, characterizations of learning have differed across studies (i.e. self-reported attitudes about one's learning experience or one's academic achievement). In this paper, we review these inconsistencies and discuss how meta-analysis may be one means by which we can examine whether flow does impact learning within CMLEs, given the differing operationalizations of flow and learning that are found within the extant literature. |
| Paper Nr: | 181 |
| Title: | Exploring the Gender Effect on Cognitive Processes in Program Debugging based on Eye-movement Analysis |
| Authors: | Ting-Yun Hou, Yu-Tzu Lin, Yu-Chih Lin, Chia-Hu Chang and Miao-Hsuan Yen |
| Abstract: | This study addresses the gender differences of cognitive processes involved in program debugging. In the experiment, twenty-five participants were asked to find bugs in the test programs. Eye-movement analysis was employed to track the students’ gaze paths while they traced and tried to debug the programs. Cognitive processes were then obtained by employing sequential analysis of gaze data to investigate the significant sequences of attention areas. Cognitive processes of different genders were investigated by comparing the tracing sequences of program debugging. The experimental results show that both genders had limited working memory capacities for debugging the iterative program with complex computation. But females needed more manual calculation for the recursive program in this study. For the iterative structure, females tended to grasp the program requirements and then trace into the major part of the program, while males traced the change of output value according to the logic of the iterative statements. For the recursive problem, females traced the flow of recursive induction and the stop condition to execute the program and find bugs, while males traced the recursive function in a more leaping way. This study leaks the gender differences of cognitive processes in program debugging, based on which instructors/researchers can develop adaptive computer programming instruction for students of different genders. |
Posters
| Paper Nr: | 19 |
| Title: | Blended Learning and Consulting for Resource Limited Enterprises - The Case of a Prototyping, Production and Logistics Service Centre at a Business Incubator in Brazil |
| Authors: | J. Antão B. Moura, Marcelo A. de Barros and Francilene P. Garcia |
| Abstract: | Start-ups and other innovative, but small enterprises – such as those associated with business incubators - usually have financial limitations that hinder their attempt to properly address product and service lifecycle challenges. Some of these challenges regard aspects of prototyping, production and logistics (PPL). Inability to properly address PPL challenges sometimes delays time-to-market too long, causing the company to fail. In order to assist companies to efficiently address PPL challenges, a low-operating-cost, risk-seeking, PPL Service Centre is being planned for an incubator in Brazil. In order to account for financial restrictions, the Centre’s operations are to be based on blended learning pedagogy but expanded to encompass provision of consulting services and access to laboratory and workshop’ facilities. Creating such a Centre is timing consuming and resource intensive. Therefore it must be demonstrated that the investment will be worthwhile. A small investigation has been conducted which has looked into the PPL needs of technologybased enterprises associated with the incubator. The results have been used to specify and initially operate the Centre to allow for a more blended style in service provision. This paper summarizes the investigation, its results and the Centre’s initial operation and preliminary achievements. |
| Paper Nr: | 21 |
| Title: | Knowledge Controlled Mathematical Coaching - Strategies and Results of a Personalized Blended Learning Approach |
| Authors: | Michael Schäfer |
| Abstract: | The mathematical competence of first year students is an important success factor at least for technical studies. As a significant percentage of students do not have sufficient mathematical skills, universities often utilise blended learning courses to increase these skills prior to the start of studies. Due to the diversity of students and their educational backgrounds, individual strategies are needed to achieve the necessary competence for successfully managing their studies. This paper describes our approach at the University of Applied Sciences Ruhr West, where we are using personalized blended learning concepts based on the measurement of individual mathematical competences at the beginning of a coaching process. This is used to gain a better matching between the individual learner level and the adapted learning concepts. We combine individual presence learning groups and a personalized e-learning environment. This environment is adapted based on mathematical skills of each student. It uses individual learning advices, short-term optical feedback and up to date e-learning material in a Moodle-based LMS (learning management system). The coaching concept is approved by the results of summative and formative evaluations. |
| Paper Nr: | 37 |
| Title: | The Course “English for Biologists” and Web Page ‘APres’ - How Modern Communication Technologies Help to Promote Communicative Competence |
| Authors: | Natalya Snytnikova |
| Abstract: | The paper deals with the course “English for biologists”, which has been designed and developed for the students of the Department of Natural Sciences of Novosibirsk State University. The main aim of the course is to form specific language skills: academic listening and giving oral academic presentations. The course is described in some detail. During the four stages of the course each student has to give four academic presentations. The paper considers some of the ways the students use computers and the Internet in acquiring the course. The skills are studied that are formed with the help of modern communication technologies. To help the students cope with the course the Web page APres has been created. It provides useful information and advice for the students and for all those people who want to learn how to give and comprehend oral academic presentations. The Web page APres is briefly outlined. |
| Paper Nr: | 68 |
| Title: | How to Equip Students with Methodologies and Tools for Capturing Rapidly Changing Environments through Computer Supported Education |
| Authors: | Ushio Sumita and Jun Yoshii |
| Abstract: | In the midst of the global mega-competition, the most competitive battle fields of economy, often referred to as the tripod consisting of the United States, EU and Japan, has entered the matured market economy where consumers are interested in acquiring goods and services to fit their particular needs, demanding a variety of products and services in small quantities. Accordingly, corporations now have to deal with segmented submarkets which change quite rapidly. For achieving the leading competitiveness in this new environment, it is no longer sufficient to capture the entire market as a whole. Instead, it is necessary to trace and analyze the segmented submarkets separately. In order to overcome this difficulty, methodologies and tools are needed for extracting effective managerial implications from the massive data collected through the Internet with speed and accuracy. The purpose of this paper is to demonstrate how to equip students with such methodologies and tools through computer supported education. |
| Paper Nr: | 75 |
| Title: | Using Non-graded Formative Online Exercises to Increase the Students’ Motivation and Performance in Classroom - A Longitudinal Study from an Undergraduate Information Systems Program in Singapore |
| Authors: | Ilse Baumgartner |
| Abstract: | In a seven terms (i.e., three and a half years) longitudinal study the author has examined how the use (respectively non-use) of interactive non-graded and formative online exercises has impacted the students’ attention and motivation in the classroom and, consequently, their level of performance in graded course assessments. This practice paper describes an interactive online system for non-graded assessments which was conceptualised, designed and implemented at the School of Information Systems, Singapore Management University, and this paper presents an analysis of students’ performance data gathered in a large compulsory senior-level course, particularly focusing on the comparison of the system users’ performance with the system non-users’ performance in selected graded assessment components. |
| Paper Nr: | 80 |
| Title: | An Application for Marking and Analysis of Assessment Instruments in a Programing Course |
| Authors: | Naseer Ahmed, Anwar M. A. and Abdurahem Mohammed Al Ameen |
| Abstract: | This paper describes an MS Excel-based application to facilitate and ensure consistent and fair assessment of paper-based assessment instruments by using a very detailed marking scheme that divides each question with reference to the steps into which the answer is expected. The marks are entered into the appropriate worksheet specifically designed for each question. The application provides an in-depth analysis of students’ performance against each component of the question highlighting their strengths and weaknesses in solving the individual components of the question. This application also serves as an instructional gadget enabling the instructors to provide the essential and constructive feedback to their students. |
| Paper Nr: | 91 |
| Title: | Three Years of Teaching using Collaborative Tools - Patterns and Lessons Learned |
| Authors: | Andrea Trentini |
| Abstract: | The author has taught computer science (Programming 101 and Operating Systems 101) for about fifteen years. He introduced the use of a student-collaborated wiki website for his courses about ten years ago. Then, three years ago, he also began extensively using a collaborative editor (Gobby) in classroom, to let students actively participate during lessons. This paper describes the author's course "workflow", summarizes tools (wiki and collaborative editor) functionalities, collects some context pattern and tries to draw a few conclusions (lessons learned) about the course methodology. |
| Paper Nr: | 142 |
| Title: | Problem-based Virtual World Design for Virtual Reality Education - An Experiment with the Opensimulator Platform for Second Life-based Virtual Worlds |
| Authors: | George Anastassakis and Themis Panayiotopoulos |
| Abstract: | In this paper we present our current efforts with a novel, problem-based learning paradigm for academic-level education on topics related to Virtual Reality. The paradigm embraces problem-based learning principles and methods, adopts methodologies and technologies pertaining to the Second Life online virtual environment and relies on the use of exclusively free software, namely, the OpenSimulator platform for Second Life-based virtual environments. We have applied the paradigm for the purposes of a BSc-level course module on Virtual Reality and have evaluated its educational impact and appeal to students through a questionnaire-based survey. |
| Paper Nr: | 167 |
| Title: | “Artificial Communication“ - Can Computer Generated Speech Improve Communication of Autistic Children? |
| Authors: | Eberhard Grötsch, Alfredo Pina, Michael Schneider and Benno Willoweit |
| Abstract: | Autistic children are often motivated in their communication behaviour by pets or toys. Our aim is to investigate, how communication with “intelligent“ systems affects the interaction of children with untypical development. Natural language processing is intended to be used in toys to talk to children. This challenging Háblame-project (as part of the EU-funded Gaviota project) is just starting. We will discuss verification of its premises and its potentials, and outline the technical solution. |
Area 3 - Social Context and Learning Environments
Full Papers| Paper Nr: | 16 |
| Title: | Cultural Differences in e-Learning Behaviour and Overall Assessment |
| Authors: | Clemens Bechter, Fredric W. Swierczek and Jeerawan Chankiew |
| Abstract: | The article analyses the influence of culture on e-learning behaviour in form of LMS tool usage, assessment of peers, and post-graduate student’s grades. E-learning behaviour in this research relates to tool usage such as email, discussion board, number of sessions, time spent etc. The analysis suggests adapting e-learning to participants based on their culture as well as making students aware that there may be a cultural bias in assessing their peer’s contributions. Especially European students rate their Asian peers more than 10% lower than their European ones although the overall GPA does not differ. Europeans do better in group assignments than Asian students especially South Asians who perform better at individual assignments in a culturally diverse setting. The qualitative findings provide additional evidence that cultural features do have an impact on e-learning behaviours. |
| Paper Nr: | 60 |
| Title: | Rule-based Automatic Adaptation of Collaborative Multiplayer Serious Games - Supporting Instructors in Game-based Learning Scenarios |
| Authors: | Viktor Wendel, Sebastian Ahlfeld, Stefan Göbel and Ralf Steinmetz |
| Abstract: | Computer-supported Collaborative Learning (CSCL) is a learning concept which is being used in schools and institutes of higher education for many years. In recent years, the concept of Serious Games offers new approaches for game-based learning. Combining the concept of multiplayer Serious Games with methods of CSCL to collaborative multiplayer Serious Games enables instructors to use game-based CSCL applications with a whole new way of control over the learning process and new ways of assessment. The cognitive load on an instructor during such a game, however, is quite high as the teacher needs to observe the gaming/learning process of a group of players/learners, monitoring and analyzing their behavior while moderating the learning process and coaching the learners. We therefore proposed a framework for supporting instructors with their tasks in collaborative multiplayer Serious Games using a generic description of such games defining necessary information about players and their interactions. The framework also defines possible ways of adaptation for the instructor. In this paper, we propose an extension of our framework which enables the instructor to automatize some of his/her tasks in order to reduce the cognitive load during monitoring and moderating the game-based CSCL process. We therefore designed a rule-based adaptation mechanism which is based on virtual agents. Using our framework, the instructor is now able to automatize some of his/her tasks before or during the game based on game facts and player behavior and learner progress. |
| Paper Nr: | 129 |
| Title: | Badge Architectures in Engineering Education - Blueprints and Challenges |
| Authors: | Răzvan Rughiniș |
| Abstract: | The paper presents a critical discussion of badge architectures and an illustrative case study. We argue that common glosses of badges as simplistic or as extrinsically motivating are misleading when designing or evaluating badge architectures. We propose to focus on their descriptive and creative effects: badge architectures may create user portraits, system maps, and dedicated timelines, supporting new forms of attention within the system and at meta-system levels. By affording new activities in and about the system, badges can offer participants resources to internalize their extrinsic motivation. Our case study illustrates the complexity of minimalist badge architectures, presents two innovative features, and discusses challenges in implementation. |
Short Papers
| Paper Nr: | 45 |
| Title: | Development and Evaluation of Case Method Teaching Materials using Manga on Tablet PCs - A Trial with Pointing Type Annotations |
| Authors: | Takafumi Daikoku, Hideo Funaoi , Fusako Kusunoki, Makiko Takenaka and Shigenori Inagaki |
| Abstract: | The purpose of this research was to develop and evaluate a system that could be used to support university students and graduate school students desiring to become teachers by providing the knowledge and skills necessary for them to provide instructions for scientific experiments; the system involved sharing awareness of issues using easy to use tablet PCs. The system required learners to perform touch operations by pointing at locations with pins of four colors, at which time they became aware of issues within the scenes of the experiments involving the pupils depicted in the manga displayed on the screen. The learners mutually shared the things they noticed using the sharing function. The manga displayed on the screen is a case method learning material, developed for the purpose of educating teachers. It is embedded with a diverse amount of knowledge and skills necessary to become a science teacher, while enabling learners to acquire the observation skills of teachers. The sharing function and the color-sorted frame advancing function of this system were rated positively by the students. Furthermore, learners suggested that the system could be improved by adding a memo function as well as a function for an overall view and for viewing arbitrary pages. |
| Paper Nr: | 99 |
| Title: | Text Mining in Students' Course Evaluations - Relationships between Open-ended Comments and Quantitative Scores |
| Authors: | Tamara Sliusarenko, Line Harder Clemmensen and Bjarne Kjær Ersbøll |
| Abstract: | Extensive research has been done on student evaluations of teachers and courses based on quantitative data from evaluation questionnaires, but little research has examined students’ written responses to open-ended questions and their relationships with quantitative scores. This paper analyzes such kind of relationship of a well established course at the Technical University of Denmark using statistical methods. Keyphrase extraction tool was used to find the main topics of students’ comments, based on which the qualitative feedback was transformed into quantitative data for further statistical analysis. Application of factor analysis helped to reveal the important issues and the structure of the data hidden in the students’ written comments, while regression analysis showed that some of the revealed factors have a significant impact on how students rate a course. |
| Paper Nr: | 100 |
| Title: | What Makes an LMS Effective - A Synthesis of Current Literature |
| Authors: | Nastaran Zanjani, Shaun Nykvist and Shlomo Geva |
| Abstract: | There is a growing number of organizations and universities now utilising e-learning practices in their teaching and learning programs. These systems have allowed for knowledge sharing and provide opportunities for users to have access to learning materials regardless of time and place. However, while the uptake of these systems is quite high, there is little research into the effectiveness of such systems, particularly in higher education. This paper investigates the methods that are used to study the effectiveness of e-learning systems and the factors that are critical for the success of a learning management system (LMS). Five major success categories are identified in this study and explained in depth. These are the teacher, student, LMS design, learning materials and external support. |
| Paper Nr: | 131 |
| Title: | Time as a Heuristic in Serious Games for Education |
| Authors: | Răzvan Rughiniș |
| Abstract: | The article proposes a conceptual framework for studying the organization of time in educational games. A time-focused analysis can productively examine time frames and time work in a serious game, in order to understand its timescapes of learning, and its politics of time. Games may be designed to accommodate strategies of play of variable time intensity, to assist players’ time work, to support dynamics of learning, to encourage knowledge of history and foresight, and to illustrate various economies of time. |
Posters
| Paper Nr: | 125 |
| Title: | Advanced Learning Environments 2016 |
| Authors: | Clive Holtham, Martin Rich and Leona Norris |
| Abstract: | In the first section we address key aspects of the future of learning environments in the context of types of change in technology environments, in particular Christensen's distinction between sustaining and disruptive changes. We consider the development of virtual learning environments up to 2016, which is essentially an evolutionary or sustaining period. We also discuss a number of possible factors which will affect the development in this period, and consider alternative perspectives which might exist within higher education institutions. |
| Paper Nr: | 189 |
| Title: | openHPI: Evolution of a MOOC Platform from LMS to SOA |
| Authors: | Michael Totschnig, Christian Willems and Christoph Meinel |
| Abstract: | This article presents a new platform for Massive Open Online Courses (MOOC), developed at the Hasso Plattner Institute in Germany. After describing the evolution of theMOOC concept and the format, we explain how we defined the requirements for the platform, how we evaluated different open source learning management systems as candidate solutions, and how the actual platform was built. The results of two first courses delivered through the platform are presented and an outlook is given towards a planned redesign of the platform based on a Service Oriented Software (SOA) approach. |
Area 4 - Domain Applications and Case Studies
Full Papers| Paper Nr: | 23 |
| Title: | Using IT Education to Reveal New Horizons - A Large Scale Case Study on Digital and Social Inclusion |
| Authors: | Marcel Vinicius Medeiros Oliveira, Jair Cavalcanti Leite, Adrião Duarte Dória Neto, Pablo Javier Alsina, José Ivonildo Rego, Izabel Hazin and Jorge Tarcísio da Rocha Falcão |
| Abstract: | The development and the economical growth of a State in the sectors of Industry, Commerce (and e-Commerce), and services are directly influenced by the investments on Information and Communication Technologies (ICTs). Emergent countries like Brazil have an extremely large deficit in qualified ICTs employees. Furthermore, despite being the 6th economy in the world, Brazil currently still presents a large number of citizens below the poverty line even after a considerable improvement in recent years. In 2006, the Federal University of Rio Grande do Norte (UFRN), developed the Digital Metropolis project, whose main objective is to provide means for the creation of a ICT Development Environment in Rio Grande do Norte, Brazil. Currently, the project’s main supporting activity is the Technical Course on Information Technology. In this paper, we describe the activities involving this course, its results and difficulties so far, and the future challenges we aim to face in a very near future. |
| Paper Nr: | 98 |
| Title: | Contemporary e-Learning as Panacea for Large-scale Software Training |
| Authors: | John van der Baaren and Iwan Wopereis |
| Abstract: | Large organizations renew their core business software with some regularity, resulting in serious challenges for in-company training officers. Especially when large numbers of employees need to be trained to use updated software on short notice, traditional face-to-face training methods fall short. Contemporary e-learning is regarded a solution for such short-term and large-scale training. This paper discusses the effect of a didactically sound e-learning solution on learning to use a new version of an Electronic Medical Record (EMR) software package. This solution not only features generally recognized e-learning characteristics like any time, place, path, and pace, but also marks the element ‘just enough’ to emphasize that the e-learning content only covers knowledge (concepts and procedures) necessary to perform the daily professional tasks. Around 2000 healthcare workers of a mental healthcare institution were educated online to use a renewed version of an EMR software package within two months. Results (i.e., time on task, test results, and perceived effectiveness) indicate that contemporary online solutions can help large organizations to face short-term and large-scale training problems. |
Short Papers
| Paper Nr: | 15 |
| Title: | Competences for the Music-Technology Context on the Distance Learning - A Focus in the Use of Online Digital Technologies |
| Authors: | Fatima Weber Rosas and Patricia Alejandra Behar |
| Abstract: | This article presents a case study about the competences for the music-technology context on the distance learning from the use of online digital technologies. Although most of these tools haven’t been developed for educational purposes, this paper reports their use over education. The article also aims to map the necessary competences for students, teachers, musical tutors and outsiders in music to create their own musical digital compositions for their digital educational materials (DEM). The results of the research are presented in the end. |
| Paper Nr: | 133 |
| Title: | Capitalize and Share Observation and Analysis Knowledge to Assist Trainers in Professional Training with Simulation - Case of Training and Skills Maintain of Nuclear Power Plant Control Room Staff |
| Authors: | Olivier Champalle, Karim Sehaba and Alain Mille |
| Abstract: | The observation and analysis of the activity of learners in computerized environments training is a major issue, particularly in the context of professional training on nuclear power plant full-scope simulator. In such a context, the role of the trainers is critic and require constant alertness throughout the simulation especially for the young trainers. The objective of our work is to propose an approach to facilitate the observation and analysis of the trainees’ activities. This approach is based on interaction traces. It consists in representing the operators’ actions and the simulation data in the form of modelled traces. These modelled traces are transformed in order to extract higher informations levels on the behaviour of trainees. Trainers can visualize the different levels to analyse the reasons, of successes or failure of trainees. This approach has been implemented in a prototype, called D3KODE, allowing the representation, processing and visualization of traces. D3KODE was evaluate according to a comparative protocol conducted with a team of trainers from EDF Group. |
Posters
| Paper Nr: | 24 |
| Title: | Designing Workplace Learning and Knowledge Exchange - A Postgraduate Training Program for Professionals in SME |
| Authors: | Annemarie Hilbig, Antje Proske, Gregor Damnik, Franziska Faselt and Hermann Körndle |
| Abstract: | In small- and medium-sized enterprises (SME) training requirements differ widely and can hardly be covered by broad training programs. For this reason these SMEs heavily rely on internal company training and informal knowledge exchange between co-workers to effectively use pre-existing resources like highly specific expert knowledge. To this end, professionals need to be trained in efficiently communicating their subject-specific knowledge as well as in realizing informal learning opportunities. Hence, in the postgraduate training program “Designing workplace learning and knowledge exchange” (aquwa) professionals are taught the necessary didactic competencies. The training takes place parallel to work over a 12-week period in a blended e-learning format. Modules 1 and 2 deal with principles and methods of knowledge exchange. These principles and methods are further elaborated in Modules 3 and 4, culminating in participants’ independent development of an informal learning opportunity at the workplace. The evaluation of the training shows a great acceptance of the course design as well as a significant learning gain over time. Most of the participating professionals recognised a successful transfer of the gained competencies into their workplace. Based on participants’ remarks suggestions for online-based postgraduate education courses are provided. |
| Paper Nr: | 84 |
| Title: | Students’ Performance Prediction by using Institutional Internal and External Open Data Sources |
| Authors: | Farhana Sarker, Thanassis Tiropanis and Hugh Davis |
| Abstract: | The ability to predict students’ mark could be useful in a great number of different ways associated with university-level learning. In this study, student’s mark prediction models have been developed using institutional internal databases and external open data sources. The results of empirical study for undergraduate students’ first year mark prediction show that prediction models based on institutional internal and external data sources provide better performance with more accurate models compared to the models based on only institutional internal data sources. Moreover, this study explores the external data sources (such as National Student Survey result) as one of the best predictors in students’ mark prediction. Also, we found that students’ first semester performance is the most informative for their first year performance. We envisage that results such as the ones described in this study may increasingly improve the design of future students’ predictive models to support students to perform better in their study. |
| Paper Nr: | 111 |
| Title: | User Interaction-framework for Adaptive ERP Education |
| Authors: | Dirk Peters, Marc Petersen and Jorge Marx Gómez |
| Abstract: | Current methods used to learn and understand information systems in a company or in the field of higher education are not sufficient when it is compared to the capabilities of today’s technologies. The most common method used to teach and learn the practical issues of an information system is with the help of case studies. However, the learning material in a case study provided to the learner is neither technologically-enhanced nor adapted to the individual knowledge background and learning preferences of a single, individual learner in a group. Adaptive learning environments offer a sufficient way to teach and learn the usage of an information system while it tracks user interactions and adapts the learning content towards the learner’s performance. Thus, the lacking integration of an adaptive learning environment with the target information system is a major issue. In this contribution, we are presenting a developed user interaction-framework (UIF) for web-based information systems (WBIS) in order to generate individual tasks for each single learner depending on his specific performance during a hands-on learning process. |
| Paper Nr: | 185 |
| Title: | Storyboarding Serious Games for Large-scale Training Applications |
| Authors: | Sebastian Arnold, Jun Fujima and Klaus P. Jantke |
| Abstract: | Beyond the limits of conventional media such as motion picture and theater dominating the passed centuries, storyboarding means the design of interaction to meet anticipated affective and effective human experience. Storyboarding plays a key role in research and applications in areas such as interactive digital storytelling, but in e-learning, in general, and in game based learning, in particular, there shows an enormous deficiency. There is abundant evidence for the need of establishing storyboarding in the design of game based learning. Large-scale training applications reaching thousands of trainees in operation are particularly demanding. A certain game developed and implemented for training of staff in disaster management demonstrates the inevitability of storyboarding as a key technology of design supporting adaptive system behavior, in particular. Storyboards are digital objects within a systematic design and development process. Storyboarding supports the completeness and correctness of the design. Visual features of a storyboard allow for checking different balances such as the one between learning about a human learner and adapting to the learner’s individual needs, desires, and preferences. Furthermore, storyboards allow for an intuitive editing of the interaction scenario. |
Area 5 - Ubiquitous Learning
Full Papers| Paper Nr: | 56 |
| Title: | Designing Virtual Laboratories - Decarboxylation Reactions, Vacuum Distillation and Virus Identification by PCR in the Lablife3D Second Life Laboratory |
| Authors: | Tuomas Kangasniemi, Sebastian Olkinuora, Pekka Joensuu, Olli Natri, Pekka Qvist, Martti Ketola, Jaana Brusin, Hanna Virtanen, Marko Närhi, Reija Jokela, Eero Palomäki, Hannu Tiitu and Katrina Nordström |
| Abstract: | Practical skills are one of the core competencies in technology, engineering and the natural sciences. However, the busy curriculum in many universities lacks space and time for the learning-by-doing experience to mature. Therefore, we have designed and implemented a virtual laboratory, LabLife3D, to Second Life, to bridge the gap between theory and practice. To date, we have designed five virtual laboratory exercises in the biological sciences and chemistry there: a virus isolation experiment, a laboratory safety tutorial, organic chemistry simulations on (a) decarboxylation reactions and (b) vacuum distillation, and a molecular biology simulation on identifying a virus with polymerase chain reaction (PCR). This paper presents their design process and outlines their contents. General design objectives in virtual laboratories are also discussed, along with laboratory simulations in Second Life by other groups. All the exercises have been designed in accordance with content-specific learning goals and outcomes, which are discussed. In addition to creation of contents, we have also recently studied the usability of our simulations and conducted a student assessment. Preliminary results of the student assessment are presented. |
Short Papers
| Paper Nr: | 160 |
| Title: | Development and Evaluation of the ‘Pocket Plant Guide’ to Support the Observation and Identification of Indicator Plants for Vegetation Succession |
| Authors: | Keita Muratsu, Fusako Kusunoki, Yoshiaki Takeda, Haruka Inoue, Etsuji Yamaguchi, Shigenori Inagaki, Hiroshi Mizoguchi and Masanori Sugimoto |
| Abstract: | We developed and evaluated a mobile system called ‘Pocket Plant Guide’ for support the observation and identification of indicator plants for vegetation succession. One characteristic of the ‘Pocket Plant Guide’ is that it uses sketches instead of photographs. This guide contains 3 representative functions that help students in identifying and observing of indicator plants. These functions include (1) coloured representations of leaves and fruits; (2) enlarged images of leaves and fruits; and (3) sketches of the backside of the leaves. We allowed Japanese sixth grade elementary school students (age 11–12 years) to use the ‘Pocket Plant Guide’ to identify and observe indicator plants. After this activity, we used a questionnaire to evaluate the ease with which the students used the guide, and validated the usefulness of the guide for identifying and observing indictor plants. The results indicated that the ‘Pocket Plant Guide’ was quite easy to use and was effective in supporting the identification and observation of indicator plants. |
Posters
| Paper Nr: | 29 |
| Title: | Development of a Skill Learning System using Sensors in a Smart Phone for Vocational Education |
| Authors: | Akinobu Ando, Toshihiro Takaku, Shota Itagaki, Takashi Torii, Hidetoshi Takeno and Darold Davis |
| Abstract: | Generally speaking, learning or teaching requires time, particularly with physical movement. In this paper, we demonstrate an efficient way for students to learn skills by using sensors in a smartphone. Every smart phone has some type of sensors e.g. acceleration sensor, gyro sensor and so on. Our “Skill Self Learning System (SSLS)” can give feedback, results and evaluation of a student’s actual movement to his/her self immediately on the smart phone, which he/she is using. In this research we used SSLS for learning how to saw and plane. As a result of running simple tests, a group using SSLS could improve their skills as well as a group, which a teacher taught in person. According to the results, if students have learned the skills before an actual class, a teacher can teach skills in detail and support them interactively. Our method is beneficial for enhancing traditional vocational learning as well as for distance skill education, intelligent skill learning and teaching system. |
| Paper Nr: | 119 |
| Title: | An Approach to the Electronic Textbook of Basic Chemistry Linking Chemical Experiments - CG Teaching Materials based on Quantum Chemical Calculation |
| Authors: | Akira Ikuo, Yusuke Yoshinaga and Haruo Ogawa |
| Abstract: | We tried to make CG teaching materials toward electronic textbook of basic chemistry linking chemical experiment for university student. The CG teaching materials could demonstrate the nature of the reaction such as structural change by ball-and-stick model or space filling model with electrostatic potential, and potential energy change by the reaction profile. The materials included 1) formation of di-atomic molecule such as hydrogen iodide, 2) hydroxylation of methyl chloride as a model of Walden’s inversion. These CG teaching materials enabled to load with desktop, laptop, tablet computer, and smart phone. The CG teaching material of hydroxylation of methyl chloride was tried to combine with chemical experiments to make electronic textbook of basic chemistry. |
| Paper Nr: | 164 |
| Title: | Tablets (iPad) for M-Learning in the Context of Social Constructivism to Institute an Effective Learning Environment |
| Authors: | Palmo Thinley |
| Abstract: | With the proliferation of mobile devices, educational institutions have experimented with it to implement mobile learning (M-Learning). Studies have revealed that effective learning happens when teachers and learners are actively participating in the knowledge building process. Therefore, there is need for mobile applications that create effective learning environments which are learner-centred, knowledge-centred, assessment-centred and community-centred. Mobile applications used by educational institutes have been categorised and mapped to respective learning theories that it supports. From these it can be observed that none of the existing applications demonstrate social constructive perspective of learning theory. |
| Paper Nr: | 168 |
| Title: | Understanding Pervasive Games for Purposes of Learning |
| Authors: | Klaus P. Jantke and Sebastian Spundflasch |
| Abstract: | Among the manifold of approaches to technology enhanced learning, game based learning is very attractive. In game based learning, the technological systems employed for the purpose of learning are digital games. Stand-alone serious games are rare. Games deployed for learning need to be embedded into suitable contexts. A particular approach promising from certain didactic perspectives and driven by a variety of characteristics of learning contents and training requirements is embedding those games into the surrounding physical world. Games embedded into the physical world are called pervasive games. The ways of embedding are paramount. There have been numerous attempts to design and to implement pervasive games, in general, and to deploy pervasive games for learning purposes, in particular. The majority of those pervasive games failed quite badly. Storyboarding the interaction between the real world and the virtual world of a pervasive game reveals the essential strengths and weaknesses of the game concept and allows for diagnosing didactic flaws of game play. Beyond its diagnostic power, the approach supports the design of more affective and effective pervasive games. Storyboarding is a methodology of anticipating human experience and, thus, a methodology of didactic design. |
| Paper Nr: | 188 |
| Title: | Utilizing Umbrello UML Modeller to Develop Students’ Modelling Skills in Software Engineering |
| Authors: | Basem Y. Alkazemi, Abdullah Baz, Grami Mohammad A. Grami and Yasir A Khayat |
| Abstract: | This paper looks at the introduction of UML Umberllo in a university-level course to assist learning software engineering. In theory, Umberllo should help students better visualize the design of models in a pragmatic and clearly-defined way, which in turn should be reflected in students’ outcome. We identify lack of experience as a major constraining factor with negative implications in students’ models. Initial results are encouraging and show that students are willing to embrace the new method and that Umberllo itself can help deliver more comprehensive and coherent designs. |