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2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)最新文献

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Critical Thinker: Supporting Collaborative Argumentation with Structure and Awareness 批判性思考者:用结构和意识支持协作论证
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-03 DOI: 10.1109/ICALT.2017.61
N. Sun, Tina Chien-Wen Yuan, M. Rosson, Yuehua Wu, John Millar Carroll
{"title":"Critical Thinker: Supporting Collaborative Argumentation with Structure and Awareness","authors":"N. Sun, Tina Chien-Wen Yuan, M. Rosson, Yuehua Wu, John Millar Carroll","doi":"10.1109/ICALT.2017.61","DOIUrl":"https://doi.org/10.1109/ICALT.2017.61","url":null,"abstract":"Collaborative learning technology has been widely applied in various disciplines in support of dialectical discourse and argumentation. Technologies not only allow multiple users to concurrently analyze and edit documents in the same virtual space but also present richer cues for collaboration awareness. However, researchers still know very little about how the synching mechanisms work together to support small group collaborative argument creation. This study investigates the experiences of 14 dyads that worked together in Critical Thinker, a web application that enables learners to collaborate on an argumentative task with a juxtaposed argumentation structure and multiple synchronous collaboration affordances. Our qualitative data showed that the learners are able to leverage different synching mechanisms in a complementary manner and appropriate the dialectic structure for collaborative argumentation.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134336066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
CollAnnotator — A Support Tool for Content Analysis According to Community of Inquiry Framework CollAnnotator -一个基于社区查询框架的内容分析支持工具
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-03 DOI: 10.1109/ICALT.2017.127
Gabriel Badea, E. Popescu
{"title":"CollAnnotator — A Support Tool for Content Analysis According to Community of Inquiry Framework","authors":"Gabriel Badea, E. Popescu","doi":"10.1109/ICALT.2017.127","DOIUrl":"https://doi.org/10.1109/ICALT.2017.127","url":null,"abstract":"Community of Inquiry (CoI) model is a framework with socio-constructivist roots, which describes an online learning community on three interdependent components: cognitive presence, social presence and teaching presence. Content analysis is widely used to examine transcripts of computer mediated conversations between students in a community of inquiry. However, there are no dedicated support tools for this process (apart from generic commercial software for qualitative data analysis). Therefore, in this paper we propose a content analysis tool specifically built for CoI, called CollAnnotator. The system provides several important features such as: comprehensive annotation functionality, support for multiple categories per unit of analysis, support for multiple coders and the negotiation process, detailed statistics and reports with graphical visualizations, all in an intuitive and easy-to-use interface. The paper describes the tool rationale, functionalities and some implementation details.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126614444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
MORS: A System for Recommending OERs in a MOOC MOOC中OERs的推荐系统
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-03 DOI: 10.1109/ICALT.2017.89
Hiba Hajri, Yolaine Bourda, Fabrice Popineau
{"title":"MORS: A System for Recommending OERs in a MOOC","authors":"Hiba Hajri, Yolaine Bourda, Fabrice Popineau","doi":"10.1109/ICALT.2017.89","DOIUrl":"https://doi.org/10.1109/ICALT.2017.89","url":null,"abstract":"Personalization in the field of Technology Enhanced Learning (TEL) is a topic that received a lot of concern by researchers. At the same time, there is a growing amount of Open Educational Resources (OER) indexed according to the W3C standards. Relevant OERs can usefully complement the contents delivered to a learner during an online course. Computing the best OERs to offer to the learner at each point of his course is an aspect of personalization that we address in this paper. We designed our MORS system to solve this problem in the context of Massive Open Online Courses (MOOC). Our MORS system described in this paper, is based on a learner profile, on metadata describing the course and on a carefully crafted process to query the SparQL endpoints for OERs.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133318572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
The Use of Handwriting Input in Math Tutoring Systems: An Use Case with PAT2Math 使用手写输入在数学辅导系统:用PAT2Math用例
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-03 DOI: 10.1109/ICALT.2017.142
Felipe de Morais, I. Bittencourt, Seiji Isotani, P. Jaques
{"title":"The Use of Handwriting Input in Math Tutoring Systems: An Use Case with PAT2Math","authors":"Felipe de Morais, I. Bittencourt, Seiji Isotani, P. Jaques","doi":"10.1109/ICALT.2017.142","DOIUrl":"https://doi.org/10.1109/ICALT.2017.142","url":null,"abstract":"Intelligent Tutoring Systems (ITSs) for Math still use traditional methods of input, such as computer keyboard and mouse. This strategy exposes students to a high extraneous cognitive load, due to the way the students are used to work, what could impair their learning. This paper presents a tool for Math ITSs that uses the student handwriting as data input. This tool was integrated into PAT2Math, an algebraic ITS, for an experimental evaluation in a public school with 48 students. It followed a design of control and experimental groups with pre and post-tests and a post questionnaire. Although our results have shown statistically significant improvement in student learning gains in both groups, no difference between groups was found. However, questionnaire responses suggest that handwriting provides a greater facility to the insertion of equations into ITSs for Math if compared with traditional methods (i.e., keyboard and mouse).","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"28 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132441906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Interacting with Public Displays for Informal Learning: Design Issues and First Experiences 与非正式学习的公共展示互动:设计问题和首次体验
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.146
K. Barth, Wolfgang Müller
{"title":"Interacting with Public Displays for Informal Learning: Design Issues and First Experiences","authors":"K. Barth, Wolfgang Müller","doi":"10.1109/ICALT.2017.146","DOIUrl":"https://doi.org/10.1109/ICALT.2017.146","url":null,"abstract":"Digital displays have become ubiquitous and can be found in many public spaces, also as information panels in schools. However, the use of such displays is often reduced to mere information depiction, enhanced by an option to keep the information up to date. The objective of this work is to evaluate whether such public displays can also be used for instructional means, providing users new interactive experiences with applications for collaboration and gamified learning. For this, we enhanced existing approaches to allow students for collaborative interaction with their own smartphones and developed first games to evaluate the user experience. In this paper, we present the details of this approach and results of a first user evaluation.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115659853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Automatic Assessment of Student Answers Consisting of Venn and Euler Diagrams 自动评估由维恩图和欧拉图组成的学生答案
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.107
Diunuge Buddhika Wijesinghe, J. Kadupitiya, Surangika Ranathunga, G. Dias
{"title":"Automatic Assessment of Student Answers Consisting of Venn and Euler Diagrams","authors":"Diunuge Buddhika Wijesinghe, J. Kadupitiya, Surangika Ranathunga, G. Dias","doi":"10.1109/ICALT.2017.107","DOIUrl":"https://doi.org/10.1109/ICALT.2017.107","url":null,"abstract":"Venn and Euler diagrams are well-defined mathematical diagram types, which are the major representation methods of Set Theory. Venn and Euler diagrams are part of major Mathematics examinations in secondary education such as London Ordinary Level and SAT. Although computer assessment of different diagram types has been addressed, no such research has been done for Venn and Euler diagrams. In this research, we present a system capable of automatically assessing student answers consisting of Venn and Euler diagrams. The student answer is compared against a model answer, and marks are allocated according to a marking rubric.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116711803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Student Modeling in Real-Time during Self-Assessment Using Stream Mining Techniques 使用流挖掘技术在自我评估过程中的实时学生建模
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.90
Z. Papamitsiou, A. Economides
{"title":"Student Modeling in Real-Time during Self-Assessment Using Stream Mining Techniques","authors":"Z. Papamitsiou, A. Economides","doi":"10.1109/ICALT.2017.90","DOIUrl":"https://doi.org/10.1109/ICALT.2017.90","url":null,"abstract":"In order to personalize the assessment services, the assessment systems need to build suitable student models for heterogeneous student populations. The present study focuses on efficiently modeling students according to their time-varying behavior during web-based self-assessment, enriching the models with a notion of dynamics. The suggested approach forms and revises the student models on-the-fly, using three popular stream mining classification techniques. All methods use specific time-based features as predictors, and the students' self-assessment achievement levels as target values. The obtained results demonstrate that level of certainty, effort and time-spent on answering correctly/wrongly could contribute to pursuing fine-grained and robust student models during self-assessment.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128987135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Is There Difference between In and Out of Classroom? Harnessing the Group Interaction of Blended Learning 课堂内外有区别吗?利用混合学习的小组互动
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.159
Hang Shu, Yi Wei, X. Gu
{"title":"Is There Difference between In and Out of Classroom? Harnessing the Group Interaction of Blended Learning","authors":"Hang Shu, Yi Wei, X. Gu","doi":"10.1109/ICALT.2017.159","DOIUrl":"https://doi.org/10.1109/ICALT.2017.159","url":null,"abstract":"Blended learning (B-Learning) is a common practice in higher education. The principles, characteristics, models, and strategies of B-learning have been widely investigated. B-Learning has also been used as a method for improving learning performance, achievement, motivation, interest, and problem-solving skills. However, the crucial differences between online learning and face-to-face sessions in terms of students' group interaction have not been fully explored. This study applied social network analysis and thematic analysis to investigate the nature and differences of the two environments. Group characteristic and interaction differences were analyzed using the 5090 posts and 604 dialogues of 53 participants engaged in a B-Learning course based on \"Baidu Post Bar.\" Results show several differences in controlling pattern, depth, and content of interaction.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126882109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Automated Personalized Assessment of Computational Thinking MOOC Assignments 计算思维MOOC作业的自动个性化评估
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.147
H. Jamil
{"title":"Automated Personalized Assessment of Computational Thinking MOOC Assignments","authors":"H. Jamil","doi":"10.1109/ICALT.2017.147","DOIUrl":"https://doi.org/10.1109/ICALT.2017.147","url":null,"abstract":"One of the major hurdles toward automatic semantic understanding of computer programs is the lack of knowledge about what constitutes functional equivalence of code segments. We postulate that a sound knowledgebase can be used to deductively understand code segments in a hierarchical fashion by first de-constructing a code and then reconstructing it from elementary knowledge and equivalence rules of elementary code segments. The approach can also be engineered to produce computable programs from conceptual and abstract algorithms as an inverse function. In this paper, we introduce the core idea behind the MindReader online assessment system that is able to understand a wide variety of elementary algorithms students learn in their entry level programming classes such as Java, C++ and Python. The MindReader system is able to assess student assignments and guide them how to develop correct and better code in real time without human assistance.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124003398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Graduate Attribute Assessment in Computer Engineering Program at University of Ottawa 渥太华大学计算机工程专业毕业生属性评估
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.99
A. George, V. Groza, L. Peyton
{"title":"Graduate Attribute Assessment in Computer Engineering Program at University of Ottawa","authors":"A. George, V. Groza, L. Peyton","doi":"10.1109/ICALT.2017.99","DOIUrl":"https://doi.org/10.1109/ICALT.2017.99","url":null,"abstract":"Canadian Engineering Accreditation Board (CEAB) mandates engineering programs provide an established mechanism for collecting, analyzing and reporting graduate attributes used as part of a process of continuous program improvement. We have established a process supported by an assessment analytical system – Graduate Attribute Information Analysis (GAIA). Although unified across three engineering programs, the tool is tailored to their individual needs. This paper describes how the model was modified and implemented by the computer engineering program at University of Ottawa. We demonstrate the advantages GAIA offers in management, measurement and visualization of graduate attributes. In particular, we demonstrate graduate attribute achievement in the final-year capstone project and elucidate the mechanism behind collection, analysis and reporting of COOP work-term assessment data.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124016468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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