2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)最新文献

{"title":"Inquiry-based Learning of Database Concepts","authors":"Wayne Brookes","doi":"10.1109/ITHET.2018.8424765","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424765","url":null,"abstract":"In many degree programs, relational database concepts and skills are taught through a combination of lectures combined with tutorials or laboratory sessions, although flipped learning approaches have recently been gaining increasing popularity. This paper describes a different approach using inquiry-based learning to engage students with real, unstructured data-driven challenges. We report on the effectiveness of the inquiry-based learning approach in this context and reflect on challenges for both instructors and students.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132811375","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}

{"title":"Automatic Assessment of CoI-Cognitive Presence within Asynchronous Online Learning","authors":"H. Hayati, Mohammed Khalidi, S. Bennani","doi":"10.1109/ITHET.2018.8424791","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424791","url":null,"abstract":"This paper aims to give instructors the opportunity to analyze learners' cognitive behavior. Thus we propose an automatic system to assess learners' CoI-Cognitive presence regarding their social participation within asynchronous online discussion. Using Natural Language Preprocessing and Machine learning techniques, we first make some pre-processing to the textual data in order to make it clean and understandable, then we represent each discussion transcript with a vector using Doc2Vec-based features method; a document embedding method for document representation; according to some context and LIWC features. Finally, the Naïve Bayes algorithm is applied to classify messages according to cognitive presence categories.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115331999","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}

{"title":"How to Train Tomorrow's Corporate Trainers – Core Competences for Community Managers","authors":"A. Clauss","doi":"10.1109/ITHET.2018.8424806","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424806","url":null,"abstract":"One of the most important challenges for knowledge workers nowadays is the rising flood of data. Knowledge work is defined as dealing with tasks, which are so new and complex, that personal experience does not suffice to reach targeted solutions, making it necessary to gain, integrate or develop new knowledge. The data, knowledge workers deal with, is unstructured and constantly changing. This leads to a decreasing validity period of information. Therefore, learning content from formal on-the-job trainings is often obsolete by the time employees need it. On these grounds, rethinking is necessary. This leads to a transformation from integrating rigid information and knowledge into fixed courses up to a wider and more dynamic focus [1].","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123130527","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}

{"title":"Machine Learning and Learning Analytics: Integrating Data with Learning","authors":"F. Sciarrone","doi":"10.1109/ITHET.2018.8424780","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424780","url":null,"abstract":"In the last years, the design, implementation and delivery of web-based education systems, such as the Learning Management Systems, has grown exponentially, thanks to the fact that neither students nor teachers are bound to a specific location. Moreover, this form of computer-based education is virtually independent of any specific hardware platform and, as an important consequence, these systems are storing a large amount of educational data that could be used to improve the learning, the teaching and the administration processes. Extracting useful information represents a new challenge involving Machine Learning, Data Mining and Learning Analytics. Machine Learning is concerned with a large number of algorithms that improve their performance with experience, in many fields of research such as those learning contexts where students interact with learning systems leaving useful tracks. Educational Data Mining is the science of extracting useful information from the large data sets or databases containing students interactions during their learning, for example in a virtual environment. Finally, Learning Analytics is a set of steps for understanding and optimizing the whole learning process, together with the environment in which it occurs. It is composed by several steps, where the first is strictly related to Educational Data Mining for capturing data by some machine learning algorithms. In this paper, we discuss the intersections and correlations between these three areas of research, trying to discuss their relationships and steps to give a useful overview on the learning processes from different points of views. Different models are introduced and discussed.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125092906","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}

{"title":"Testing framework for investigating learning outcome from quiz game : A Study From Macedonia and Norway","authors":"Maja Videnovik, L. Kiønig, T. Vold, V. Trajkovik","doi":"10.1109/ITHET.2018.8424777","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424777","url":null,"abstract":"This electronic document is a “live” template and already defines the components of your paper [title, text, heads, etc.] The quiz-game Kahoot! is a Norwegian developed quiz game that is used in all countries in the world. At the Inland University of Applied Sciences, Kahoot! has been played in several classes and in different ways. This paper will present research at the elementary level both in Macedonia and in Norway. The research is based on an adapted version of the Education Games Evaluation Framework. The adaption is mainly due to it not being a computer game, but a quiz game. The framework for testing the learning outcome from games is based on factors that influence on students Quality of Experience, while playing the game, game’s ease of use, usefulness, educational value of the game, adoption of the game to the curricula, and teachers’ opinion concerning using the game in the learning process. The purpose of the educational games evaluation framework guideline is to identify different parameters that influence on qualitative integration of educational games in the classroom and investigate their interconnections. The parameters refer to students’ attitudes, opinions and interactions during the game. Game’s ease of use is a factor that determines students’ motivation for using the game for learning. We also took into account the use of a game for achieving educational goals (not only as an assessment method). In that way we tried to make a correlation between entertainment and educational value of a game. The evaluation guideline provides the way to create questionnaires for educational games evaluation. This evaluation framework guideline was used to evaluate several educational games available on market (e.g., ScottieGo) and prototypes (e,g, ZookKemon Go). For the quiz game the adjustments have been to reduce the number of questions regarding the specific gaming questions and rather add questions that are directed directly towards the quiz game. The pupils at the elementary school have played Kahoot! both in Macedonia and in Norway in order to support the learning outcome from the lectures. The teachers use it as a way of both breaking up the lectures, and to test the pupils. The learning from the quiz game has been discussed. There is an ongoing investigation regarding Kahoot! supporting deep or surface learning. The preliminary results are pointing towards surface learning rather than deep learning. However, the activity of performing a quiz game can have a value in itself. It breaks up the lecture and used as an indicator of what the pupils have learned, it can be perceived as both fun and educational by the pupils. A quiz game can thus be used to boost reflection processes. The pupils will have little time to reflect, but they will still have to recall what they think is the answer. These reflections can also contribute towards the learning outcome. For this paper, we have focused on if the pupils perceive playing the quiz game as","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121678756","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}

{"title":"Reflecting Peer Reviews in Inquiry Based Learning Scenarios An Analysis of Peer Feedback Levels and their Implementation","authors":"Leonore Franz, Michael A. Herzog, E. Katzlinger, Martin Stabauer","doi":"10.1109/ITHET.2018.8424796","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424796","url":null,"abstract":"In an inquiry-based learning scenario where students write a scientific paper in an interuniversity learning group, they also assess and feedback each others’ work through a Peer Review process. The paper aims to explore the relation between the received peer feedback and the final performance of students’ papers. In a qualitative study, the submitted work of 39 students in 13 groups were compared with their final version after the Peer Review to see how students consider reviews. Founding 337 comments in 78 reviews, an average of 41% of feedback was incorporated in final papers. Results show that the Peer Review process increased the papers’ overall performances by 13,2%, ranging from zero to 25%. Groups with relatively high feedback incorporation rates of 60% or more were more likely to improve and score above average in their final evaluation. The level of improvement is not only dependent on how and to what extent the peers’ comments and suggestions are implemented. As other research showed before, we’ve seen that it is as helpful for the students to analyze their peer’s papers in order to improve their own. Moreover, group dynamics and clear schedules are other important factors for the students to effectively improve their papers and learn from each other.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121846642","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}

{"title":"A Novel ontology-based automatic method to predict learning style using Felder-silverman model","authors":"Samia Rami, S. Bennani, Mohammed Khalidi","doi":"10.1109/ITHET.2018.8424774","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424774","url":null,"abstract":"learning style is considered as preferred manner in which learners acquire effectively new knowledge. Individual’s learning style contains mainly his preferences, his expectations and his needs. In addition, it represents a key asset in improving teaching methods that meet learners’ needs. During the last decades, the identification of learning style methods has been relied on two basic measure methods: collaborative and automated ones. In this paper, we propose automatic test PRFSLM is based on Felder-Silverman learning style model (FSLM) that helps instructors to create and personalize their placement task’s items. Our proposed ontology-based automatic method aims (1) to assess the learner’s prerequisites and also (2) to provide explicitly an extensive knowledge about learner preferences that could predict his own learning style at the beginning of an online training.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115114679","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}

{"title":"Internal Quality Assurance Procedures Applicable to eAssessment: Use Case of the TeSLA project","authors":"Esther Huertas Hidalgo, R. Sola, M. Ivanova, A. Rozeva, Mariana Durcheva","doi":"10.1109/ITHET.2018.8424802","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424802","url":null,"abstract":"Educational quality refers to the acquired knowledge and skills of students and to their successful realization in socio-economic aspect. It is achieved by qualitative teaching-learning and assessment process. In an eLearning environment, ensuring the quality of eAssessment is crucial for the effectiveness and improvement of the educational process. Quality assurance in higher education and eLearning complies with European Standards and Guidelines. A methodology for the external review of the quality of eAssessment has been developed within the TeSLA project. On this basis, current paper presents a conceptual framework for an internal quality assurance system. It is developed analysing the results of pilot experiments of eAssessment supported by a system for examinee authentication and authorship verification. Pilots were conducted at the Technical University of Sofia within the scope of the TeSLA project.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128641753","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}

{"title":"Introducing Basic Programming to Pre-University Students: A Successful Initiative in Singapore","authors":"Heng Ngee Mok, Vandana Rao","doi":"10.1109/ITHET.2018.8424783","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424783","url":null,"abstract":"“Let’s Code!” is an intensive 3-week basic programming course that aims to formally expose pre-university students in Singapore to programming. This course was conducted in blended-learning format, and included lecture videos, self-check quizzes, video conferences, meet-up tutorials and take-home programming assignments. The authors hope to capture the experience gained from running this course for educators who intend to implement similar courses in the future. Besides a detailed description of this course, significant changes that were made based on feedback from participants and members of the teaching team are documented here.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126907679","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}

{"title":"A Complex Workflow for Development of Interactive and Impressive Educational Content Using Capabilities of Animated Augmented Reality Trends","authors":"Ivanka D. Tsvetkova, Diyana Kinaneva, Georgi V. Hristov, Jordan Raychev, P. Zahariev","doi":"10.1109/ITHET.2018.8424776","DOIUrl":"https://doi.org/10.1109/ITHET.2018.8424776","url":null,"abstract":"the modern Information and Communication Technologies (ICT) have changed the way we perceive and interact with the surrounding environments. One of the many new ways to receive information in the digital world is trough Augmented Reality (AR) products. This new technology provides the means for real time integration of digital content directly over the visible surrounding objects. In this way, the AR products provide the students with new ways for improvement of their skills and knowledge. Engaging students actively in their own learning process is an important pre-requisite for knowledge building. Using AR in the education process will help the students memorize the contents much easier and they will gain knowledge faster. In this paper we present a complex workflow for the development of interactive and impressive educational contents and for the improvement of the students learning perceptions. For the creation of these modern educational learning materials, the animated AR trends are used. Based on the presented workflow, four AR applications are developed and discussed. Another benefit from the proposed workflow is represented by the integration of the augmented reality applications with the existing textbooks or with other learning materials. In this way, there is no need to reprint the old textbooks or to create new ones.","PeriodicalId":373842,"journal":{"name":"2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779965","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}