A new fuzzy peer assessment methodology for cooperative learning of students

In this paper, a new fuzzy peer assessment methodology that considers vagueness and imprecision of words used throughout the evaluation process in a cooperative learning environment is proposed. Instead of numerals, words are used in the evaluation process, in order to provide greater flexibility. The proposed methodology is a synthesis of perceptual computing (Per-C) and a fuzzy ranking algorithm. Per-C is adopted because it allows uncertainties of words to be considered in the evaluation process. Meanwhile, the fuzzy ranking algorithm is deployed to obtain appropriate performance indices that reflect a student's contribution in a group, and subsequently rank the student accordingly. A case study to demonstrate the effectiveness of the proposed methodology is described. Implications of the results are analyzed and discussed. The outcomes clearly demonstrate that the proposed fuzzy peer assessment methodology can be deployed as an effective evaluation tool for cooperative learning of students

Cómputo con palabras para la evaluación de pares estudiantiles en presentaciones orales

La evaluación por pares en una presentación oral puede motivar y dar más sentido de responsabilidad a los estudiantes. En los últimos años, se han propuesto varios métodos para evaluar a los pares. En este artículo, se propone un método novedoso de evaluación en línea entre pares para la presentación oral utilizando la computación perceptiva. El resultado del sistema propuesto puede ser una puntuación numérica para la evaluación general de un estudiante en la presentación, que permite comparar y clasificar el desempeño del estudiante. además, del sistema se obtiene una evaluación lingüística que describe el desempeño del alumno. Se ha realizado un estudio de caso para mostrar la efectividad del método propuesto, luego se analizan y revisan los resultado

Cómputo con palabras para la evaluación de pares estudiantiles en presentaciones orales

Peer assessment in an oral presentation can motivate and give more sense of responsibility to students. In recent years, various methods have been proposed to evaluate peers. In this paper, a novel peer online assessment method is proposed for oral presentation using perceptual computing. The output of the proposed system can be a numerical score for the overall assessment of a student in the presentation, which allows comparison and ranking of student performance. Furthermore, a linguistic evaluation that describes the student's performance is obtained from the system. A case study has been conducted to show the effectiveness of the proposed method; then the results are analyzed and reviewed.La evaluación por pares en una presentación oral puede motivar y dar más sentido de responsabilidad a los estudiantes. En los últimos años, se han propuesto varios métodos para evaluar a los pares. En este artículo, se propone un método novedoso de evaluación en línea entre pares para la presentación oral utilizando la computación perceptiva. El resultado del sistema propuesto puede ser una puntuación numérica para la evaluación general de un estudiante en la presentación, que permite comparar y clasificar el desempeño del estudiante. además, del sistema se obtiene una evaluación lingüística que describe el desempeño del alumno. Se ha realizado un estudio de caso para mostrar la efectividad del método propuesto, luego se analizan y revisan los resultados

Information Literacy Instruction for Upper-Year Undergraduate Students: A Stratified Course-Integrated Approach

Undergraduate students face many potential barriers to learning about the process of conducting research. Information literacy instruction provided through faculty-librarian collaboration in an effort to expand the abilities of the “novice researcher” can ease the experience of undergraduate students. In addition, information literacy instruction may invoke increased student participation in the scholarly discourse of their chosen discipline. The implementation of a stratified course-integrated approach may be particularly valuable to upper-level undergraduates in preparation for completing a thesis or other culminating project in their final year of study. This claim is examined within the context of an instruction session observed as a component of a third-year undergraduate Materials Science and Engineering course

Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses

Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students work as teams to effectively accomplish course related tasks. However, due to lack of face to face interaction, it becomes difficult for MOOC students to collaborate. Additionally, the instructor also faces challenges in manually organizing students into teams because students flock to these MOOCs in huge numbers. Thus, the proposed research is aimed at developing a robust methodology for dynamic team formation in MOOCs, the theoretical framework for which is grounded at the confluence of organizational team theory, social network analysis and machine learning. A prerequisite for such an undertaking is that we understand the fact that, each and every informal tie established among students offers the opportunities to influence and be influenced. Therefore, we aim to extract value from the inherent connectedness of students in the MOOC. These connections carry with them radical implications for the way students understand each other in the networked learning community. Our approach will enable course instructors to automatically group students in teams that have fairly balanced social connections with their peers, well defined in terms of appropriately selected qualitative and quantitative network metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of Digital Information & Web Technologies (ICADIWT), India, February 2014 (6 pages, 3 figures

Designing a Production-oriented Approach-Based Mobile-Assisted Interpreting Learning Module Using Fuzzy Delphi Method

This research addresses a significant gap in the field of interpreting education. While interpreting is widely acknowledged as a complex language skill, it has received minimal attention in educational research. Despite the advancements in language education, mobile-assisted learning has gained popularity as an effective teaching method. However, it remains largely unexplored in interpreting education. This study stands out by introducing a novel mobile-assisted interpreting learning (MAIL) module based on the productionoriented approach, which combines mobile technology with language learning. To ensure the credibility of the module, a fuzzy Delphi method (FDM) involving fifteen experts was employed. This method resulted in a strong consensus on the elements, objectives, content, procedure, and design of the mobile device. Notably, 37 out of the 39 elements received unanimous approval from the experts. The final output is a practical and implementable module called production-oriented approach-based mobile-assisted interpreting learning (POMAIL). It includes a clear flowchart designed for educators and researchers. This research makes a significant contribution to the field of education by providing valuable guidance in mobile-assisted learning and language education. It has the potential to reshape the field

A Fuzzy Logic Application in Virtual Education

AbstractTraditionally, the teaching and learning process uses many exercises fixing, transmitting and evaluating concepts and knowledge about a subject. Learning is the process of acquiring relative permanent changes in understanding, attitude, knowledge, information, capacity and ability through experience. A change can be decided or involuntary, to better or worse learning. The learning process is an internal cognitive event. To help this teaching and learning process, it is important the use of a computer tool able to stimulate these changes. Also, it is important that it can function as validation and helping tool to the student. These functions are performed by computer systems called Intelligent Tutoring Systems. This paper describes the use of artificial intelligence techniques as a teaching support tool. Using Intelligent Tutoring Systems and Fuzzy Logic, this paper shows, through electronic ways, that teaching will be more efficient and adapted to students necessities, in group or individually