Toward a script theory of guidance in computer-supported collaborative learning

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions

Learning requirements engineering within an engineering ethos

An interest in educating software developers within an engineering ethos may not align well with the characteristics of the discipline, nor address the underlying concerns of software practitioners. Education for software development needs to focus on creativity, adaptability and the ability to transfer knowledge. A change in the way learning is undertaken in a core Software Engineering unit within a university's engineering program demonstrates one attempt to provide students with a solid foundation in subject matter while at the same time exposing them to these real-world characteristics. It provides students with a process to deal with problems within a metacognitive-rich framework that makes complexity apparent and lets students deal with it adaptively. The results indicate that, while the approach is appropriate, student-learning characteristics need to be investigated further, so that the two aspects of learning may be aligned more closely

Class tournament as an assessment method in physics courses : a pilot study

Testing knowledge is an integral part of a summative assessment at schools. It can be performed in many different ways. In this study we propose assessment of physics knowledge by using a class tournament approach. Prior to a statistical analysis of the results obtained over a tournament organized in one of Polish high schools, all its specifics are discussed at length, including the types of questions assigned, as well as additional self- and peer-evaluation questionnaires, constituting an integral part of the tournament. The impact of the tournament upon student improvement is examined by confronting the results of a post-test with pre-tournament students’ achievements reflected in scores earned in former, tests written by the students in experimental group and their colleagues from control group. We also present some of students’ and teachers’ feedback on the idea of a tournament as a tool of assessment. Both the analysis of the tournament results and the students’ and teachers’ opinions point to at least several benefits of our approach

Random Group Problem-Based Learning in Engineering Dynamics

Dynamics problem solving is highly specific to the problem at hand and to develop the general mind framework to become an effective problem solver requires ingenuity and creativity on top of a solid grounding on theoretical and conceptual knowledge. A blended approach with prototype demo, problem-based learning, and an opinion questionnaire was used during first semester of 2013. Students working in randomly selected teams had to interact with classmates while solving a randomly selected problem. The approach helps improve awareness of what is important to learn in this class while reducing grading load. It also provides a more rewarding contact time for both pupils and instructor.Comment: 24 pages, 5 figures, 1 table, 24 reference

The Usage of Online Assessment Moodle LMS and Google Classroom Environment for English Language Teaching

Moodle and Google Classroom learning management systems (LMSs) generally operate in higher education and are accommodating when shifting from traditional face-to-face instruction to online courses. The study aims to examine and analyze online assessment or testing in Moodle and Google Classroom for English language learning. The study concentrated on the mixed method and the convergent parallel design. This research reveals methods to construct, adapt, and evaluate online assessments or testing in Moodle or Google Classroom. Moodle scores higher than Google Classroom in the Automated evaluation and Submission for Items evaluation aspect. On the other hand, Discussions on the Platforms and Share and Publication have a better experience with Google Classroom educators. English language lecturers or instructors exposed that Moodle comprehended Item Mean scores of 2.43, 2.42, and 2.41. it exposed those quizzes are the most common automated evaluation. Interactive multimedia applications may also be practical for online learning and assessment. However, the mean scores of 2.09, 2.16, and 2.18 revealed that comes to online learning, Moodle instructors who consider it an inadequate Google Classroom are out of touch with reality. Moodle and Google classroom scored low for the teacher aspect as implementation differences, and the finding elaborates on the opportunities and challenges of online assessment and testing. The participants noticed increased English language learners’ accomplishments and improved English lecturers’ online technical abilities. These results support the transition toward the future introduction of more online English language online course

Chapter 8- Creating Adaptable Courses: A Course Design Approach that Accommodates Flexible Delivery

In early 2020, educators and students around the world endured lapses in quality of educational experiences due to the disruption caused by COVID-19. In return for these lapses, students continued their programs of study within previously established timelines, and educators balanced helping students achieve learning objectives while keeping a manageable workload. Moving forward, students will expect educators and their institutions to deliver high-quality education when disruptions occur, like natural disasters, facilities emergencies, or supply chain disturbances. This expectation will extend to all modes of delivery. We assert that training educators to build adaptable courses that provide them and their students with flexibility allows future disturbances to be managed with reduced stress for all stakeholders, while maintaining the quality of the educational experience

CAD training for digital product quality: a formative approach with computer‑based adaptable resources for self‑assessment

As the engineering and manufacturing sectors transform their processes into those of a digital enterprise, future designers and engineers must be trained to guarantee the quality of the digital models that are created and consumed throughout the product’s lifecycle. Formative training approaches, particularly those based on online rubrics, have been proven highly efective for improving CAD modeling practices and the quality of the corresponding outcomes. However, an efective use of formative rubrics to improve performance must consider two main factors: a proper understanding of the rubric and an accurate selfassessment. In this paper we develop these factors by proposing CAD training based on self-assessment through online formative rubrics enriched with adaptable resources. We analyzed self-assessment data, such as time spent, scoring diferences between trainee and instructor or use of the adaptable resources, of fourteen diferent CAD exams. Results show that resources are more efective when used without any incentives. The comparison of assessments by quality criterion can facilitate the identifcation of issues that may remain unclear to trainees during the learning process. These results can guide the defnition of new strategies for self-training processes and tools, which can contribute to the higher-quality outcomes and CAD practices that are required in model-bases engineering environments

CAD training for digital product quality: a formative approach with computer-based adaptable resources for self-assessment

[EN] As the engineering and manufacturing sectors transform their processes into those of a digital enterprise, future designers and engineers must be trained to guarantee the quality of the digital models that are created and consumed throughout the product's lifecycle. Formative training approaches, particularly those based on online rubrics, have been proven highly effective for improving CAD modeling practices and the quality of the corresponding outcomes. However, an effective use of formative rubrics to improve performance must consider two main factors: a proper understanding of the rubric and an accurate self-assessment. In this paper we develop these factors by proposing CAD training based on self-assessment through online formative rubrics enriched with adaptable resources. We analyzed self-assessment data, such as time spent, scoring differences between trainee and instructor or use of the adaptable resources, of fourteen different CAD exams. Results show that resources are more effective when used without any incentives. The comparison of assessments by quality criterion can facilitate the identification of issues that may remain unclear to trainees during the learning process. These results can guide the definition of new strategies for self-training processes and tools, which can contribute to the higher-quality outcomes and CAD practices that are required in model-bases engineering environments.Agost, M.; Company, P.; Contero, M.; Camba, JD. (2022). CAD training for digital product quality: a formative approach with computer-based adaptable resources for self-assessment. International Journal of Technology and Design Education. 32(2):1393-1411. https://doi.org/10.1007/s10798-020-09651-51393141132

Context-Aware and Adaptable eLearning Systems

The full text file attached to this record contains a copy of the thesis without the authors publications attached. The list of publications that are attached to the complete thesis can be found on pages 6-7 in the thesis.This thesis proposed solutions to some shortcomings to current eLearning architectures. The proposed DeLC architecture supports context-aware and adaptable provision of eLearning services and electronic content. The architecture is fully distributed and integrates service-oriented development with agent technology. Central to this architecture is that a node is our unit of computation (known as eLearning node) which can have purely service-oriented architecture, agent-oriented architecture or mixed architecture. Three eLeaerning Nodes have been implemented in order to demonstrate the vitality of the DeLC concept. The Mobile eLearning Node uses a three-level communication network, called InfoStations network, supporting mobile service provision. The services, displayed on this node, are to be aware of its context, gather required learning material and adapted to the learner request. This is supported trough a multi-layered hybrid (service- and agent-oriented) architecture whose kernel is implemented as middleware. For testing of the middleware a simulation environment has been developed. In addition, the DeLC development approach is proposed. The second eLearning node has been implemented as Education Portal. The architecture of this node is poorly service-oriented and it adopts a client-server architecture. In the education portal, there are incorporated education services and system services, called engines. The electronic content is kept in Digital Libraries. Furthermore, in order to facilitate content creators in DeLC, the environment Selbo2 was developed. The environment allows for creating new content, editing available content, as well as generating educational units out of preexisting standardized elements. In the last two years, the portal is used in actual education at the Faculty of Mathematics and Informatics, University of Plovdiv. The third eLearning node, known as Agent Village, exhibits a purely agent-oriented architecture. The purpose of this node is to provide intelligent assistance to the services deployed on the Education Pportal. Currently, two kinds of assistants are implemented in the node - eTesting Assistants and Refactoring eLearning Environment (ReLE). A more complex architecture, known as Education Cluster, is presented in this thesis as well. The Education Cluster incorporates two eLearning nodes, namely the Education Portal and the Agent Village. eLearning services and intelligent agents interact in the cluster