Ten Good Reasons to Adopt an Automated Formative Assessment Model for Learning and Teaching Mathematics and Scientific Disciplines

Abstract This paper will analyze an educational model for automated formative assessment developed at the Department of Mathematics of University of Turin for learning and teaching Mathematics and scientific disciplines. The model is provided through an automated grading system which, empowered by the engine of an advanced computing environment, allows the creation of algorithmic variables and open mathematical answers, recognized in all their equivalent forms. The adoption of automated formative assessment brings many advantages to learning. Easily available assignments, immediate feedback, adaptivity, the chance of learning from mistakes turn assessment into a fundamental enhancement in education; the intrinsic "rigidity" of technology can also have positive results on students' path to knowledge. Automated assessment brings innovation into teaching: time saved in grading can be used to improve materials and activities, teachers easily get information about students' learning, they need to change their approach and to attend trainings; sharing and collaboration among teachers are facilitated. Results obtained by the application of automated formative assessment in several class experiences are discussed and data about emerged satisfaction and criticisms are shown

Challenges of Using E-learning Management Systems faced by the Academic Staff in Distance Based Institutions from Developing Countries: A Case Study of the Open University of Tanzania

A study was carried out at selected centres of The Open University ofTanzania (OUT) to find out how lecturers use the E-learning Management System (ELMS) and the problems that they encounter when using the ELMS. Based on the general hypothesis of the use of Information Systems, different methodologies were used to find out the factors that lead to the inefficient use of the ELMS at OUT. Results were analyzed and evaluated and challenges of the usage of the ELMS at OUT established. The paper concludes by giving general recommendations and future work which need to be done to make sure that the academic staff utilize the ELMS effectively

A Prediction-Based Framework to Reduce Procrastination in Adaptive Learning Systems

Procrastination and other types of dilatory behaviour are common in online learning, especially in higher education. While procrastination is associated with worse performance and discomfort, positive forms of delay can be used as a deliberate strategy without any such consequences. Although dilatory behaviour has received attention in research, it has to my knowledge never been included as an integral part of an adaptive learning system. Differentiating between different types of delay within such a system would allow for tailored interventions to be provided in the future without alienating students who use delay as a successful strategy. In this thesis, I present four studies that provide the basis for such an endeavour. I first discuss the results of two studies that focussed on the prediction of the extent of dilatory behaviour in online assignments. The results of both studies revealed an advantage of objective predictors based on log data over subjective variables based on questionnaires. The predictive performance slightly improved when both sets of predictors were combined. In one of these studies, we implemented Bayesian multilevel models while the other aimed at comparing various machine learning algorithms to determine the best candidates for a future inclusion in real-time predictive models. The results reveal that the most suitable algorithm depended on the type of predictor, implying that multiple models should be implemented in the field, rather than selecting just one. I then present a framework for an adaptive learning system based on the other two studies, where I highlight how dilatory behaviour can be incorporated into such a system, in light of the previously discussed results. I conclude this thesis by providing an outlook into the necessary next steps before an adaptive learning system focussing on delay can be established

Simplifying Authoring of Adaptive Hypermedia Structures in an eLearning Context

Full version unavailable due to 3rd party copyright restrictions.In an eLearning context, Adaptive Hypermedia Systems have been developed to improve learning success by increasing learner satisfaction, learning speed, and educational effectiveness. However, creating adaptive eLearning content and structures is still a time consuming and complicated task, in particular if individual lecturers are the intended authors. The way of thinking that is needed to create adaptive structures as well as the workflows is one that lecturers are unaccustomed to. The aim of this research project is to develop a concept that helps authors create adaptive eLearning content and structures, which focuses on its applicability for lecturers as intended authors. The research is targeted at the sequencing of content, which is one of the main aspects of adaptive eLearning. To achieve this aim the problem has been viewed from the author’s side. First, in terms of complexity of thoughts and threads, explanations about content structures have been found in storytelling theory. It also provides insights into how authors work, how story worlds are created, story lines intertwined, and how they are all merged together into one content. This helps us understand how non technical authors create content that is understandable and interesting for recipients. Second, the linear structure of learning content has been investigated to extract all the information that can be used for sequencing purposes. This investigation led to an approach that combines existing models to ease the authoring process for adaptive learning content by relating linear content from different authors and therefore defining interdependencies that delinearise the content structure. The technical feasibility of the authoring methods for adaptive learning content has been proven by the implementation of the essential parts in a research prototype and by authoring content from real life lectures with the prototype’s editor. The content and its adaptive structure obtained by using the concept of this research have been tested with the prototype’s player and monitor. Additionally, authoring aspects of the concept have been shown along with practical examples and workflows. Lastly, the interviewees who took part in expert interviews have agreed that the concept significantly reduces authoring complexity and potentially increases the amount of lecturers that are able to create adaptive content. The concept represents the common and traditional authoring process for linear content to a large extent. Compared to existing approaches the additional work needed is limited, and authors do not need to delve into adaptive structures or other authors’ content structures and didactic approaches

Teaching Mathematics to Non-Mathematics Majors through Problem Solving and New Technologies

The role of mathematics in several scientific disciplines is undisputed; work and everyday life take great advantage of its application. Nevertheless, students often tend to not particularly like it and to consider it of little interest. It is also believed that only people with a certain attitude are capable of mastering the subject. In consideration of this, we aimed to help science students develop mathematical competences by designing a course specifically oriented to applications and problem solving. We administered our course to students attending the first year of a program in biotechnology, asking them to work with technologies instilling curiosity and interest, thus achieving a better proficiency as a consequence. Two questionnaires, along with access and proficiency data, allowed us to collect information about students’ attitudes, beliefs, and activity, which we analyzed by means of descriptive statistics. The promotion of the interaction among learners made them active users of the contents, thus allowing for the adaptation of their learning paths according to their personal necessities, as well as the development of teamwork skills and flexibility. Finally, students recognized the usefulness of the problem-solving approach and the role played by software

Towards a Service-Oriented Architecture Framework for Educational Serious Games

Producing educational serious games can be costly and time-consuming. The Service-Oriented Architecture (SOA) approach of software development can offer a solution to reduce costs and foment serious games development. In this work, we apply a model called Activity Theory-based Model of Serious Games (ATMSG) for identifying existing relevant components that can be reused for different educational serious games. We apply the derived structure to classify the elements of an existing game and to identify how it can be refactored and expanded following the SOA paradigm

E-Learning and Digital Education in the Twenty-First Century

E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices

Using Web Technologies to Teach Mathematics

The technical barriers hindering the development of on-line learning in the sciences have disappeared in 2005. It is now possible and practical to teach on-line via videoconferencing supported by systems like Festoon. Students are ready to embrace synchronous and asynchronous on-line learning at the university level. Instructors are still largely either against teaching on-line or, at best, hesitant about the effectiveness of online learning. This paper reports on the recent experiments at the University of Helsinki and at Florida State University. We also discuss the enhancements that the WebALT Project will bring to on-line learning. The experiences gathered at the University of Helsinki and at Florida State University show that on-line instruction is a real alternative to traditional instruction, a way to improve learning and a way to reduce costs

Mobility management in IP-Based Networks

Mobile communication networks experience a tremendous development clearly evident from the wide variety of new applications way beyond classical phone services. The tremendous success of the Internet along with the demand for always-on connectivity has triggered the development of All-IP mobile communication networks. Deploying these networks requires, however, overcoming many challenges. One of the main challenges is how to manage the mobility between cells connecting through an IP core in a way that satisfies real-time requirements. This challenge is the focus of this dissertation. This dissertation delivers an in-depth analysis of the mobility management issue in IP-based mobile communication networks. The advantages and disadvantages of various concepts for mobility management in different layers of the TCP/IP protocol stack are investigated. In addition, a classification and brief description of well-known mobility approaches for each layer are provided. The analysis concludes that network layer mobility management solutions seem to be best suited to satisfy the requirements of future All-IP networks. The dissertation, therefore, provides a comprehensive review of network layer mobility management protocols along with a discussion of their pros and cons. Analyses of previous work in this area show that the proposed techniques attempt to improve the performance by making constraints either on access networks (e.g. requiring a hierarchical topology, introducing of intermediate nodes, etc.) or mobile terminals (e.g. undertaking many measurements, location tracking, etc.). Therefore, a new technique is required that completes handoffs quickly without affecting the end-to-end performance of ongoing applications. In addition, it should place restrictions neither on access networks nor on mobiles. To meet these requirements, a new solution named Mobile IP Fast Authentication protocol (MIFA) is proposed. MIFA provides seamless mobility and advances the state of the art. It utilizes the fact that mobiles movements are limited to a small set of neighboring subnets. Thus, contacting these neighbors and providing them in advance with sufficient data related to the mobiles enable them to fast re-authenticate the mobiles after the handoff. The dissertation specifies the proposal for both IPv4 and IPv6. The specification of MIFA considers including many error recovery mechanisms to cover the most likely failures. Security considerations are studied carefully as well. MIFA does not make any restrictions on the network topology. It makes use of layer 2 information to optimize the performance and works well even if such information is not available.In order to analyze our new proposal in comparison to a wide range of well-known mobility management protocols, this dissertation proposes a generic mathematical model that supports the evaluation of figures such as average handoff latency, average number of dropped packets, location update cost and packet delivery cost. The generic model considers dropped control messages and takes different network topologies and mobility scenarios into account. This dissertation also validates the generic mathematical model by comparing its results to simulation results as well as results of real testbeds under the same assumptions. The validation proves that the generic model delivers an accurate evaluation of the performance in low-loaded networks. The accuracy of the model remains acceptable even under high loads. The validation also shows that simulation results lie in a range of 23 %, while results of real testbeds lie in a range of 30 % of the generic model?s results. To simplify the analysis using the generic mathematical model, 4 new tools are developed in the scope of this work. They automate the parameterization of mobility protocols, network topologies and mobility scenarios. This dissertation also evaluates the new proposal in comparison to well-known approaches (e.g. Mobile IP, Handoff-Aware Wireless Access Internet Infrastructure (HAWAII), etc.) by means of the generic mathematical model as well as simulation studies modeled in the Network Simulator 2. The evaluation shows that MIFA is a very fast protocol. It outperforms all studied protocols with respect to the handoff latency and number of dropped packets per handoff. MIFA is suitable for low as well as high speeds. Moreover, there is no significant impact of the network topology on its performance. A main advantage of MIFA is its robustness against the dropping of control messages. It remains able to achieve seamless handoffs even if a dropping occurs. The performance improvement is achieved, however, at the cost of introducing new control messages mainly to distribute data concerning mobile terminals to neighbor subnets. This results in more location update cost than that resulting from the other mobility management protocols studied. Due to excluding any constraints on the network topology, MIFA generates the same packet delivery cost as Mobile IP and less than other protocols.An additional focus of this dissertation is the development of an adaptive eLearning environment that personalizes eLearning contents conveying the topics of this dissertation depending on users? characteristics. The goal is to allow researchers to quickly become involved in research on mobility management, while learners such as students are able to gain information on the topics without excess detail. Analyses of existing eLearning environments show a lack of adaptivity support. Existing environments focus mainly on adapting either the navigation or the presentation of contents depending on one or more selected users? characteristics. There is no environment that supports both simultaneously. In addition, many user characteristics are disregarded during the adaptivity process. Thus, there is a need to develop a new adaptive eLearning environment able to eliminate these drawbacks. This dissertation, therefore, designs a new Metadata-driven Adaptive eLearning Environment (MAeLE). MAeLE generates personalized eLearning courses along with building an adequate navigation at run-time. Adaptivity depends mainly on providing contents with their describing metadata, which are stored in a separate database, thus enabling reusing of eLearning contents. The relation between the metadata that describe contents and those describing learners are defined accurately, which enables a dynamic building of personalized courses at run-time. A prototype for MAeLE is provided in this dissertation as well