An integrated approach for analysing and assessing the performance of virtual learning groups

Collaborative distance learning involves a variety of elements and factors that have to be considered and measured in order to analyse and assess group and individual performance more effectively and objectively. This paper presents an approach that integrates qualitative, social network analysis (SNA) and quantitative techniques for evaluating online collaborative learning interactions. Integration of various different data sources, tools and techniques provides a more complete and robust framework for group modelling and guarantees a more efficient evaluation of group effectiveness and individual competence. Our research relies on the analysis of a real, long-term, complex collaborative experience, which is initially evaluated in terms of principled criteria and a basic qualitative process. At the end of the experience, the coded student interactions are further analysed through the SNA technique to assess participatory aspects, identify the most effective groups and the most prominent actors. Finally, the approach is contrasted and completed through a statistical technique which sheds more light on the results obtained that far. The proposal draws a well-founded line toward the development of a principled framework for the monitoring and analysis of group interaction and group scaffolding which can be considered a major issue towards the actual application of the CSCL proposals to real classrooms.Peer ReviewedPostprint (author's final draft

Perceived Effectiveness of Audiographic Distance Education in Three Central Illinois High Schools

Audiographic conferencing is a distance education practice being used in schools. Audiographic conferencing utilizes hardware and software to provide interactive audio and data transmission between locations. This study was conducted to assess the perceived effectiveness of the components of audiographic distance education by teachers and students in three Central Illinois High Schools involved in utilizing audiographics as a delivery system in terms of hardware, software, teaching techniques, appropriateness of course content, delivery system, and student achievement. The study took place during the 1994-95, 1995-96 and 1996-97 school years utilizing a survey of a population of teachers and students involved in audiographic classes. Responses to the survey were received by 7 of the 7 teachers and 118 of the 128 students involved in audiographic classes. Teachers and students reported general satisfaction with audiographics by assigning the highest ratings (4 or 5) to most areas of the components of audiographic distance education identified in the research questions. Some students and teachers indicated lack of satisfaction with the hardware, teaching technique of interaction between student/teacher and between students and satisfaction with achievement by assigning it the lowest ratings (1 or 2). Eight-six percent of teachers and 33% of students assigned the highest ratings (4 or 5) to recommending continuation of the program of audiographics as a distance education delivery system. Recommendations as a result of the study included evaluating the audio systems at the schools involved for effectiveness; exploring applying the audiographic system to deliver the instruction over the Internet; providing in-service to audiographic instructors about teaching techniques; looking for alternate modes of assessment of student performance in audiographic classes; and continued systematic observation and data collection to determine whether to continue audiographic distance education

Toward automated evaluation of interactive segmentation

We previously described a system for evaluating interactive segmentation by means of user experiments (McGuinness and O’Connor, 2010). This method, while effective, is time-consuming and labor-intensive. This paper aims to make evaluation more practicable by investigating if it is feasible to automate user interactions. To this end, we propose a general algorithm for driving the segmentation that uses the ground truth and current segmentation error to automatically simulate user interactions. We investigate four strategies for selecting which pixels will form the next interaction. The first of these is a simple, deterministic strategy; the remaining three strategies are probabilistic, and focus on more realistically approximating a real user. We evaluate four interactive segmentation algorithms using these strategies, and compare the results with our previous user experiment-based evaluation. The results show that automated evaluation is both feasible and useful

A comparative evaluation of interactive segmentation algorithms

In this paper we present a comparative evaluation of four popular interactive segmentation algorithms. The evaluation was carried out as a series of user-experiments, in which participants were tasked with extracting 100 objects from a common dataset: 25 with each algorithm, constrained within a time limit of 2 min for each object. To facilitate the experiments, a “scribble-driven” segmentation tool was developed to enable interactive image segmentation by simply marking areas of foreground and background with the mouse. As the participants refined and improved their respective segmentations, the corresponding updated segmentation mask was stored along with the elapsed time. We then collected and evaluated each recorded mask against a manually segmented ground truth, thus allowing us to gauge segmentation accuracy over time. Two benchmarks were used for the evaluation: the well-known Jaccard index for measuring object accuracy, and a new fuzzy metric, proposed in this paper, designed for measuring boundary accuracy. Analysis of the experimental results demonstrates the effectiveness of the suggested measures and provides valuable insights into the performance and characteristics of the evaluated algorithms

High Performance Algorithms for Counting Collisions and Pairwise Interactions

The problem of counting collisions or interactions is common in areas as computer graphics and scientific simulations. Since it is a major bottleneck in applications of these areas, a lot of research has been carried out on such subject, mainly focused on techniques that allow calculations to be performed within pruned sets of objects. This paper focuses on how interaction calculation (such as collisions) within these sets can be done more efficiently than existing approaches. Two algorithms are proposed: a sequential algorithm that has linear complexity at the cost of high memory usage; and a parallel algorithm, mathematically proved to be correct, that manages to use GPU resources more efficiently than existing approaches. The proposed and existing algorithms were implemented, and experiments show a speedup of 21.7 for the sequential algorithm (on small problem size), and 1.12 for the parallel proposal (large problem size). By improving interaction calculation, this work contributes to research areas that promote interconnection in the modern world, such as computer graphics and robotics.Comment: Accepted in ICCS 2019 and published in Springer's LNCS series. Supplementary content at https://mjsaldanha.com/articles/1-hpc-ssp