Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Learning design Rashomon II: exploring one lesson through multiple tools

International audienceAn increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative - an inquiry-based learning lesson on healthy eating aimed at secondary-school students - from different perspectives, in a manner inspired by the plot structure of Kurosawa's film "Rashomon". In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products' output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design

User-centered visual analysis using a hybrid reasoning architecture for intensive care units

One problem pertaining to Intensive Care Unit information systems is that, in some cases, a very dense display of data can result. To ensure the overview and readability of the increasing volumes of data, some special features are required (e.g., data prioritization, clustering, and selection mechanisms) with the application of analytical methods (e.g., temporal data abstraction, principal component analysis, and detection of events). This paper addresses the problem of improving the integration of the visual and analytical methods applied to medical monitoring systems. We present a knowledge- and machine learning-based approach to support the knowledge discovery process with appropriate analytical and visual methods. Its potential benefit to the development of user interfaces for intelligent monitors that can assist with the detection and explanation of new, potentially threatening medical events. The proposed hybrid reasoning architecture provides an interactive graphical user interface to adjust the parameters of the analytical methods based on the users' task at hand. The action sequences performed on the graphical user interface by the user are consolidated in a dynamic knowledge base with specific hybrid reasoning that integrates symbolic and connectionist approaches. These sequences of expert knowledge acquisition can be very efficient for making easier knowledge emergence during a similar experience and positively impact the monitoring of critical situations. The provided graphical user interface incorporating a user-centered visual analysis is exploited to facilitate the natural and effective representation of clinical information for patient care

Towards teacher-led design inquiry of learning

This paper proposes “teacher-led design inquiry of learning” as a new model of educational practice and professional development. This model combines four existing models. It integrates teacher inquiry into student learning, learning design, and learning analytics, and aims to capture the essence of the synergy of these three fields. Furthermore, we identify how learning analytics and the integrated model inform each other and could help integrating learning analytics into teachers’ practice. The last claim is demonstrated through an illustrative scenario. We envision that the integration of the four models could help teachers align both the improvement of their practices and the orchestration of their classrooms. Future empirical investigation is envisaged using a design based research framework and participatory design approach to engage teachers with the integrated model in a professional development process. We envisage that the integrated model will promote quality enhancement in education at a personal and collective level, and will be used to design better learning analytics, learning design and learning enactment tools. The main limitation of the integrated model is that it requires organizational changes, and allocation of resources, in order to allow it to significantly impact practice

Towards personalization in digital libraries through ontologies

In this paper we describe a browsing and searching personalization system for digital libraries based on the use of ontologies for describing the relationships between all the elements which take part in a digital library scenario of use. The main goal of this project is to help the users of a digital library to improve their experience of use by means of two complementary strategies: first, by maintaining a complete history record of his or her browsing and searching activities, which is part of a navigational user profile which includes preferences and all the aspects related to community involvement; and second, by reusing all the knowledge which has been extracted from previous usage from other users with similar profiles. This can be accomplished in terms of narrowing and focusing the search results and browsing options through the use of a recommendation system which organizes such results in the most appropriate manner, using ontologies and concepts drawn from the semantic web field. The complete integration of the experience of use of a digital library in the learning process is also pursued. Both the usage and information organization can be also exploited to extract useful knowledge from the way users interact with a digital library, knowledge that can be used to improve several design aspects of the library, ranging from internal organization aspects to human factors and user interfaces. Although this project is still on an early development stage, it is possible to identify all the desired functionalities and requirements that are necessary to fully integrate the use of a digital library in an e-learning environment

Book It, Bullies: Using Children\u27s Literature to Address Bullying in the Classroom

Bullying is an ever-present issue rampant in schools and society today. It is incredibly eye-opening to consider the striking rates, harmful effects, and possible coping mechanisms associated with bullying. When considering this heavy topic from an educator’s point of view, it is critical that children’s literature be discussed as a powerful weapon to combat bullying. Educators should utilize literature to address bullying and initiate discussions concerning this challenging subject within their classes; prepare their students for being in an inclusion classroom among peers with and without disabilities; inform their students about disabilities that some of their classmates may be diagnosed with; and offer a cathartic experience for students to properly cope and find connections within literature. Therefore, it is crucial that teachers, specialists, parents, and other school officials are well-informed and adequately prepared to address bullying in their classrooms and to especially guard their students with disabilities from harassment

Semantics for incident identification and resolution reports

In order to achieve a safe and systematic treatment of security protocols, organizations release a number of technical briefings describing how to detect and manage security incidents. A critical issue is that this document set may suffer from semantic deficiencies, mainly due to ambiguity or different granularity levels of description and analysis. An approach to face this problem is the use of semantic methodologies in order to provide better Knowledge Externalization from incident protocols management. In this article, we propose a method based on semantic techniques for both, analyzing and specifying (meta)security requirements on protocols used for solving security incidents. This would allow specialist getting better documentation on their intangible knowledge about them.Ministerio de Economía y Competitividad TIN2013-41086-

Innovative Approach for Renewing Instructional Design Applied in the Context of e-Learning

This research aims to present an overview of an innovative approach for renewing instructional design by offering new form of research in e-learning design. Instructional innovations need to stand back and review the design of innovative components for e-learning system. We postulate in this chapter that the design of learning devices requires the design of complex multifaceted object which supports adaptive learning and lets learners bring into play their knowledge in order to carry out the prescribed tasks. Our approach is centred on the design of this complex object called pedagogical instrument, whose molecules are the smallest collection of the components retaining the properties of that material (according to the teaching intentions). The goal that we have set ourselves is to create the first specification of the micro-instructional engineering design. This specification aims at micro pedagogical technology which needs various types of competencies; our discussion implies that instructional innovation is better likely to succeed if it takes into account the actors, the constraints and the standards required to describe the tools allowing the integration of ICT