54,899 research outputs found
Towards a quantitative evaluation of the relationship between the domain knowledge and the ability to assess peer work
In this work we present the preliminary results provided by the statistical modeling of the cognitive relationship between the knowledge about a topic a the ability to assess peer achievements on the same topic. Our starting point is Bloom's taxonomy of educational objectives in the cognitive domain, and our outcomes confirm the hypothesized ranking. A further consideration that can be derived is that meta-cognitive abilities (e.g., assessment) require deeper domain knowledge
Progressor: Personalized visual access to programming problems
This paper presents Progressor, a visualization of open student models intended to increase the student's motivation to progress on educational content. The system visualizes not only the user's own model, but also the peers' models. It allows sorting the peers' models using a number of criteria, including the overall progress and the progress on a specific topic. Also, in this paper we present results of a classroom study confirming our hypothesis that by showing a student the peers' models and ranking them by progress it is possible to increase the student's motivation to compete and progress in e-learning systems. © 2011 IEEE
Supporting Answerers with Feedback in Social Q&A
Prior research has examined the use of Social Question and Answer (Q&A)
websites for answer and help seeking. However, the potential for these websites
to support domain learning has not yet been realized. Helping users write
effective answers can be beneficial for subject area learning for both
answerers and the recipients of answers. In this study, we examine the utility
of crowdsourced, criteria-based feedback for answerers on a student-centered
Q&A website, Brainly.com. In an experiment with 55 users, we compared
perceptions of the current rating system against two feedback designs with
explicit criteria (Appropriate, Understandable, and Generalizable). Contrary to
our hypotheses, answerers disagreed with and rejected the criteria-based
feedback. Although the criteria aligned with answerers' goals, and crowdsourced
ratings were found to be objectively accurate, the norms and expectations for
answers on Brainly conflicted with our design. We conclude with implications
for the design of feedback in social Q&A.Comment: Published in Proceedings of the Fifth Annual ACM Conference on
Learning at Scale, Article No. 10, London, United Kingdom. June 26 - 28, 201
Quantitative analysis of approaches to group marking
Group work, where students work on projects to overcome challenges together,
has numerous advantages, including learning of important transferable skills,
better learning experience and increased motivation. However, in many academic
systems the advantages of group projects clash with the need to assign
individualised marks to students. A number of different schemes have been
proposed to individualise group project marks, these include marking of
individual reflexive accounts of the group work and peer assessment. Here we
explore a number of these schemes in computational experiments with an
artificial student population. Our analysis highlights the advantages and
disadvantages of each scheme and particularly reveals the power of a new scheme
proposed here that we call pseudoinverse marking.Comment: 13 pages, 1 table, 4 figure
How to Create an Innovation Accelerator
Too many policy failures are fundamentally failures of knowledge. This has
become particularly apparent during the recent financial and economic crisis,
which is questioning the validity of mainstream scholarly paradigms. We propose
to pursue a multi-disciplinary approach and to establish new institutional
settings which remove or reduce obstacles impeding efficient knowledge
creation. We provided suggestions on (i) how to modernize and improve the
academic publication system, and (ii) how to support scientific coordination,
communication, and co-creation in large-scale multi-disciplinary projects. Both
constitute important elements of what we envision to be a novel ICT
infrastructure called "Innovation Accelerator" or "Knowledge Accelerator".Comment: 32 pages, Visioneer White Paper, see http://www.visioneer.ethz.c
The Current State of Performance Appraisal Research and Practice: Concerns, Directions, and Implications
On the surface, it is not readily apparent how some performance appraisal research issues inform performance appraisal practice. Because performance appraisal is an applied topic, it is useful to periodically consider the current state of performance research and its relation to performance appraisal practice. This review examines the performance appraisal literature published in both academic and practitioner outlets between 1985 and 1990, briefly discusses the current state of performance appraisal practice, highlights the juxtaposition of research and practice, and suggests directions for further research
Unionism and peer-referencing
This study assesses the âfair-wage-effortâ hypothesis, by examining (a) the relationship between relative wage comparisons and job satisfaction and quitting intensions, and (b) the relative ranking of stated effort inducing-incentives, in a novel dataset of unionised and non-unionised European employees. By distinguishing between downward and upward-looking wage comparisons, it is shown that wage comparisons to similar workers exert an asymmetric impact on the job satisfaction of union workers, a pattern consistent with inequity-aversion and conformism to the reference point. Moreover, union workers evaluate peer observation and good industrial relations more highly than payment and other incentives. In contrast, non-union workers are found to be more status-seeking in their satisfaction responses and less dependent on their peers in their effort choices The results are robust to endogenous union membership, considerations of generic loss aversion and across different tenure profiles. They are supportive of the individual egalitarian bias of collective wage determination and self-enforcing effort norms.EPICURUS, a project supported by the European Commission through the 5th Framework Programme âImproving Human Potentialâ (contract number: HPSE-CT-2002-00143
Progressor: Social navigation support through open social student modeling
The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students. © 2013 Taylor and Francis Group, LLC
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