E-Tester: A computer-based tool for auto-generated question and answer assessment

Adaptive E-Learning systems are needed to efficiently support lifelong learning activities. To check goal attainment, learners need to take tests or assessment activities. Large efficiency gains may be made if the assessment and associated grading or evaluation process could be supported with adaptive systems sensitive to user parameters. Hand made tests are a time consuming and tiresome task. If the tests are hand scored there is the inevitability of either interrupting the learning whilst the assessment outcome is pending, or the danger of proceeding with the attempt at learning possibly unsuitable content. As a contribution to solving the problem stated so far we have designed the E-TESTER. In this paper we describe the implementation solution and its integration into the AdeLE system, point out the potential of the E-TESTER by an application example, and discuss the experiences of the prototype implementation

Game-based e-learning applications of e-tester

Adaptive E-Learning systems may be a supportive solution for a wide range of learning applications. In order to complement common learning paradigms in computer-based education the digital game-based learning paradigm is an interesting alternative, through which we can increase motivation, intrigue learners for a new or a previously boring subject, and provide another, more relaxing environment for self-assessment and testing. Despite of these advantages, one main shortcoming is that the creation of game stories and curriculum-relevant game content is an enormous workload for teachers and learning content providers. In order to reduce the learning game creation effort, we propose an enhanced digital game-based learning approach by applying a flexible game shell in combination with auto-generated questions based on the course content and automatic assessment of natural language answers. On the basis of requirements within the AdeLE research project and application scenarios, our development approach as well as the first prototype implementation are highlighted. First experiences and tests based on the prototype implementation are promising

E-learning ecosystems (ELES) - a holistic approach for the development of more effective learning environment for small-and-medium sized enterprises (SMEs)

As e-learning and technologies advanced significantly, practitioners and academics must find new ways to make the most of this rapid development. In the past, research development in this area was mainly focused solely on technological aspects and more recently, on e-learning and technologies for individualized learning. Much work has been done in this area to enahnce e-learning systems. In this research, we proposed that an ecological and holistic approach is required for an improved learning environment. To do this the concept of ecosystem will be explained, followed by a rationalization of this application to learning and e-learning. A definition to learning ecosystem (LES) is provided and this generalized definition is further applied to the e-learning ecosystem (ELES). Hereafter an identification and examination of teh e-learning ecosystem will be presented in detail. Finally, an application of the e-learning ecosystem in small-and-medium sized organisations (SMEs) will be discussed. Prior to this, an overview on the usage of e-learning in SMEs will also be given. We conclude by highlighting the need to emphasize on the ecological and holistic approach for the development of more effective learning environments

The use of web 2.0 technologies and services to support e-learning ecosystem to develop more effective learning environments

In today’s knowledge-based society, great demands are placed on getting information and knowledge anywhere and anytime. This is now made even more possible with the advent of advanced and sophisticated technologies and services. Society must now keep pace with the ever-changing knowledge processes, learn and enhance existing skills as well as create new ones. Accordingly, in order to produce more effective learning environments, contemporary instructional design and processes must support the development of the skills mentioned above. We must also leverage from today’s technologies and services in order to seize this opportunity. In this paper, an e-learning ecosystem (ELES) which supports modern instructional design and processes is introduced and described. Web 2.0 technologies and services to support the development of e-learning ecosystems will also be discussed

How modern technology in knowledge management can support higher educational institutions in modern learning settings

In both academic and practically oriented literature as well as on the Internet, knowledge management is used much more frequently with respect to the business world, often in corifunction with "e-business" and "virtual organizations. It has been slow for higher education to adopt knowledge management. There is no doubt that higher education is both scholarly and operationally knowledge rich. Educational institutions are under immense pressure from governments and students to improve their effectiveness and accountability. Given the great importance in the application of knowledge management (KM) in higher education and a lot of activities in organizations, to our best knowledge there are less research and development activities in this application domain within the last few years. In this paper we want to explore how an integrated KM approach and the application ofmodern technologies are used to support higher educational institutions in modern learning settings

Data-Driven Process Discovery and Analysis

The proceedings contain 5 papers. The special focus in this conference is on Data-Driven Process Discovery and Analysis. The topics include: Execution-based model profiling; DB-XES: Enabling process discovery in the large; extracting service process models from location data

Innovating enterpreneurship courses: exploring new socio-instructional formats and business evaluation/assessment methods

In 2010 the Erasmus Project Cross Border Virtual Incubator (CBVI) was initiated with the central aim of implementing a virtual incubator for distance teaching universities. This was primarily met through exchange and communication of research results about the existing incubators in the countries of the partners of the project: Germany, Spain, Hungary, Holland, Rumania, United Kingdom, Austria, Estonia, Sweden, Italy, Poland and Turkey.One of the intermediate objectives of the project was to organize pilot entrepreneurship courses for the students of those universities. This paper explores the role of academics in this process, the economic literature related to entrepreneurship education and the main results from the (virtual) pilot course on entrepreneurship, as organized by Universidad Nacional de Educación a Distancia (UNED) in the project Cross Border Virtual Incubator (CBVI).Two aspects of the entrepreneurship pilot have our specific interest: (1) The use of, alternative and more certain approaches to testing company start-up data of sectors, as compared to methods that are based on rather probabilistic knowledge, (2) The use of 3D environments, to support the business planning process by knowledge sharing and social cohesion among student starters. In the following paper, the main themes, conclusions and future challenges identified through this project are presented and discussed

DB-XES: enabling process discovery in the large

Dealing with the abundance of event data is one of the main process discovery challenges. Current process discovery techniques are able to efficiently handle imported event log files that fit in the computer’s memory. Once data files get bigger, scalability quickly drops since the speed required to access the data becomes a limiting factor. This paper proposes a new technique based on relational database technology as a solution for scalable process discovery. A relational database is used both for storing event data (i.e. we move the location of the data) and for pre-processing the event data (i.e. we move some computations from analysis-time to insertion-time). To this end, we first introduce DB-XES as a database schema which resembles the standard XES structure, we provide a transparent way to access event data stored in DB-XES, and we show how this greatly improves on the memory requirements of the state-of-the-art process discovery techniques. Secondly, we show how to move the computation of intermediate data structures to the database engine, to reduce the time required during process discovery. The work presented in this paper is implemented in ProM tool, and a range of experiments demonstrates the feasibility of our approach

Efficient Software Assets for Fostering Learning in Applied Games

Digital game technologies are a promising way to enable training providers to reach other target groups, namely those who are not interested in traditional learning technologies. Theoretically, through using digital game technologies we are able to foster the acquisition of any competence by specifying competency structures, offering adequate problem solving support while maintaining motivation and taking personality into consideration as part of the tailored game experience. In this paper, we illustrate how this is done within the RAGE project, which aims to develop, transform, and enrich advanced technologies into self-contained gaming assets for the leisure games industry to support game studios in developing applied games easier, faster, and more cost effectively. The software assets discussed here represent a modular approach for fostering learning in applied games. These assets address four main pedagogical functions: competency structures (i.e., logical order for learning), motivation, performance support (i.e., guidance to maintain learning), and adaption to the player’s personality

Rituximab as a Treatment Option after Autologous Hematopoietic Stem Cell Transplantation in a Patient with Systemic Sclerosis

Systemic sclerosis (SSc) is an intractable autoimmune disease characterized by vasculopathy and organ fibrosis. Autologous hematopoietic stem cell transplantation (AHSCT) should be considered for the treatment of selected patients with rapid progressive SSc at high risk of organ failure. It, however, remains elusive whether immunosuppressive therapies such as rituximab (RTX) are still necessary for such patients after AHSCT, especially in those with bad outcomes. In the present report, a 43-year-old man with diffuse cutaneous SSc received AHSCT. Despite AHSCT, SSc further progressed with progressive symptomatic heart failure with newly developed concomitant mitral and tricuspid valve insufficiency, thus the patient started on RTX 8 months after AHSCT. Shortly after initiation of RTX, clinical symptoms and organ functions ameliorated subsequently. Heart valve regurgitations were reversible after initiation of RTX treatment. Currently, the patient remains in a stable condition with significant improvement of clinical symptoms and organ functions. Reporting about therapies after AHSCT in SSc is a very important issue, as randomized controlled trials are lacking, and therefore this report adds to evidence that RTX can be considered as a treatment option in patients with SSc that do not respond to AHSCT