Model-Based Methods for Assessment, Learning, and Instruction: Innovative Educational Technology at Florida State University

Abstract In this chapter, we describe our research and development efforts relating to eliciting, representing, and analyzing how individuals and small groups conceptualize complex problems. The methods described herein have all been devel-oped and are in various states of being validated. In addition, the methods we describe have been automated and most have been integrated in an online model-based set of tools called HIMATT (Highly Interactive Model-based Assessment Tools and Technologies; available for research purposes a

States and Processes of Learning Communities. Engaging Students in Meaningful Reflection and Learning.

The omnipresence of the Internet and high bandwidth connections has brought about the development of powerful software packages called learning management systems (LMS). An LMS integrates the administration and facilitation of online activities and the distribution of learning materials. In this chapter, it is argued that the use of LMS is limited to only a few technological features and that so far it has failed to promote meaningful learning environments. Therefore, two empirical studies were conducted to investigate these concerns. The first study reports the development of a practicable taxonomy for LMS features. The second study extends the taxonomy for discussion forums. This chapter concludes with future perspectives on the application and extension of the introduced practicable taxonomy for LMS

Comparison and empirical testing strategies: Intermezzo 3 - The innerworkings of knowledge and its structure: Reasoning, comparison, testing, evaluation, decision, and action

What is knowledge? How can it be successfully assessed? How can we best use the results? As questions such as these continue to be discussed and the learning sciences continue to deal with expanding amounts of data, the challenge of applying theory to diagnostic methods takes on more complexity. Computer-Based Diagnostics and Systematic Analysis of Knowledge meets this challenge head-on as an international panel of experts reviews current and emerging assessment methodologies in the psychological and educational arenas. Emphasizing utility, effectiveness, and ease of interpretation, contributors critically discuss practical innovations and intriguing possibilities (including mental representations, automated knowledge visualization, modeling, and computer-based feedback) across fields ranging from mathematics education to medicine. These contents themselves model the steps of systematic inquiry, from theoretical construct to real-world application: •Historical and theoretical foundations for the investigation of knowledge •Current opportunities for understanding knowledge empirically •Strategies for the aggregation and classification of knowledge •Tools and methods for comparison and empirical testing •Data interfaces between knowledge assessment tools •Guidance in applying research results to particular fields Researchers and professionals in education psychology, instructional technology, computer science, and linguistics will find Computer-Based Diagnostics and Systematic Analysis of Knowledge a stimulating guide to a complex present and a rapidly evolving future. © Springer Science+Business Media, LLC 2010. All rights reserved

Challenges for education in a connected world: Digital learning, data rich environments, and computer-based assessment - Introduction to the inaugural special issue of technology, knowledge and learning

The new scope of Technology, Knowledge and Learning emphasizes on the increased interest on adaptive and personalized digital learning environments. Educational researchers are faced with new research challenges in the beginning of the twenty-first century, specifically focusing on digital learning, game-based learning, automated assessment, and learning analytics. Digital learning is defined as any set of technology-based methods that can be applied to support learning and instruction. There are many emerging opportunities for research in digital learning aiming to improve the learner's experience and promoting deeper engagement to achieve higher-order thinking skills and to optimize learning outcomes along with ensuring high-quality learning design and instruction. Digital game-based technologies are entering this field to redefine the meaning of learning and instruction in the twenty-first century

Highly integrated model assessment technology and tools

Effective and efficient measurement of the development of skill and knowledge, especially in domains of human activity that involve complex and challenging problems, is important with regard to workplace and academic performance. However, there has been little progress in the area of practical measurement and assessment, due in part to the lack of automated tools that are appropriate for assessing the acquisition and development of complex cognitive skills. In the last 2 years, an international team of researchers has developed and validated an integrated set of assessment tools called highly integrated model assessment technology and tools (HIMATT) which addresses this deficiency. HIMATT is web-based and has been shown to scale up for practical use in educational and workplace settings, unlike many of the research tools developed solely to study basic issues in human learning and performance. In this paper, we describe the functions of HIMATT and demonstrate several applications for its use. Additionally, we present two studies on the quality and usability of HIMATT. We conclude with research suggestions for the use of HIMATT and for its further development. © 2009 Association for Educational Communications and Technology

AKOVIA: Automated knowledge visualization and assessment

This emerging technology report reviews automated knowledge visualization and assessment (AKOVIA) which is a web-based tool for the analysis of natural language and graphical knowledge representations. The open architecture of AKOVIA enables a large variety of research and practical applications. It integrates a unique language-oriented methodology based on heuristics and generates seven quantitative similarity measures on the fly. AKOVIA has been successfully tested for reliability and validity. Given the limited availability of reliable and valid automated assessment methodologies, AKOVIA has the potential to be integrated into web-based applications and thus opening up numerous research as well as practical applications