Digitally enhanced assessment in virtual learning environments

One of the main challenges in teaching and learning activities is the assessment: it allows teachers and learners to improve the future activities on the basis of the previous ones. It allows a deep analysis and understanding of the whole learning process. This is particularly difficult in virtual learning environments where a general overview is not always available. In the latest years, Learning Analytics are becoming the most popular methods to analyze the data collected in the learning environments in order to support teachers and learners in the complex process of learning. If they are properly integrated in learning activities, indeed, they can supply useful information to adapt the activities on the basis of student’s needs. In this context, the paper presents a solution for the digitally enhanced assessment. Two different Learning Dashboards have been designed in order to represent the most interesting Learning Analytics aiming at providing teachers and learners with easy understandable view of learning data in virtual learning environments

Visualizing student engagement in e-learning environment

The learning assessment in e-learning contexts is one of the latest challenges for educational technology researchers. One of the main issues to be addressed is the definition of dimensions that should be used to measure the learning effectiveness. In this perspective, the research work aims at defining the engagement indicators useful to assess the active participation of students in social learning environments. Moreover, the paper presents the design and implementation of Learning Dashboards aimed at visualizing the student engagement in online communities where the engagement and involvement of students are the key factors for successful learning

Are computer adaptive tests suitable for assessment in MOOCs?

Assessment is one of the basic issues in both formal and informal educational contexts. Current online courses are massive and online, thus it is important to find new strategies for improve the effectiveness of evaluation. In MOOCs (Massive Open Online Courses), indeed, there is also the certification of knowledge and skills acquisition that requires more formal and trustworthy methods. Researchers should work to combine pedagogical and technological solutions to guarantee the effectiveness of learning measures. In this context, the Computer Adaptive Testing (CAT) could be useful to better measure the knowledge acquisition using a quiz, as usually happens in MOOCs. These are the premises of this research work that, in order to understand if CAT could be suitable for assessment in MOOCs, proposes a first algorithm to measure the acquired knowledge using a quiz-game. The pilot study attests the appreciation of users

Intelligent Agent and Virtual Game To Support Education In E-health

One of the main challenges in teaching and learning activities is the assessment: it allows teachers and learners to improve the future activities on the basis of the previous ones. It allows a deep analysis and understanding of the whole learning process. This is particularly difficult in virtual learning environments where a general overview is not always available. In the latest years, Learning Analytics are becoming the most popular methods to analyze the data collected in the learning environments in order to support teachers and learners in the complex process of learning. If they are properly integrated in learning activities, indeed, they can supply useful information to adapt the activities on the basis of student’s needs. In this context, the paper presents a solution for the digitally enhanced assessment. Two different Learning Dashboards have been designed in order to represent the most interesting Learning Analytics aiming at providing teachers and learners with easy understandable view of learning data in virtual learning environments

Smart learning environment per l'empowerment del paziente

L’ideazione di ambienti di apprendimento innovativi è vitale per rispondere alle emergenti sfide della formazione nel contesto della salute e del benessere. Gli Smart Learning Environment possono offrire esperienze di apprendimento coinvolgenti e motivanti per l’acquisizione di competenze e conoscenze anche in ambienti informali. L’articolo presenta uno Smart Learning Environment che coniuga gli approcci pedagogici del social learning e della gamification con quello tecnologico dei sistemi di raccomandazione per offrire un ambiente di apprendimento coinvolgente finalizzato all’empowerment del paziente

A KNOWLEDGE MANAGEMENT SERVICE FOR E-HEALTH

The introduction of ICT in health care has two main goals, on the one hand, to have high quality performances for patient management and, on the other, to contain health care expenses. Usually the reduction in health care spending corresponds to a low quality of care service. The use of new technologies for health care can mitigate the cutbacks by providing innovative solutions able to maintain high level of quality at a low cost. This is the main challenge of the UBICARE project that aims at supporting the Hub & Spoke model in medicine, fostering the empowerment of local hospitals, general practitioners, nurses and families. In other words, the UBI-CARE project is aimed at creating a social network to share clinical data and knowledge in order to favor the de-hospitalization of patients suffering from peritoneal dialysis and chronic heart failure. In this context, the paper describes the Knowledge Management Service component aimed at managing all the resources and functionalities that can support the empowerment process of both the patients and the medical and paramedical staff involved in managing a patient

LEARNING BY DOING TO SUPPORT E-LEARNING IN E-HEALTH

Learning and training processes in the contexts of chronic disease moves in two directions: to make patients empowered in order to allow them to recognize the behaviours that might compromise their health conditions and, to train medical and paramedical staffs on the procedures for diagnosis and patients follow-up to provide an high quality service. To achieve these goals the learning by doing approach was adopted in UBICARE (Ubiquitous knowledge-oriented Healthcare) project to support training and skills acquisition related to the patient management and to the critical events handling. The final aim is to create a social network for information sharing to: support medical and paramedical staff in diagnosis and monitoring of the patient, train and inform them about diagnostic procedures, therapeutic interventions and follow-up of patients and to empower the patient to ensure a good quality of life