Accessibility and tangible interaction in distributed workspaces based on multi-touch surfaces

[EN] Traditional interaction mechanisms in distributed digital spaces often fail to consider the intrinsic properties of action, perception, and communication among workgroups, which may affect access to the common resources used to mutually organize information. By developing suitable spatial geometries and natural interaction mechanisms, distributed spaces can become blended where the physical and virtual boundaries of local and remote spaces merge together to provide the illusion of a single unified space. In this paper, we discuss the importance of blended interaction in distributed spaces and the particular challenges faced when designing accessible technology. We illustrate this discussion through a new tangible interaction mechanism for collaborative spaces based on tabletop system technology implemented with optical frames. Our tangible elements facilitate the exchange of digital information in distributed collaborative settings by providing a physical manifestation of common digital operations. The tangibles are designed as passive elements that do not require the use of any additional hardware or external power while maintaining a high degree of accuracy.This work was supported by the Spanish Ministry of Economy and Competitiveness and the European Regional Development Fund, through the ANNOTA Project (Ref. TIN2013-46036-C3-1-R).Salvador-Herranz, G.; Camba, J.; Contero, M.; Naya Sanchis, F. (2018). Accessibility and tangible interaction in distributed workspaces based on multi-touch surfaces. Universal Access in the Information Society. 17(2):247-256. https://doi.org/10.1007/s10209-017-0563-7S247256172Arkin, E.M., Chew, L.P., Huttenlocher, D.P., Kedem, K., Mitchell, J.S.B.: An efficiently computable metric for comparing polygonal shapes. IEEE Trans. Acoust. 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Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria

[EN] Information and Communications Technologies (ICTs) offer new roles to teachers to improve learning processes. In this regard, learning rubrics are commonplace. However, the design of these rubrics has focused mainly on scoring (summative rubrics), whereas formative rubrics have received significantly less attention. ICTs make possible electronic rubrics (e-rubrics) that enable dynamic and interactive functionalities that facilitate the adaptable and adaptive delivery of content. In this paper, we present a case study that examines three characteristics to make formative rubrics more adaptable and adaptive: criteria dichotomization, weighted evaluation criteria, and go/no-go criteria. A new approach to the design of formative rubrics is introduced, taking advantage of ICTs, where dichotomization and weighted criteria are combined with the use of go/no-go criteria. The approach is discussed as a method to better guide the learner while adjusting to the student's assimilation pace. Two types of go/no-go criteria (hard and soft) are studied and experimentally validated in a computer-aided design assessment context. Bland-Altman plots are constructed as discussed to further illuminate this topic.This work was partially supported by Grant DPI2017-84526-R (MINECO/AEI/FEDER, UE), Project "CAL-MBE, Implementation and validation of a theoretical CAD quality model in a Model-Based Enterprise (MBE) context."Company, P.; Otey, J.; Agost, M.; Contero, M.; Camba, J. (2019). Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria. Universal Access in the Information Society. 18(3):675-688. https://doi.org/10.1007/s10209-019-00686-7S675688183Popham, W.J.: What’s wrong—and what’s right—with rubrics. Educ. Leadersh 55(2), 72–75 (1997)Educational Research Service: Focus on: Developing and using instructional rubrics. 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Web-based system for adaptable rubrics: case study on CAD assessment

[EN] This paper describes the implementation and testing of our concept of adaptable rubrics, defined as analytical rubrics that arrange assessment criteria at multiple levels that can be expanded on demand. Because of its adaptable nature, these rubrics cannot be implemented in paper formats, neither are they supported by current Learning Management Systems (LMS). The main contribution of this work involves the adaptable capability of different levels of detail, which can be expanded for each rubric criterion as needed. Our rubrics platform provides specialized and intuitive tools to create and modify rubrics as well as managing metadata to support learning analytics. As an example of a practical assessment situation, a case study on Mechanical Computer Aided Design (MCAD) systems training is presented. The validation process in this scenario proved the effectiveness of our adaptable rubric platform for supporting formative assessment in a multifaceted and complex field such as MCAD. The system also showed the potential of collecting user interaction metadata, which can be used to analyze the evaluation process and guide further improvements in the teaching strategy.This work was supported by the Spanish Ministry of Economy and Competitiveness and the European Regional Development Fund, through the ANNOTA project (Ref. TIN2013-46036-C3-1-R).Company, P.; Contero, M.; Otey, J.; Camba, J.; Agost, M.; Pérez Lopez, DC. (2017). Web-based system for adaptable rubrics: case study on CAD assessment. Journal of Educational Technology and Society. 20(3):24-41. http://hdl.handle.net/10251/136958S244120

A Case Study on the Use of Model Quality Testing Tools for the Assessment of MCAD Models and Drawings

[EN] In this paper, we build on the idea that specialized instruction improves the overall quality of CAD documents by guiding students into selecting the most suitable modeling strategies and approaches. To this end, automatic assessment tools can be used to detect errors and provide feedback, thus relieving instructors from routine checks and allowing them to address quality errors and modeling aspects of higher semantic level. A representative commercial Model Quality Testing (MQT) solution was selected as a case study to determine whether these tools may become automated assistants for student evaluation and feedback. As a result, a new taxonomy of modeling aspects that can be automatically checked is proposed. We claim that current MQT tools can supplement the learning of quality concepts, but require significant tuning and only provide limited testing and tutoring capabilities. Extending the capabilities of these tools (through macros or dedicated API¿s), or even developing entirely newMQT tools specifically aimed at instruction purposes, is an essential requirement to develop automated teaching-assistants based on MQT techniques.This work was partially funded by the Spanish ‘‘Ministerio de Economía y Competitividad; Proyectos I+D+I Convocatoria RETOS 2013’’, project TIN2013-46036-C3-1-R (ANNOTA: la aplicación de las anotaciones 3D en el contexto industrial de la empresa basada en modelos (model based enterprise) y la formación técnica).González-Lluch, C.; Company, P.; Contero, M.; Camba, J.; Colom, J. (2017). A Case Study on the Use of Model Quality Testing Tools for the Assessment of MCAD Models and Drawings. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION. 33(5):1643-1653. http://hdl.handle.net/10251/136503S1643165333