A Context-Aware Framework to Provide Personalized Mobile Assessment

In mobile learning environment, context-aware systems refer to applications that employs contextual information to provide appropriate services to the leaners or other applications to perform a specific task. An important challenge in such applications is context modeling, using ontologies to model context information and to reason about context at a semantic level has attracted a lot of interest in the research community. Semantic Web technologies have been applied in recent years with different purposes in education. But, their applications for generating useful personalized mobile assessment resources have not been researched enough so far.In this paper, we introduce a context-aware approach that makes use of Semantic Web technologies to support personalized assessment in mobile environments. We propose a Service-based framework for bringing assessment techniques to mobile environment. We provide a formal description for our mobile assessment framework and detail the functionalities of its various layers. We have carried out also an experiment with computer science university students to evaluate our mobile assessment framework

Ontology-based group assessment analytics framework for performances prediction in project-based collaborative learning

Abstract This article introduces an ontology-based framework for group assessment analytics that investigates the impact of intra-group interactions on group performance within the context of project-based collaborative learning (PBCL). Additionally, it aims to predict learners’ performance based on these interactions. The study involved 312 first-degree students specializing in transportation and technology engineering. The framework collects interaction data from discussion forums and chat rooms, conducts comprehensive data analysis, and constructs prediction models using supervised learning methods. The results unequivocally demonstrate that intra-group interactions significantly affect group performance in PBCL. The prediction model, with an accuracy metric of 0.92 and a final test score of 0.77, supports the credibility of the findings. Notably, the framework utilizes an ePortfolio specifically designed for group assessments, effectively managing both assessment and group data. This framework provides educators with a robust tool to assess group performance, identify areas requiring improvement, and contribute to shaping informed student learning outcomes. Furthermore, it empowers students by enabling them to receive feedback on their collaborative efforts, fostering enhanced interaction skills. These findings carry significant implications for the development and implementation of PBCL environments, offering educators valuable insights for evaluating student progress and making strategic decisions

A Context-aware Approach for Personalized Mobile Self-Assessment

Abstract: With the increasing development of mobile technologies, the learning environment is currently undergoing a major shift. Access to contextual information in a mobile learning environment aims to meet the needs of learning and assessment personalization according to various learners' profiles and a range of learning contexts. Semantic Web technologies have been applied in recent years with different purposes in education. But, their applications for generating useful personalized mobile assessment resources have not been researched enough so far. In this paper, an approach making use of semantic Web technologies to support personalized self-assessment in mobile environments is described. Assessment techniques are formalized with First Order Logic rules which allow to personalize assessment activities. We also propose an algorithm for semantic assessment resources retrieval. Finally, a Mobile Semantic Web Assessment Personalization system is presented. The qualitative and quantitative evaluation of the proposed system is also provided

Towards a Service Based Architecture for Assessment

In this paper we propose the outline of a service based architecture for bringing assessment techniques to open e-learning environments. We first describe a use case scenario for a generic assessment framework offering personalized assessment generation and then present its basic architecture as part of the Personal Reader Framework. The generic assessment framework enables the search for the appropriate assessment resources after checking the learner’s last saved performances and specific needs (e.g. language preferences, device requirements). In our assessment framework personalization functionalities are available as web services. The communication between these services is based on the Semanti

An Assessment Framework for eLearning in the Semantic Web

In this paper we present a flexible assessment framework for eLearning based on semantic web technologies. The assessment techniques are formalized as reasoning rules. These rules are able to reason over resources annotated with semantic web metadata formats and according to the standards LOM and IMS QTI. The framework is tested using TRIPLE, a rule-based language for the semantic web

ABSTRACT A GENERIC FRAMEWORK FOR ASSESSMENT IN ADAPTIVE EDUCATIONAL HYPERMEDIA

An important concern in web based educational environment is the task of designing and preparing learner assessment, which would enhance the learning process. Currently the majority of Computer Assisted Assessment tools provide an assessment of the learners, without an analysis of the adaptive content presentation. In this paper we propose a logicbased formalism to characterize adaptive content presentation according to learner assessment. Recent researches in Adaptive Educational Hypermedia Systems can be effectively used to specify an assessment framework able to present parts of online courses according to an accurate evaluation of the learner’s current knowledge level. Course implementation through the standards IEEE LOM and IMS QTI permits the organization of the learning and the assessment content in units, offering multiple views on the material, by a separation of the content and its description and putting in place a self evaluation mechanism

Short and Open Answer Question Assessment System based on Concept Maps

International audienceComputer Assisted Assessment of Short and open answers has established a great deal of work during the last years due to the need of evaluating the deep understanding of the lessons’ concepts by learners that, conferring to most teachers, cannot be done by simple MCQ testing. In this paper we have reviewed the techniques underpinned this system, the description of currently available systems for marking short and open text answer and finally proposed a system that would evaluate answers using Natural Language Processing and lastly compared the results obtain by human expert graders and proposed system. We have also compared the results of proposed system with some existing systems

Short and Open Answer Question Assessment System based on Concept Maps

International audienceComputer Assisted Assessment of Short and open answers has established a great deal of work during the last years due to the need of evaluating the deep understanding of the lessons’ concepts by learners that, conferring to most teachers, cannot be done by simple MCQ testing. In this paper we have reviewed the techniques underpinned this system, the description of currently available systems for marking short and open text answer and finally proposed a system that would evaluate answers using Natural Language Processing and lastly compared the results obtain by human expert graders and proposed system. We have also compared the results of proposed system with some existing systems

What do you mean by learning lab?

Digital and innovation competencies are nowadays highly required for students and faculty members in higher education institutions. We therefore need environments that incubate innovative learning scenarios to develop these competencies. We conducted a design-based research with the dual objective to develop learning labs in four universities and to document the design and implementation process and the addressed challenges. In this paper, we describe the concept of learning lab and the process of its setting up based on the experiments and observations conducted in the four learning labs in Lebanon, Egypt, Tunisia and Switzerland. A learning lab is defined as a physical, digital and human space for observation, experimentation and evaluation, to rethink and enrich learning and teaching attitudes and practices at the university. A learning lab is an incubator of pedagogical innovation and digital learning structured on three dimensions: spaces, activities and communities. We also identify the main challenges for the design and implementation of a learning lab. These challenges consist of the institutionnalisation of the learning lab and building, growing and nurturing a learning community