Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018694
Koki Kawagoi, H. Tominaga
A laboratory in an engineering college possesses many books about technology and science. While members in the laboratory mainly use the books, outside students sometimes borrow them. Members must manage the collection by oneself. We propose a library management system for a laboratory scale. The system cooperates with some book seller sites. It reads an ISBN of a book by a barcode reader to acquire the information by Amazon Web service. It adopts an IC chip reader for user check with a student card. The system offers purchase helping functions. It gathers book requests of members and tells a teacher to buy by a cart method of API. It applies adequate lending rules according to access permission. We also consider learning support functions, especially for books about information engineering. A user who have read a book submits his comment for understanding. He may upload his program as sample of practice. The following users can access restrictively for the educational purpose. We developed a prototype of the system, which has some database and basic functions. We carried out an experiment of user operation for usability evaluation to get some ideas for improvement.
{"title":"Library management system in a laboratory scale cooperated with book seller sites","authors":"Koki Kawagoi, H. Tominaga","doi":"10.1109/ITHET.2011.6018694","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018694","url":null,"abstract":"A laboratory in an engineering college possesses many books about technology and science. While members in the laboratory mainly use the books, outside students sometimes borrow them. Members must manage the collection by oneself. We propose a library management system for a laboratory scale. The system cooperates with some book seller sites. It reads an ISBN of a book by a barcode reader to acquire the information by Amazon Web service. It adopts an IC chip reader for user check with a student card. The system offers purchase helping functions. It gathers book requests of members and tells a teacher to buy by a cart method of API. It applies adequate lending rules according to access permission. We also consider learning support functions, especially for books about information engineering. A user who have read a book submits his comment for understanding. He may upload his program as sample of practice. The following users can access restrictively for the educational purpose. We developed a prototype of the system, which has some database and basic functions. We carried out an experiment of user operation for usability evaluation to get some ideas for improvement.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127967901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018692
S. Benhamdi, H. Seridi
For facilitating the use of e learning environments by teachers, we have proposed an approach that aid them to propose documents for learners taking in account their preferences and abilities, so allowing the personalization of these environments. This approach combines a pedagogical scenario design approach [1], using one of most used modelling languages IMS Learning Design (IMSLD), and taxonomy based one which is boosted-CSHTRL (Boosted Cold Start Hybrid Taxonomy Recommender for e Learning), developed to generate recommendation to learners, taking into consideration their preferences and abilities in order to motivate them, and consequently, improve efficiency and increase veracity of learner in the learning situation.
为了促进教师对电子学习环境的使用，我们提出了一种方法，帮助他们根据学习者的偏好和能力为学习者提出文档，从而实现这些环境的个性化。该方法结合了教学场景设计方法[1]，使用最常用的建模语言之一IMS学习设计(IMSLD)，以及基于分类法的一种增强的cshtrl (boost Cold Start Hybrid taxonomy Recommender for e Learning)，开发用于向学习者生成推荐，考虑他们的偏好和能力，以激励他们，从而提高学习者在学习情境中的效率和准确性。
{"title":"Content personalization in e learning environment","authors":"S. Benhamdi, H. Seridi","doi":"10.1109/ITHET.2011.6018692","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018692","url":null,"abstract":"For facilitating the use of e learning environments by teachers, we have proposed an approach that aid them to propose documents for learners taking in account their preferences and abilities, so allowing the personalization of these environments. This approach combines a pedagogical scenario design approach [1], using one of most used modelling languages IMS Learning Design (IMSLD), and taxonomy based one which is boosted-CSHTRL (Boosted Cold Start Hybrid Taxonomy Recommender for e Learning), developed to generate recommendation to learners, taking into consideration their preferences and abilities in order to motivate them, and consequently, improve efficiency and increase veracity of learner in the learning situation.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127400888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018695
Erol Ozan, K. Wuensch, M. Kishore, Shahnaz Aziz, Nasseh Tabrizi
This report studies the instructors' opinions and perspectives of online education (OE) by analyzing the findings of a survey that captures the opinions of 658 instructors. Most of the research in the field focuses on the attitudes of students. This study aims to fill a gap in the field by focusing on the instructors' view on the quality of teaching and effectiveness of learning in online settings, which are still being shaped. The sentiments and perceptions of teachers are important since they have profound effects on the quality of teaching, learning effectiveness, and overall system reliability. A better understanding of instructors' attitudes may result in better OE technologies, procedures, and methods, which will result in more efficient and effective academic programs. This paper focuses on a number of elements, which include instructors' willingness to teach online, their satisfaction levels with the technology, perceived suitability of OE systems in teaching complex subject matter, value of OE classes, and overall quality of teaching.
{"title":"Instructors' attitudes on online education delivery systems: Analysis of a comprehensive survey","authors":"Erol Ozan, K. Wuensch, M. Kishore, Shahnaz Aziz, Nasseh Tabrizi","doi":"10.1109/ITHET.2011.6018695","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018695","url":null,"abstract":"This report studies the instructors' opinions and perspectives of online education (OE) by analyzing the findings of a survey that captures the opinions of 658 instructors. Most of the research in the field focuses on the attitudes of students. This study aims to fill a gap in the field by focusing on the instructors' view on the quality of teaching and effectiveness of learning in online settings, which are still being shaped. The sentiments and perceptions of teachers are important since they have profound effects on the quality of teaching, learning effectiveness, and overall system reliability. A better understanding of instructors' attitudes may result in better OE technologies, procedures, and methods, which will result in more efficient and effective academic programs. This paper focuses on a number of elements, which include instructors' willingness to teach online, their satisfaction levels with the technology, perceived suitability of OE systems in teaching complex subject matter, value of OE classes, and overall quality of teaching.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131356991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018682
Chao Chih-Yang, Chang Tsai-Chu, Liu Ping-Teng, Lin Chih-Wei
The purpose of this study was to explore the Civil Servants' use of the E-learning system of publics sectors continuance intention in Taiwan. It was to discuss the current use of E-learning for continuance intention behavior of the Civil Servants and impact on performance E-learning factor. Through the process of literature review, this study attempts to develop an integrated model based on the A Post-Acceptance Model (Bhattacherjee, 2001) and Technology Acceptance Model 3 (Venkatesh & Bala, 2008). Empirical data collected from 553 Civil Servants of the National Vocational High School who had prior experience with the E-learning system of publics sectors in Taiwan. Structural Equation Modeling (SEM) was tested against the hypothesis and the proposed research model of this study. The results indicated that Civil Servant' continuance behavior of the E-learning was indeed significantly influenced by the satisfaction and the satisfaction affected determinants by computer self-efficacy, job relevance, expectation confirmation, perceived ease of use, perceived usefulness.
摘要本研究旨在探讨台湾地区公务员对公共部门延续意愿电子学习系统的使用情况。本研究旨在探讨当前电子学习对公务员持续意愿行为的影响及电子学习对绩效的影响。通过文献综述的过程，本研究试图在A -后接受模型(Bhattacherjee, 2001)和技术接受模型3 (Venkatesh & Bala, 2008)的基础上建立一个集成模型。实证数据采自553名曾使用过台湾公共部门电子学习系统的国家职业高中公务员。结构方程模型(SEM)对本研究的假设和提出的研究模型进行了检验。结果表明，公务员网络学习的持续行为确实受到满意度的显著影响，而满意度的影响因素是计算机自我效能感、工作相关性、期望确认、感知易用性和感知有用性。
{"title":"A study of the Civil Servants' continuance of using E-learning","authors":"Chao Chih-Yang, Chang Tsai-Chu, Liu Ping-Teng, Lin Chih-Wei","doi":"10.1109/ITHET.2011.6018682","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018682","url":null,"abstract":"The purpose of this study was to explore the Civil Servants' use of the E-learning system of publics sectors continuance intention in Taiwan. It was to discuss the current use of E-learning for continuance intention behavior of the Civil Servants and impact on performance E-learning factor. Through the process of literature review, this study attempts to develop an integrated model based on the A Post-Acceptance Model (Bhattacherjee, 2001) and Technology Acceptance Model 3 (Venkatesh & Bala, 2008). Empirical data collected from 553 Civil Servants of the National Vocational High School who had prior experience with the E-learning system of publics sectors in Taiwan. Structural Equation Modeling (SEM) was tested against the hypothesis and the proposed research model of this study. The results indicated that Civil Servant' continuance behavior of the E-learning was indeed significantly influenced by the satisfaction and the satisfaction affected determinants by computer self-efficacy, job relevance, expectation confirmation, perceived ease of use, perceived usefulness.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131614751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018686
R. Luanrattana
Personal digital assistants (PDAs) have become a popular tool among physicians and medical trainees. PDAs are used for various purposes by healthcare professions and students. However most of these users are physicians, and the devices assist them in patient tracking, documentation, clinical decision making in order to decrease the number of adverse events and enhance their learning. PDAs seem to be a valuable tool in both the medical profession and education. However, the influence factors for incorporating PDAs into medical curriculum have yet to be evaluated and determined. Therefore there is a need to conduct this study for the incorporation of PDAs to medical education. Aim: The purpose of this study is to address potential factors which may impact the incorporation of PDAs to medical education, including data security and information privacy, interoperability, scalability and network connectivity, education and training, familiarity of using PDAs (technology comfort), electromagnetic interference, social acceptance, maintenance and support and other relevant aspects. Now, the evidence in the literature is much less definite as to whether such factors may affect the incorporation of PDAs to medical education. Methods: The qualitative in-depth interviews were used to explore the attitudes of participants regarding the incorporation of PDAs into medical curriculum. The semi-structured interview questions were formulated based on the two-phase literature reviews and scoping study. Results: Two major aspects for the incorporation of PDAs into the PBL-medical curriculum at the UOW were determined from the interviews, these being technical and practical aspects. Considerable factors in IT aspect are data security and information privacy, data transmission and network connectivity, maintenance and support and interoperability among different PDA platforms. The practical aspects comprise three major components, which may influence the incorporation of PDAs into medical curriculum, these being, education and training, electromagnetic interference and social acceptance, respectively. Conclusion: Factors to be considered before incorporating PDAs into medical education have been identified. What has yet to be determined is the strategy for incorporating of these devices into PBL-context, what necessary information for students should be carried on their PDAs, what information would be suitable for students in evidence-based medicine, how to ensure that incorporation of PDAs provides students and medical faculty effective learning given the attendant financial and resource implications.
{"title":"Considerable factors of incorporating PDAs to medical education","authors":"R. Luanrattana","doi":"10.1109/ITHET.2011.6018686","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018686","url":null,"abstract":"Personal digital assistants (PDAs) have become a popular tool among physicians and medical trainees. PDAs are used for various purposes by healthcare professions and students. However most of these users are physicians, and the devices assist them in patient tracking, documentation, clinical decision making in order to decrease the number of adverse events and enhance their learning. PDAs seem to be a valuable tool in both the medical profession and education. However, the influence factors for incorporating PDAs into medical curriculum have yet to be evaluated and determined. Therefore there is a need to conduct this study for the incorporation of PDAs to medical education. Aim: The purpose of this study is to address potential factors which may impact the incorporation of PDAs to medical education, including data security and information privacy, interoperability, scalability and network connectivity, education and training, familiarity of using PDAs (technology comfort), electromagnetic interference, social acceptance, maintenance and support and other relevant aspects. Now, the evidence in the literature is much less definite as to whether such factors may affect the incorporation of PDAs to medical education. Methods: The qualitative in-depth interviews were used to explore the attitudes of participants regarding the incorporation of PDAs into medical curriculum. The semi-structured interview questions were formulated based on the two-phase literature reviews and scoping study. Results: Two major aspects for the incorporation of PDAs into the PBL-medical curriculum at the UOW were determined from the interviews, these being technical and practical aspects. Considerable factors in IT aspect are data security and information privacy, data transmission and network connectivity, maintenance and support and interoperability among different PDA platforms. The practical aspects comprise three major components, which may influence the incorporation of PDAs into medical curriculum, these being, education and training, electromagnetic interference and social acceptance, respectively. Conclusion: Factors to be considered before incorporating PDAs into medical education have been identified. What has yet to be determined is the strategy for incorporating of these devices into PBL-context, what necessary information for students should be carried on their PDAs, what information would be suitable for students in evidence-based medicine, how to ensure that incorporation of PDAs provides students and medical faculty effective learning given the attendant financial and resource implications.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129466511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018691
L. Kóczy, L. Keviczky, P. Foldesi
Széchenyi István University (SIU) is one of the youngest universities in Hungary, however, the school has three century old origins. The immediate predecessor of SIU was an engineering college founded 40 years ago.
{"title":"On a new doctoral (PhD) school in multidisciplinary engineering sciences","authors":"L. Kóczy, L. Keviczky, P. Foldesi","doi":"10.1109/ITHET.2011.6018691","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018691","url":null,"abstract":"Széchenyi István University (SIU) is one of the youngest universities in Hungary, however, the school has three century old origins. The immediate predecessor of SIU was an engineering college founded 40 years ago.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127910257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018680
Jon K. Price, M. Roth
Through a review of evaluation data and reports collected from studies of successful Pre-Service courses delivered in teacher education institutions over five years and across multiple countries, the contextual factors regarding how universities can effectively integrate ICT into pre-service education is examined. A meta-analysis of multiple evaluation reports and studies collected will describe Intel®'s process of applying this large scale ICT integration strategy and discuss the systemic factors associated with understanding classroom level change. A synthesis of these studies illustrates the effectiveness and impact of the Intel Teach program in supporting teacher educators in the successful implementation of ICT within their course curriculum. Results from multiple studies provide evidence of the immediate outcomes and longer term impact of this professional development course for teachers, such as: • Lesson plan development where teachers develop and use curriculum framing questions to guide learning. • Instructional strategies where teachers use curriculum framing questions to guide student work and student thinking. • Implementation of new technology-rich activities where teachers integrate technology use to support specific components of a learning activity (research, writing and revision, communication)
{"title":"Preparing pre-service teachers: Strategies for successful technology integration to improve teaching and learning","authors":"Jon K. Price, M. Roth","doi":"10.1109/ITHET.2011.6018680","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018680","url":null,"abstract":"Through a review of evaluation data and reports collected from studies of successful Pre-Service courses delivered in teacher education institutions over five years and across multiple countries, the contextual factors regarding how universities can effectively integrate ICT into pre-service education is examined. A meta-analysis of multiple evaluation reports and studies collected will describe Intel®'s process of applying this large scale ICT integration strategy and discuss the systemic factors associated with understanding classroom level change. A synthesis of these studies illustrates the effectiveness and impact of the Intel Teach program in supporting teacher educators in the successful implementation of ICT within their course curriculum. Results from multiple studies provide evidence of the immediate outcomes and longer term impact of this professional development course for teachers, such as: • Lesson plan development where teachers develop and use curriculum framing questions to guide learning. • Instructional strategies where teachers use curriculum framing questions to guide student work and student thinking. • Implementation of new technology-rich activities where teachers integrate technology use to support specific components of a learning activity (research, writing and revision, communication)","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131035107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018685
T. Vold, S. McCallum
Games and simulations have been a part of military education for a long time. With the emergence of the computer gaming industry, with its continuous improvement in technology and fidelity, there is a potential for synergy. Simulations and games developed specifically for the military are generally costly as the full development cost must be covered. These are also expensive to update to match current technology.
{"title":"Gamers and learning","authors":"T. Vold, S. McCallum","doi":"10.1109/ITHET.2011.6018685","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018685","url":null,"abstract":"Games and simulations have been a part of military education for a long time. With the emergence of the computer gaming industry, with its continuous improvement in technology and fidelity, there is a potential for synergy. Simulations and games developed specifically for the military are generally costly as the full development cost must be covered. These are also expensive to update to match current technology.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117160587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018690
Kazuki Ishii, M. Soga, H. Taki
It is not easy to master reversal motion by himself / herself, because reversal motion uses different muscles that were not used in the dominant motion, and the reversal motion tend to be awkward. Dominant motion means the motion that a learner can play sports naturally with. In this background, we propose reversal motion skill self-learning environment that shows advice based on learner's dominant motion. In this study, we supposed that learners can play with dominant motions almost perfectly but can play poorly with reversal motions. The learners try to improve their reversal motion by referencing reversed dominant motion. In this process, when a learner input his/her reversal motion data, then the self-learning environment shows difference between the reversed dominant motion and reversal motion. The environment also tells how to improve the reversal motion.
{"title":"Proposal and development of reversal motion skill leaning support environment","authors":"Kazuki Ishii, M. Soga, H. Taki","doi":"10.1109/ITHET.2011.6018690","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018690","url":null,"abstract":"It is not easy to master reversal motion by himself / herself, because reversal motion uses different muscles that were not used in the dominant motion, and the reversal motion tend to be awkward. Dominant motion means the motion that a learner can play sports naturally with. In this background, we propose reversal motion skill self-learning environment that shows advice based on learner's dominant motion. In this study, we supposed that learners can play with dominant motions almost perfectly but can play poorly with reversal motions. The learners try to improve their reversal motion by referencing reversed dominant motion. In this process, when a learner input his/her reversal motion data, then the self-learning environment shows difference between the reversed dominant motion and reversal motion. The environment also tells how to improve the reversal motion.","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-09-15DOI: 10.1109/ITHET.2011.6018687
A. Shanableh
Access to modern information technology (IT) tools allows new approaches to assessing student performance. In this article, a simple, IT-facilitated system, was developed to generate outcome-based student grades and assess the level of achievement and emphasis of course outcome (CO) and program outcome (PO). The system is based on relating the smallest practical assessment items (SPAIs), such as individual questions on exams, to the CO and recording student performance on the SPAIs. The resulting outcome-based grades allow assessing the strengths and weaknesses of individual students in terms of achieving the various COs. The system provides instructors with indicators useful for aligning and balancing students' assessment with the COs, and allows programs to improve alignment of COs with POs. Outcome-based grade reports can also be generated for individual students as well as for courses and programs. A drawback of the system is that it requires extra effort to record grades on each SPAI, but the extra effort is necessary for generating meaningful grades. The system was programmed in a spreadsheet and its use was demonstrated using a case study from the Civil Engineering Program (CEP) at the University of Sharjah (UoS).
{"title":"IT-facilitated student assessment: Outcome-based student grades","authors":"A. Shanableh","doi":"10.1109/ITHET.2011.6018687","DOIUrl":"https://doi.org/10.1109/ITHET.2011.6018687","url":null,"abstract":"Access to modern information technology (IT) tools allows new approaches to assessing student performance. In this article, a simple, IT-facilitated system, was developed to generate outcome-based student grades and assess the level of achievement and emphasis of course outcome (CO) and program outcome (PO). The system is based on relating the smallest practical assessment items (SPAIs), such as individual questions on exams, to the CO and recording student performance on the SPAIs. The resulting outcome-based grades allow assessing the strengths and weaknesses of individual students in terms of achieving the various COs. The system provides instructors with indicators useful for aligning and balancing students' assessment with the COs, and allows programs to improve alignment of COs with POs. Outcome-based grade reports can also be generated for individual students as well as for courses and programs. A drawback of the system is that it requires extra effort to record grades on each SPAI, but the extra effort is necessary for generating meaningful grades. The system was programmed in a spreadsheet and its use was demonstrated using a case study from the Civil Engineering Program (CEP) at the University of Sharjah (UoS).","PeriodicalId":108965,"journal":{"name":"2011 International Conference on Information Technology Based Higher Education and Training","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114677792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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