Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462259
S. E. Lucena, Omar Mogames
Fieldbus communications networks are a fundamental part of modern industrial automation technique. This paperwork presents an application of project-based learning (PBL) paradigm to help electrical engineering students grasp the major concepts of fieldbus networks, while attending a one-term long, elective microcontroller course.
{"title":"Unveiling fieldbus network technology through project-based learning","authors":"S. E. Lucena, Omar Mogames","doi":"10.1109/FIE.2012.6462259","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462259","url":null,"abstract":"Fieldbus communications networks are a fundamental part of modern industrial automation technique. This paperwork presents an application of project-based learning (PBL) paradigm to help electrical engineering students grasp the major concepts of fieldbus networks, while attending a one-term long, elective microcontroller course.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128767903","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462401
K. Willey, A. Gardner
Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers. Hence, to prepare students for professional practice they require opportunities to experience, practise, reflect and improve their ability to work in collaborative learning environments. While few would argue the benefits of collaborative learning these benefits are not automatic. Thoughtful design including scaffolding to motivate desired approaches and behavior is required. In this paper we report the results of several studies investigating the components of successful collaborative learning activities. We found that assessment scaffolding directed at promoting a culture of learning rather than a focus on passing a series of assessments was effective in engaging students, that formative activities allowed students to focus on learning and that learning from collaborative activities improved if the activities included variation for learning and a confirmation task. Using the results of these studies we developed two frameworks characterizing the elements of collaborative learning activities. In this paper we report investigating the capacity of these frameworks to develop an effective and integrated learning experience for students.
{"title":"Collaborative learning frameworks to promote a positive learning culture","authors":"K. Willey, A. Gardner","doi":"10.1109/FIE.2012.6462401","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462401","url":null,"abstract":"Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers. Hence, to prepare students for professional practice they require opportunities to experience, practise, reflect and improve their ability to work in collaborative learning environments. While few would argue the benefits of collaborative learning these benefits are not automatic. Thoughtful design including scaffolding to motivate desired approaches and behavior is required. In this paper we report the results of several studies investigating the components of successful collaborative learning activities. We found that assessment scaffolding directed at promoting a culture of learning rather than a focus on passing a series of assessments was effective in engaging students, that formative activities allowed students to focus on learning and that learning from collaborative activities improved if the activities included variation for learning and a confirmation task. Using the results of these studies we developed two frameworks characterizing the elements of collaborative learning activities. In this paper we report investigating the capacity of these frameworks to develop an effective and integrated learning experience for students.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129565831","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462469
Roy B. Melton, M. Cardella, W. Oakes, C. Zoltowski
In this paper, we describe our process for creating a design task to assess students' understanding of human-centered design. The development process involved conducting a series of pilot tests, with analyses of the data from each prior pilot motivating revisions made to the next versions of the assessment design task. This paper is a formative look at the seven iterations of the design task that have been administered. We will discuss the information we gained about the students' understanding and the design task itself and how it informed the revisions. We will also discuss student perceptions of the design task, features of the design task that helped or hindered eliciting, and capturing, the participants' design process and major breakthroughs in the task development process.
{"title":"Development of a design task to assess students' understanding of human-centered design","authors":"Roy B. Melton, M. Cardella, W. Oakes, C. Zoltowski","doi":"10.1109/FIE.2012.6462469","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462469","url":null,"abstract":"In this paper, we describe our process for creating a design task to assess students' understanding of human-centered design. The development process involved conducting a series of pilot tests, with analyses of the data from each prior pilot motivating revisions made to the next versions of the assessment design task. This paper is a formative look at the seven iterations of the design task that have been administered. We will discuss the information we gained about the students' understanding and the design task itself and how it informed the revisions. We will also discuss student perceptions of the design task, features of the design task that helped or hindered eliciting, and capturing, the participants' design process and major breakthroughs in the task development process.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130755033","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462465
Armando A. Rodriguez, M. Anderson-Rowland
Engineering and computer science careers are not well known to the general public. Most students studying these majors also have limited knowledge and information about their chosen area of study. In working with students over many years, the authors have experienced many questions from these students. As part of the evaluations for Academic Success Meetings, the students have been encouraged to ask questions about areas that they need to know more about. The questions tend to repeat themselves and fall into general categories. Not all students have mentors to answer these questions. Starting with the most important, the answers to all of these questions will go on a website that has been developed especially for transfer students under a National Science Foundation Step Award # 0836050. An initial 136 questions were presented to over 100 students. The students were asked to choose the 20 most critical questions to them. From this data, in an earlier paper, the top five questions were determined for students over 21 and the top five for students 21 and under, as well as by academic level. In this paper the similarities and differences in these critical questions by gender and by race/ethnicity are considered. The males and females in this study had two questions in common for their top five: “Why should I consider getting a PhD degree in engineering?” and “How do I choose a job?” The three race/Ethnicity groups of White, Hispanic/Latino, and Other/Unknown had only one question in common: “Will there be a job for me when I graduate?” Each of the three two-pair combinations had one question in common. The differences in critical questions by gender and ethnicity will also be discussed. The information determined here will help educators and advisors encourage potential and actual students in engineering and computer science. With this information they can focus their message by honing in on the critical questions of their particular audience. These questions and their answers can also be used for intentional advising.
{"title":"Critical questions of engineering students by gender and ethnicity","authors":"Armando A. Rodriguez, M. Anderson-Rowland","doi":"10.1109/FIE.2012.6462465","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462465","url":null,"abstract":"Engineering and computer science careers are not well known to the general public. Most students studying these majors also have limited knowledge and information about their chosen area of study. In working with students over many years, the authors have experienced many questions from these students. As part of the evaluations for Academic Success Meetings, the students have been encouraged to ask questions about areas that they need to know more about. The questions tend to repeat themselves and fall into general categories. Not all students have mentors to answer these questions. Starting with the most important, the answers to all of these questions will go on a website that has been developed especially for transfer students under a National Science Foundation Step Award # 0836050. An initial 136 questions were presented to over 100 students. The students were asked to choose the 20 most critical questions to them. From this data, in an earlier paper, the top five questions were determined for students over 21 and the top five for students 21 and under, as well as by academic level. In this paper the similarities and differences in these critical questions by gender and by race/ethnicity are considered. The males and females in this study had two questions in common for their top five: “Why should I consider getting a PhD degree in engineering?” and “How do I choose a job?” The three race/Ethnicity groups of White, Hispanic/Latino, and Other/Unknown had only one question in common: “Will there be a job for me when I graduate?” Each of the three two-pair combinations had one question in common. The differences in critical questions by gender and ethnicity will also be discussed. The information determined here will help educators and advisors encourage potential and actual students in engineering and computer science. With this information they can focus their message by honing in on the critical questions of their particular audience. These questions and their answers can also be used for intentional advising.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127740883","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462262
S. Condoor, Greg S. Keogh
While the value of the entrepreneurial mindset in engineering is now well recognized, faculty members are still struggling to find curricular and extracurricular activities to instill this mindset. This paper presents weekly innovation challenges as a relatively easy to implement set of activities that can be incorporated into: i) Existing courses as impromptu competitions and icebreakers that require no major curricular overhaul ii) Extracurricular activities to effectively engage students and faculty, and iii) Outreach activities to promote STEM and entrepreneurship through summer camps, engineers week competitions, K-12 outreach, and open-house events. The goal of the weekly innovation challenges is to instill the entrepreneurial mindset and foster interdisciplinary team to address a need under tight time constraints. In the long-term, the challenges have the potential to change the eco-system of the entire school. This paper provides insights into the organization of such challenges and logistics in conducting them.
{"title":"Work in progress: Weekly innovation challenge: Changing the mindset one step at a time every week","authors":"S. Condoor, Greg S. Keogh","doi":"10.1109/FIE.2012.6462262","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462262","url":null,"abstract":"While the value of the entrepreneurial mindset in engineering is now well recognized, faculty members are still struggling to find curricular and extracurricular activities to instill this mindset. This paper presents weekly innovation challenges as a relatively easy to implement set of activities that can be incorporated into: i) Existing courses as impromptu competitions and icebreakers that require no major curricular overhaul ii) Extracurricular activities to effectively engage students and faculty, and iii) Outreach activities to promote STEM and entrepreneurship through summer camps, engineers week competitions, K-12 outreach, and open-house events. The goal of the weekly innovation challenges is to instill the entrepreneurial mindset and foster interdisciplinary team to address a need under tight time constraints. In the long-term, the challenges have the potential to change the eco-system of the entire school. This paper provides insights into the organization of such challenges and logistics in conducting them.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114497964","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462523
Kristen M. Bachman, G. Gannod
Recently, inquiry-based learning has been used to enable students to ask scientific questions and come to objective conclusions based on observation and experimentation. Within this context, we have been exploring the impact of mobile devices upon different modes of learning including inquiry-based instruction. While much attention has been on the acquisition of mobile devices for the classroom, mobile learning has the ability to facilitate education beyond the confines of the brick and mortar to improve information retention and student engagement. This paper describes research being performed at Miami University which explores best practices in engaging students in inquiry-based learning experiences using a suite of technological tools (including a mobile app) being developed to support citizen science and research data collection.
{"title":"Work in progress: The effects of mobile learning on inquiry-based instruction","authors":"Kristen M. Bachman, G. Gannod","doi":"10.1109/FIE.2012.6462523","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462523","url":null,"abstract":"Recently, inquiry-based learning has been used to enable students to ask scientific questions and come to objective conclusions based on observation and experimentation. Within this context, we have been exploring the impact of mobile devices upon different modes of learning including inquiry-based instruction. While much attention has been on the acquisition of mobile devices for the classroom, mobile learning has the ability to facilitate education beyond the confines of the brick and mortar to improve information retention and student engagement. This paper describes research being performed at Miami University which explores best practices in engaging students in inquiry-based learning experiences using a suite of technological tools (including a mobile app) being developed to support citizen science and research data collection.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122512954","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462486
A. J. Mendes, L. Paquete, A. Cardoso, A. Gomes
High failure rates are common in many programming courses worldwide. Many causes for the learning problems have already been identified and different solutions have been proposed. However, the situation remains mostly unchanged. So, new pedagogical approaches are necessary, looking to create learning contexts that motivate students, increase their involvement with course activities, and maximize their learning possibilities. In this paper we present the changes made in the structure of a non-majors introductory programming course, and discuss the results obtained. We also present the results obtained in the first implementation of the new course structure.
{"title":"Increasing student commitment in introductory programming learning","authors":"A. J. Mendes, L. Paquete, A. Cardoso, A. Gomes","doi":"10.1109/FIE.2012.6462486","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462486","url":null,"abstract":"High failure rates are common in many programming courses worldwide. Many causes for the learning problems have already been identified and different solutions have been proposed. However, the situation remains mostly unchanged. So, new pedagogical approaches are necessary, looking to create learning contexts that motivate students, increase their involvement with course activities, and maximize their learning possibilities. In this paper we present the changes made in the structure of a non-majors introductory programming course, and discuss the results obtained. We also present the results obtained in the first implementation of the new course structure.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122667813","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462326
H. Diefes‐Dux, M. Cardella
When developing mathematical models for authentic problems that draw on basic descriptive statistics, many first-year engineering students do not address data distribution when it is appropriate to do so. An assignment was created in association with such a problem that asks students to develop their own test cases as a means of getting students to think more deeply about the data provided and the models they are developing. In this work in progress, these test cases are analyzed. The means and standard deviations of the test cases are quite different than those provided with the problem. However, there is evidence that students may not be attending to the original problem context. Next steps are briefly indicated.
{"title":"Work in progress: First-year engineering students development of test cases for model development","authors":"H. Diefes‐Dux, M. Cardella","doi":"10.1109/FIE.2012.6462326","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462326","url":null,"abstract":"When developing mathematical models for authentic problems that draw on basic descriptive statistics, many first-year engineering students do not address data distribution when it is appropriate to do so. An assignment was created in association with such a problem that asks students to develop their own test cases as a means of getting students to think more deeply about the data provided and the models they are developing. In this work in progress, these test cases are analyzed. The means and standard deviations of the test cases are quite different than those provided with the problem. However, there is evidence that students may not be attending to the original problem context. Next steps are briefly indicated.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"203 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120878722","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462230
Liang Hong, K. Qian, C. Hung
Recent research shows that the engineering students have problems connecting the required computation to a conceptual understanding, as well as translating a graphical understanding of the process to a symbolic mathematical representation, especially when handling the multiple steps of the procedures. The students are usually able to perform sequences of the underlying calculations but cannot piece together the higher conceptual relationship that drives these procedures. This work-in-progress paper presents a viable approach and a new teaching and learning paradigm to enhance the effectiveness of teaching fast Fourier transform and significantly improve the learning outcomes. By integrating the mobile and cloud computing technologies, we are developing a handheld real-world relevance laboratory that includes an integrated learning module for Fourier transform and a shared intelligent project repository to host the module and real-world relevant data. This development is expected to overcome the intellectual inaccessibility of transform techniques and tackle the challenges in existing approaches: the prohibitive cost of project-based approach; limited access and real-world relevance data in simulation-based approach, and unreliable and unsustainable support.
{"title":"Work in progress: Multi-faceted penetration of fast fourier transform by interactively analyzing real-world objects via mobile technology","authors":"Liang Hong, K. Qian, C. Hung","doi":"10.1109/FIE.2012.6462230","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462230","url":null,"abstract":"Recent research shows that the engineering students have problems connecting the required computation to a conceptual understanding, as well as translating a graphical understanding of the process to a symbolic mathematical representation, especially when handling the multiple steps of the procedures. The students are usually able to perform sequences of the underlying calculations but cannot piece together the higher conceptual relationship that drives these procedures. This work-in-progress paper presents a viable approach and a new teaching and learning paradigm to enhance the effectiveness of teaching fast Fourier transform and significantly improve the learning outcomes. By integrating the mobile and cloud computing technologies, we are developing a handheld real-world relevance laboratory that includes an integrated learning module for Fourier transform and a shared intelligent project repository to host the module and real-world relevant data. This development is expected to overcome the intellectual inaccessibility of transform techniques and tackle the challenges in existing approaches: the prohibitive cost of project-based approach; limited access and real-world relevance data in simulation-based approach, and unreliable and unsustainable support.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127302184","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 : 2012-10-03DOI: 10.1109/FIE.2012.6462377
Yehiry Lucelly Pulido Vega, J. G. Bolaños, Gloria Milena Fernández Nieto, S. Baldiris
Assessment process in one of the most important issues in the learning process and in many cases it is the process that define the sequence of the instruction because it measures the performance of the student in the educational process. In last decades the inclusion of TICs in teaching-learning process has facilitated to address the diversity of students and teachers features. Learning technologies enhance have permitted to adapt the different ways of learning and teaching that coexist in the educational context through the generation of adaptations process as well as user modeling process. This paper describes the item response theory and how it can be applied in a test scenario of an online course for the generation of adaptive assessments within a course of introduction to Object Oriented Programming from items (assessment questions), which are available in online repositories. Being a probabilistic theory the article describes the variables to consider and how to calculate the probability that a student answers correctly a specific item, which is known as the student proficiency level or theta, based on a skill test and their previous answers. In other papers write for the authors it is described the experience of working with fedora commons repositories, which are distributed across a network, in order to have enough questions to be applied properly normalized in the adaptation process. These questions are described under the Dublin Core standard. The main contributions of this project are the implementation of a probabilistic theory in the generation of adaptive assessment and use of distributed repositories that allow the reusability of items properly parameterized. A second phase of the research includes the implementation of the project (APIP) Accessible Profile Portable Item, allowing standardization of assessment items in a suitable format in the LOM.
{"title":"Application of item response theory (IRT) for the generation of adaptive assessments in an introductory course on object-oriented programming","authors":"Yehiry Lucelly Pulido Vega, J. G. Bolaños, Gloria Milena Fernández Nieto, S. Baldiris","doi":"10.1109/FIE.2012.6462377","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462377","url":null,"abstract":"Assessment process in one of the most important issues in the learning process and in many cases it is the process that define the sequence of the instruction because it measures the performance of the student in the educational process. In last decades the inclusion of TICs in teaching-learning process has facilitated to address the diversity of students and teachers features. Learning technologies enhance have permitted to adapt the different ways of learning and teaching that coexist in the educational context through the generation of adaptations process as well as user modeling process. This paper describes the item response theory and how it can be applied in a test scenario of an online course for the generation of adaptive assessments within a course of introduction to Object Oriented Programming from items (assessment questions), which are available in online repositories. Being a probabilistic theory the article describes the variables to consider and how to calculate the probability that a student answers correctly a specific item, which is known as the student proficiency level or theta, based on a skill test and their previous answers. In other papers write for the authors it is described the experience of working with fedora commons repositories, which are distributed across a network, in order to have enough questions to be applied properly normalized in the adaptation process. These questions are described under the Dublin Core standard. The main contributions of this project are the implementation of a probabilistic theory in the generation of adaptive assessment and use of distributed repositories that allow the reusability of items properly parameterized. A second phase of the research includes the implementation of the project (APIP) Accessible Profile Portable Item, allowing standardization of assessment items in a suitable format in the LOM.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129142845","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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