Semantic Web facilitated e-learning, where Computer-Assisted Assessment-CAA has vitally contributed for effective use of computers to evaluate Open-ended questions for free-text response. Domain Ontology as an aid to CAA, plays a very pivotal role by preserving domain-specific conceptual knowledge that not only endorse the semantic capability of Information Retrieval as Question Answering, but is also used to evaluate the response. OntoBAeval is Ontology based tool for automatic evaluation of free-text short responses submitted by users in Learning Management Systems-LMS based discussion forums or Community-based Question Answer (Q & A) forums. In this paper we propose architecture based on simple Natural Language Processing-NLP techniques, Word net and hand-coded logic to make sense of user Questions and submitted responses using the Semantic Web Ontology Language-OWL. The experimental results show that the proposed approach, which is tested on Computer Science subject Operating Systems, can be effectively used to evaluate the response by providing score that a learner uses to satisfy the learner's objective.
{"title":"OntoBAeval: Ontology Based Automatic Evaluation of Free-Text Response","authors":"Pratik Thanawala, J. Pareek, Manan Shah","doi":"10.1109/T4E.2014.6","DOIUrl":"https://doi.org/10.1109/T4E.2014.6","url":null,"abstract":"Semantic Web facilitated e-learning, where Computer-Assisted Assessment-CAA has vitally contributed for effective use of computers to evaluate Open-ended questions for free-text response. Domain Ontology as an aid to CAA, plays a very pivotal role by preserving domain-specific conceptual knowledge that not only endorse the semantic capability of Information Retrieval as Question Answering, but is also used to evaluate the response. OntoBAeval is Ontology based tool for automatic evaluation of free-text short responses submitted by users in Learning Management Systems-LMS based discussion forums or Community-based Question Answer (Q & A) forums. In this paper we propose architecture based on simple Natural Language Processing-NLP techniques, Word net and hand-coded logic to make sense of user Questions and submitted responses using the Semantic Web Ontology Language-OWL. The experimental results show that the proposed approach, which is tested on Computer Science subject Operating Systems, can be effectively used to evaluate the response by providing score that a learner uses to satisfy the learner's objective.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127669695","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}
Lectures and little emphasis is on student involvement. To enhance the skills of the students/learners they need to be involved in the learning process. This paper describes the use of Process Oriented Guided Inquiry Learning (POGIL) in an engineering and management college in Andhra Pradesh, India. Though POGIL has been developed and validated extensively over the last 15 years in the US, it is quite new in the Indian scenario and in Engineering and Management education. The authors share the process steps followed in introducing POGIL in the classroom and highlight the changes that they observed in the students and the teachers after introducing POGIL. The authors observed increased classroom interaction and improved grades in students. These positive findings encourage the authors to further use POGIL in engineering and management and spread POGIL to other colleges.
{"title":"Creating a Learner Centric Environment through POGIL: Our Experience in Engineering and Management Education in India","authors":"S. Kode, J. Cherukuri","doi":"10.1109/T4E.2014.34","DOIUrl":"https://doi.org/10.1109/T4E.2014.34","url":null,"abstract":"Lectures and little emphasis is on student involvement. To enhance the skills of the students/learners they need to be involved in the learning process. This paper describes the use of Process Oriented Guided Inquiry Learning (POGIL) in an engineering and management college in Andhra Pradesh, India. Though POGIL has been developed and validated extensively over the last 15 years in the US, it is quite new in the Indian scenario and in Engineering and Management education. The authors share the process steps followed in introducing POGIL in the classroom and highlight the changes that they observed in the students and the teachers after introducing POGIL. The authors observed increased classroom interaction and improved grades in students. These positive findings encourage the authors to further use POGIL in engineering and management and spread POGIL to other colleges.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114623726","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}
Synchronous online learning environment is becoming increasingly popular because of its ability to promote emergent interactions through real-time feedback. This study examined the role of co-regulation in synchronous online learning environment to capture the dynamics of social interaction in learning. A study was conducted to examine the relationships between co-regulation strategies and group performance. Results indicated that the use of orientation, executing, and planning strategies were positively related to group performance, but only the orientation strategy predicted group performance. The high performance groups adopted more orientation and executing strategies than low performance groups. Implications for teachers, students, and educational technologists are discussed.
{"title":"The Role of Co-regulation in Synchronous Online Learning Environment","authors":"Lanqin Zheng, Vivekanandan Kumar, Kinshuk","doi":"10.1109/T4E.2014.49","DOIUrl":"https://doi.org/10.1109/T4E.2014.49","url":null,"abstract":"Synchronous online learning environment is becoming increasingly popular because of its ability to promote emergent interactions through real-time feedback. This study examined the role of co-regulation in synchronous online learning environment to capture the dynamics of social interaction in learning. A study was conducted to examine the relationships between co-regulation strategies and group performance. Results indicated that the use of orientation, executing, and planning strategies were positively related to group performance, but only the orientation strategy predicted group performance. The high performance groups adopted more orientation and executing strategies than low performance groups. Implications for teachers, students, and educational technologists are discussed.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129639009","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}
Multiple choice questions (MCQs) are widely used as an efficient means to grade large batches of students. With technology enabling extremely large classes (MOOCs), the use of MCQs has increased rapidly, leading to an increased scrutiny of their pedagogical utility. In this paper, we present a variant of MCQs that requires students to justify their answer by choosing one or more supporting statements from an instructor-defined list. Thus we retain the ability to automate the grading process, while addressing some (but not all) of the known weaknesses of such assessment. To help the educational research community evaluate the pedagogical utility of this approach, we have created an open-source plug in for creating and evaluating such questions on a widely used e-learning platform (Moodle).
{"title":"Multiple Choice Questions with Justifications","authors":"Anusha Hegde, Nayanika Ghosh, Viraj Kumar","doi":"10.1109/T4E.2014.30","DOIUrl":"https://doi.org/10.1109/T4E.2014.30","url":null,"abstract":"Multiple choice questions (MCQs) are widely used as an efficient means to grade large batches of students. With technology enabling extremely large classes (MOOCs), the use of MCQs has increased rapidly, leading to an increased scrutiny of their pedagogical utility. In this paper, we present a variant of MCQs that requires students to justify their answer by choosing one or more supporting statements from an instructor-defined list. Thus we retain the ability to automate the grading process, while addressing some (but not all) of the known weaknesses of such assessment. To help the educational research community evaluate the pedagogical utility of this approach, we have created an open-source plug in for creating and evaluating such questions on a widely used e-learning platform (Moodle).","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131808570","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}
The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. Without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.
{"title":"Impact on Students' Achievement in Teaching Mathematics Using Geogebra","authors":"R. Kushwaha, P. Chaurasia, A. Singhal","doi":"10.1109/T4E.2014.54","DOIUrl":"https://doi.org/10.1109/T4E.2014.54","url":null,"abstract":"The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. Without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130495474","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}
The importance of learning the C programming language in the engineering curriculum is a well-known fact among engineering students, faculty, programming language instructors and also software companies involved in campus placements. A strong conceptual awareness of C concepts provides a good foundation for learning other programming languages and also a better understanding of hardware since most of the system software has been written using C. Although C is taught in the curriculum, it is difficult to make all the students interested to continue practice writing programs in order to sharpen their C programming skills. This paper proposes software called as C Glance which is basically an educational software, which can be used to learn the C programming language in an efficient and progressive way.
{"title":"C GLANCE: An Interactive Way to Learn C","authors":"Vishal Kumar, A. S. Kumar, S. Kalaimagal","doi":"10.1109/T4E.2014.48","DOIUrl":"https://doi.org/10.1109/T4E.2014.48","url":null,"abstract":"The importance of learning the C programming language in the engineering curriculum is a well-known fact among engineering students, faculty, programming language instructors and also software companies involved in campus placements. A strong conceptual awareness of C concepts provides a good foundation for learning other programming languages and also a better understanding of hardware since most of the system software has been written using C. Although C is taught in the curriculum, it is difficult to make all the students interested to continue practice writing programs in order to sharpen their C programming skills. This paper proposes software called as C Glance which is basically an educational software, which can be used to learn the C programming language in an efficient and progressive way.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126532494","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}
R. Ramesh, Shitanshu Mishra, M. Sasikumar, Sridhar V. Iyer
Question repositories are organized collections of assessment questions (items) that serve many purposes. Questions required vary widely along many dimensions such as cognitive level, difficulty level content and question type depending upon the context in which it is used. This paper proposes a software system that semi-automatically generates metadata for items in a question repository. The metadata in this paper corresponds to "cognitive level", "question type", "content" and "difficulty level". The developed system was tested for its usability and accuracy and the results are promising. The accuracy with respect to automatic generation of cognitive level tags was 78% and other tags were generated with more than 90% accuracy. Usability testing has shown that the system is user friendly and useful in multiple ways.
{"title":"Semi-Automatic Generation of Metadata for Items in a Question Repository","authors":"R. Ramesh, Shitanshu Mishra, M. Sasikumar, Sridhar V. Iyer","doi":"10.1109/T4E.2014.38","DOIUrl":"https://doi.org/10.1109/T4E.2014.38","url":null,"abstract":"Question repositories are organized collections of assessment questions (items) that serve many purposes. Questions required vary widely along many dimensions such as cognitive level, difficulty level content and question type depending upon the context in which it is used. This paper proposes a software system that semi-automatically generates metadata for items in a question repository. The metadata in this paper corresponds to \"cognitive level\", \"question type\", \"content\" and \"difficulty level\". The developed system was tested for its usability and accuracy and the results are promising. The accuracy with respect to automatic generation of cognitive level tags was 78% and other tags were generated with more than 90% accuracy. Usability testing has shown that the system is user friendly and useful in multiple ways.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116557938","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}
For Master of Computer Applications (MCA) course, number of colleges has grown drastically in terms of numbers and intake in past few years in India. An availability of qualified and motivated teachers and trainers is a common problem in most Indian MCA colleges. Additionally, a vast majority of the available teachers does not have any formal training in teaching (like B.Ed.), ultimately resulting in poor quality of teaching and the quality of examinations (paper and evaluation). Various workshops have been arranged to enhance teaching skills covering topics like designing lesson plans, incorporating Learner Styles, Bloom's taxonomy, Rubric design and Active teaching techniques etc. However, there is very little concern for evaluation of practical exams where wide variety of technologies is involved. The purpose of this paper is to consider the change in learning (understanding) approaches of a learner and reduce the randomness found in practical paper preparation and evaluation for programming languages. In this study, Rubrics (templates) are designed, implemented and used for practical question set and the faculty members were trained for evaluation using the same templates. These paper sets were used for External university examination of post graduate students (specially MCA). Questionnaire was prepared to get students and faculty feedback. It was observed that students evaluated with practical questions prepared using CCB showed better understanding, concept visualization and enhanced analytical ability of students. It also reduced randomness in the evaluation process. Our observations indicate that students' skill levels improved significantly.
{"title":"Effect of Conceptual Cue Based (CCB) Practical Exam Evaluation of Learning and Evaluation Approaches: A Case for Use in Process-Based Pedagogy","authors":"Jignesh C. Doshi, Maxwell Christian","doi":"10.1109/T4E.2014.46","DOIUrl":"https://doi.org/10.1109/T4E.2014.46","url":null,"abstract":"For Master of Computer Applications (MCA) course, number of colleges has grown drastically in terms of numbers and intake in past few years in India. An availability of qualified and motivated teachers and trainers is a common problem in most Indian MCA colleges. Additionally, a vast majority of the available teachers does not have any formal training in teaching (like B.Ed.), ultimately resulting in poor quality of teaching and the quality of examinations (paper and evaluation). Various workshops have been arranged to enhance teaching skills covering topics like designing lesson plans, incorporating Learner Styles, Bloom's taxonomy, Rubric design and Active teaching techniques etc. However, there is very little concern for evaluation of practical exams where wide variety of technologies is involved. The purpose of this paper is to consider the change in learning (understanding) approaches of a learner and reduce the randomness found in practical paper preparation and evaluation for programming languages. In this study, Rubrics (templates) are designed, implemented and used for practical question set and the faculty members were trained for evaluation using the same templates. These paper sets were used for External university examination of post graduate students (specially MCA). Questionnaire was prepared to get students and faculty feedback. It was observed that students evaluated with practical questions prepared using CCB showed better understanding, concept visualization and enhanced analytical ability of students. It also reduced randomness in the evaluation process. Our observations indicate that students' skill levels improved significantly.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124916848","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}
Abhinav Anand, Aditi Kothiyal, Anita S. Diwakar, Anura Kenkre, Anurag Deep, Patil Deepti Reddy, J. Warriem, Kapil Kadam, Kavya Alse, K. Eranki, R. Ramesh, Rwitajit Majumdar, Shitanshu Mishra, Vasanta Akondy, Yogendra Pal
Engineering education research generates many insightful findings on learning and teaching of engineering concepts. These research findings need to be translated into practical implementations in the classroom to help students to achieve better learning outcomes. This paper describes a project by research scholars specializing in educational technologies. The aim of the project was to use the analyses of three phenomenographic studies to plan teaching and learning activities in engineering classrooms. The phenomenographic studies focused on the practice of engineering design across disciplines, sustainable design, and cross-disciplinary practice. The teaching-learning plans draw on curriculum, instructional, and technological innovations to facilitate understandings of engineering design identified in the phenomenographic studies. The paper contributes by relating theory to practice and demonstrates ways of utilizing research findings in the design of teaching-learning activities for engineering students.
{"title":"Designing Engineering Curricula Based on Phenomenographic Results: Relating Theory to Practice","authors":"Abhinav Anand, Aditi Kothiyal, Anita S. Diwakar, Anura Kenkre, Anurag Deep, Patil Deepti Reddy, J. Warriem, Kapil Kadam, Kavya Alse, K. Eranki, R. Ramesh, Rwitajit Majumdar, Shitanshu Mishra, Vasanta Akondy, Yogendra Pal","doi":"10.1109/T4E.2014.18","DOIUrl":"https://doi.org/10.1109/T4E.2014.18","url":null,"abstract":"Engineering education research generates many insightful findings on learning and teaching of engineering concepts. These research findings need to be translated into practical implementations in the classroom to help students to achieve better learning outcomes. This paper describes a project by research scholars specializing in educational technologies. The aim of the project was to use the analyses of three phenomenographic studies to plan teaching and learning activities in engineering classrooms. The phenomenographic studies focused on the practice of engineering design across disciplines, sustainable design, and cross-disciplinary practice. The teaching-learning plans draw on curriculum, instructional, and technological innovations to facilitate understandings of engineering design identified in the phenomenographic studies. The paper contributes by relating theory to practice and demonstrates ways of utilizing research findings in the design of teaching-learning activities for engineering students.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125400236","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}
Shilpi Banerjee, N. J. Rao, Chandrashekar Ramanathan, V. M. Ramesh
Good assessment helps in good learning. Good assessment should be valid and reliable. This paper proposes that a valid summative assessment instrument can be created through course design in formal higher education programs as per the Instructional System Design Model ADDIE, and the reliability of the same can be ensured by avoiding systematic and random errors in evaluation. The validity of a summative assessment instrument designed following the process proposed is verified with respect to a course on Marketing and Strategy.
{"title":"Design of Valid Summative Assessment Instruments in Formal Higher Education Programs","authors":"Shilpi Banerjee, N. J. Rao, Chandrashekar Ramanathan, V. M. Ramesh","doi":"10.1109/T4E.2014.52","DOIUrl":"https://doi.org/10.1109/T4E.2014.52","url":null,"abstract":"Good assessment helps in good learning. Good assessment should be valid and reliable. This paper proposes that a valid summative assessment instrument can be created through course design in formal higher education programs as per the Instructional System Design Model ADDIE, and the reliability of the same can be ensured by avoiding systematic and random errors in evaluation. The validity of a summative assessment instrument designed following the process proposed is verified with respect to a course on Marketing and Strategy.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129361785","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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