Pub Date : 2019-10-12DOI: 10.20368/1971-8829/1135051
Maria Rosaria Re, F. Amenduni, C. D. Medio, Mara Valente
The present paper aims at presenting the Critical Thinking (CT) Skills assessment results in teachers participating in the Erasmus+ KA203 CRITHINKEDU summit (Critical Thinking Across the European Higher Education Curricula), organised in Leuven in June 2019. Within the summit, a workshop was organized to promote in participants’ CT skills knowledge, especially in terms of CT assessment methods through open-ended questions. Based on our theoretical assumptions, description and interpretation activities of written text promote skills such as Analysis, Argumentation, Inference and Critical evaluation, which can also be defined in terms of improvement of language skills. Teachers participating in the workshop were assessed through a test composed by literary text paraphrase and commentary exercises; a prototype for the automatic assessment of CT in open-ended answers was used to evaluate the open-answers. Also three human raters evaluated the answers’ texts. The goal of the present research
{"title":"How to use assessment data collected through writing activities to identify participants’ critical thinking levels","authors":"Maria Rosaria Re, F. Amenduni, C. D. Medio, Mara Valente","doi":"10.20368/1971-8829/1135051","DOIUrl":"https://doi.org/10.20368/1971-8829/1135051","url":null,"abstract":"The present paper aims at presenting the Critical Thinking (CT) Skills assessment results in teachers participating in the Erasmus+ KA203 CRITHINKEDU summit (Critical Thinking Across the European Higher Education Curricula), organised in Leuven in June 2019. Within the summit, a workshop was organized to promote in participants’ CT skills knowledge, especially in terms of CT assessment methods through open-ended questions. Based on our theoretical assumptions, description and interpretation activities of written text promote skills such as Analysis, Argumentation, Inference and Critical evaluation, which can also be defined in terms of improvement of language skills. Teachers participating in the workshop were assessed through a test composed by literary text paraphrase and commentary exercises; a prototype for the automatic assessment of CT in open-ended answers was used to evaluate the open-answers. Also three human raters evaluated the answers’ texts. The goal of the present research","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81131907","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 : 2019-10-12DOI: 10.20368/1971-8829/1135065
Sergio Miranda, Rosa Vegliante
Learners have different needs and abilities; teachers have the ambition to intervene before it is too late. How may e-learning systems support this? Learning Analytics may be the answer but there is not a general-purpose model to adopt. Many learning analytics tools examine data related to the activities of learners in on-line systems. Research efforts in learning analytics tried to examine data coming from LMS tracks in order to define predictive model of students’ performances and failure risks and to intervene to improve the learning outcomes. The analytical methods are widely used but no theoretical references are clear. In this paper, we tried to define a prediction model for learning analytics. In particular, we adopted a Moodle-based LMS in a blended course and collected all data of more than 400 undergraduate students in terms of resource accesses and exam performances. The model we defined was able to identify the learners at risk during their learning processes only by analysing their navigation paths among the contents.
{"title":"Learning Analytics to support learners and teachers: the navigation among contents as a model to adopt","authors":"Sergio Miranda, Rosa Vegliante","doi":"10.20368/1971-8829/1135065","DOIUrl":"https://doi.org/10.20368/1971-8829/1135065","url":null,"abstract":"Learners have different needs and abilities; teachers have the ambition to intervene before it is too late. How may e-learning systems support this? Learning Analytics may be the answer but there is not a general-purpose model to adopt. Many learning analytics tools examine data related to the activities of learners in on-line systems. Research efforts in learning analytics tried to examine data coming from LMS tracks in order to define predictive model of students’ performances and failure risks and to intervene to improve the learning outcomes. The analytical methods are widely used but no theoretical references are clear. In this paper, we tried to define a prediction model for learning analytics. In particular, we adopted a Moodle-based LMS in a blended course and collected all data of more than 400 undergraduate students in terms of resource accesses and exam performances. The model we defined was able to identify the learners at risk during their learning processes only by analysing their navigation paths among the contents.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83170487","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 : 2019-10-12DOI: 10.20368/1971-8829/1135045
Simone Torsani
{"title":"User ratings as a predictor of linguistic feedback quality in Question and Answer portals","authors":"Simone Torsani","doi":"10.20368/1971-8829/1135045","DOIUrl":"https://doi.org/10.20368/1971-8829/1135045","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79949122","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 : 2019-10-12DOI: 10.20368/1971-8829/1135028
L. Cecconi, Bojan Fazlagic
This contribution presents a reflection on the relationship between the use of assessment tools and the two-sided phenomenon of the completion rate and dropout rate in MOOCs. In support of this reflection, the experience of the MOOCs proposed by the University of Modena and Reggio Emilia (UNIMORE) within the EduOpen network is described. In particular, data relating to the quantity and quality of the assessment tools used in the MOOCs UNIMORE and data on the completion rates of the five pathways currently active in the training offer on EduOpen, specifically of an MOOC with a complex evaluation system and high completion rates, are reported.
{"title":"The Presence and Role of Assessment in UniMoRe MOOCs","authors":"L. Cecconi, Bojan Fazlagic","doi":"10.20368/1971-8829/1135028","DOIUrl":"https://doi.org/10.20368/1971-8829/1135028","url":null,"abstract":"This contribution presents a reflection on the relationship between the use of assessment tools and the two-sided phenomenon of the completion rate and dropout rate in MOOCs. In support of this reflection, the experience of the MOOCs proposed by the University of Modena and Reggio Emilia (UNIMORE) within the EduOpen network is described. In particular, data relating to the quantity and quality of the assessment tools used in the MOOCs UNIMORE and data on the completion rates of the five pathways currently active in the training offer on EduOpen, specifically of an MOOC with a complex evaluation system and high completion rates, are reported.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86404032","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 : 2019-10-12DOI: 10.20368/1971-8829/1135034
A. D. Santis, Katia Sannicandro, C. Bellini, T. Minerva
{"title":"Predictive Model Selection for Completion Rate in Massive Open Online Courses","authors":"A. D. Santis, Katia Sannicandro, C. Bellini, T. Minerva","doi":"10.20368/1971-8829/1135034","DOIUrl":"https://doi.org/10.20368/1971-8829/1135034","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84337270","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 : 2019-10-12DOI: 10.20368/1971-8829/1135130
N. Villa
{"title":"In memory of Luigi Colazzo","authors":"N. Villa","doi":"10.20368/1971-8829/1135130","DOIUrl":"https://doi.org/10.20368/1971-8829/1135130","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79160040","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 : 2019-10-12DOI: 10.20368/1971-8829/1135057
A. Barana, A. Conte, C. Fissore, M. Marchisio, S. Rabellino
{"title":"LEARNING ANALYTICS TO IMPROVE FORMATIVE ASSESSMENT STRATEGIES","authors":"A. Barana, A. Conte, C. Fissore, M. Marchisio, S. Rabellino","doi":"10.20368/1971-8829/1135057","DOIUrl":"https://doi.org/10.20368/1971-8829/1135057","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85212907","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 : 2019-10-12DOI: 10.20368/1971-8829/1135048
M. Marchisio, S. Rabellino, F. Roman, M. Sacchet, D. Salusso
Nowadays learning analytics has been growing as a science, and at the University of Turin we are interested in its potential to enhance both the teaching and the learning experience. In the last few years we have gathered data from two projects: Orient@mente, and start@unito, with the latter offering open online university courses in various disciplines. In addition, we have also studied and analysed the results of the teacher training experience carried out for the start@unito project, as well as those obtained from a survey involving secondary school teachers and the possible employment of the start@unito OERs in their everyday teaching. Our sources of data are students’ activity online, the results of formative automatic assessment, and the questionnaires given to the learners; the types of questions range from Likert scale evaluations to multiple choice, yes/no and a few open questions. In this paper we discuss the different tasks we completed in our projects and evaluate their adherence with the learning analytics techniques
{"title":"Boosting up data collection and analysis to learning analytics in open online contexts: an assessment methodology","authors":"M. Marchisio, S. Rabellino, F. Roman, M. Sacchet, D. Salusso","doi":"10.20368/1971-8829/1135048","DOIUrl":"https://doi.org/10.20368/1971-8829/1135048","url":null,"abstract":"Nowadays learning analytics has been growing as a science, and at the University of Turin we are interested in its potential to enhance both the teaching and the learning experience. In the last few years we have gathered data from two projects: Orient@mente, and start@unito, with the latter offering open online university courses in various disciplines. In addition, we have also studied and analysed the results of the teacher training experience carried out for the start@unito project, as well as those obtained from a survey involving secondary school teachers and the possible employment of the start@unito OERs in their everyday teaching. Our sources of data are students’ activity online, the results of formative automatic assessment, and the questionnaires given to the learners; the types of questions range from Likert scale evaluations to multiple choice, yes/no and a few open questions. In this paper we discuss the different tasks we completed in our projects and evaluate their adherence with the learning analytics techniques","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90586847","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 : 2019-10-12DOI: 10.20368/1971-8829/1135064
Bojan Fazlagic, L. Cecconi
{"title":"Disciplinary and didactic profiles in the EduOpen network MOOCs","authors":"Bojan Fazlagic, L. Cecconi","doi":"10.20368/1971-8829/1135064","DOIUrl":"https://doi.org/10.20368/1971-8829/1135064","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86236206","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 : 2019-10-12DOI: 10.20368/1971-8829/1135040
R. Capone, Ritamaria Bucciarelli, E. Javier, G. Marianna, Giulia Savarese, F. S. Tortoriello
The educator is a “Translator” ie manufacturer of algorithms for a teaching in the infosphere. The teacher who turns into a robotic mind perhaps of the type R2D2 a research droid, will be the emblem of our future. The work aims to validate the moments of transformation through which, over the centuries, the mathematical sciences, with the help of philosophy, have elevated the languages Natural Language Generation (NLG) to formal models. The starting hypothesis is to corroborate an epistemological statute, which entrusts mental processes with logical-mathematical reasoning following four models: Chomsky (1956), which, with descriptive grammar, marks a new model for the rewriting of languages; Gross (1975), which, with the relationship between linguistics, informatics and mathematics, generates a relation concerning a strongly transdisciplinary domain, in which linguistics
{"title":"Learning Analytics - Scientific Description and Heuristic Validation of Languages NLG","authors":"R. Capone, Ritamaria Bucciarelli, E. Javier, G. Marianna, Giulia Savarese, F. S. Tortoriello","doi":"10.20368/1971-8829/1135040","DOIUrl":"https://doi.org/10.20368/1971-8829/1135040","url":null,"abstract":"The educator is a “Translator” ie manufacturer of algorithms for a teaching in the infosphere. The teacher who turns into a robotic mind perhaps of the type R2D2 a research droid, will be the emblem of our future. The work aims to validate the moments of transformation through which, over the centuries, the mathematical sciences, with the help of philosophy, have elevated the languages Natural Language Generation (NLG) to formal models. The starting hypothesis is to corroborate an epistemological statute, which entrusts mental processes with logical-mathematical reasoning following four models: Chomsky (1956), which, with descriptive grammar, marks a new model for the rewriting of languages; Gross (1975), which, with the relationship between linguistics, informatics and mathematics, generates a relation concerning a strongly transdisciplinary domain, in which linguistics","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83716547","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：