Computer Supported Education

Name: Computer Supported Education | 7th International Conference, CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers
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7th International Conference, CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers

Susan Zvacek Maria Teresa Restivo James Uhomoibhi Markus Helfert(Herausgeber*in)

Springer (Verlag)

Erschienen am 10. Februar 2016

XVIII, 636 Seiten

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978-3-319-29585-5 (ISBN)

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Inhalt

Intro
Preface
Organization
Contents
Invited Paper
Open Education Practices as Answer to New Demands of Training in Entrepreneurship Competences: The Role of Recommender Systems
Abstract
1 The Entrepreneurial Spirit in Europe
2 Entrepreneurship and the Startup Model as an Open Education Practice (OEP)
2.1 The Entrepreneurial Competences Matrix
2.2 The Startup Open Education Practice
3 Critical Factors in Open Education Practices
3.1 Challenges of the Startup Model vs Architectural Basic Components
3.2 A Critical Problem: Feeding OERs to the OER Gateway Through the Recommender System
4 Conclusions
References
Papers
Identification and Formalization of LMS Instructional Design Languages: Moodle Case Study
Abstract
1 Introduction
2 Meta Models
3 Context
4 The LMS Centred Approach
4.1 The Identification and the Formalization Process: An Overview
4.2 Macro-HMI Analysis
4.3 Factorization
4.4 Functional Analysis
4.5 Micro Analysis
4.5.1 Micro-IHM Analysis
4.5.2 Technical Analysis
4.5.3 Confrontation and Formalization
5 Application of our Approach on Moodle 2.4
5.1 Application of the Macro-HMI Analysis on Moodle 2.4
5.2 Application of the Macro-HMI Analysis on Moodle 2.4
5.3 Application of the Functional Analysis on Moodle 2.4
5.4 Application of the Micro Analysis on Moodle 2.4
5.4.1 Step 1: Micro-IHM Analysis
5.4.2 Step 2: Technical Analysis
5.4.3 Step 3: Confrontation and Formalization
6 Comparison Between Moodle 2.0 and Moodle 2.4 Meta-Models
7 Conclusion
References
APLe: Agents for Personalized Learning in Distance Learning
Abstract
1 Introduction
2 Ontologies
2.1 Learner Model
2.2 Learning Objects and Outcomes
3 Agent-Based Platform
3.1 System Architecture Overview
3.2 Tutor Agent
3.3 System Usage Example
4 Evaluation
4.1 Questionnaire
4.2 Results
4.3 Discussion
5 Related Work
6 Conclusions
References
Recognition of Reading Activities and Reading Profile of User on Japanese Text Presentation System
Abstract
1 Introduction
2 Japanese Text Presentation System with Recognition of Read Aloud Voices
2.1 User's Activity About Reading
2.2 Reading Activity Measurement Based on the Reading Aloud Voices
3 Analysis of Reading Profile from Reading Activities
3.1 Reading Profile Based on the Linear Relation Between the Reading Time and the Length of a High-Lighted Part
3.2 Finding Linear Relation from Recorded Key Operations
3.3 Profiles of Reading Activities
4 Implementation of Japanese Text Presentation System with Recognition of User Activity
4.1 ICT Environments
4.2 Class Room
4.3 System Design
4.4 System Implementation
5 Experiments
5.1 Text Presentation Varieties
5.2 Read Aloud Voice Recognition
5.3 Estimation of User's Activity
5.4 Total Reading Profiles in a Class
6 Conclusion
Acknowledgements
References
Assisting European Portuguese Teaching: Linguistic Features Extraction and Automatic Readability Classifier
1 Introduction
2 Related Work
3 Natural Language Processing Tools
4 Features
5 Readability Classifier
6 User Interface
7 Evaluation
7.1 Readability Classifier
7.2 Feature Contribution
8 Conclusions and Future Work
References
A Framework for Designing On-line Listening Activities for Postsecondary Music Courses: What Student ...
Abstract
1 Context and Background
2 The Cognition of Listening
3 A Cognitive Framework for Guided Listening
4 Technologies to Deliver the Cognitive Framework for Guided Listening
5 Student Characteristics
6 Methods
6.1 Participants and Procedures
7 Results
7.1 Music Experience and Performance
7.2 Computer Experience and Performance
7.3 Self-Regulation and Performance
7.4 Student Characteristics and Perceptions of the On-line Activities
8 Discussion
9 Conclusion
References
Dynamic Adaptive Activity Planning in Education: Implementation and Case Study
1 Introduction
2 Related Work
3 The ASHYI Architecture
4 ASHYI-EDU
4.1 Course Structure
4.2 Configure Virtual Learning Environment
4.3 Activity and Resources Selection Using PUMAS-LITE
4.4 Meta-planning
4.5 Adapted Plans
4.6 Matching Students to Activities
4.7 Adapted Plan Execution
4.8 Context and User Changes and Re-planning
5 Case Study
5.1 Offline Course
5.2 Online Courses
5.3 Results
6 Conclusions and Future Work
References
A Meta-Modeling Approach for Capturing Recurrent Uses of Moodle Tools into Pedagogical Activities
1 Introduction
2 TEL and MDE Research Context
2.1 Instructional Design and LMS Compatibility
2.2 Some State-of-the-Art Learning Design Tools and Languages
2.3 Model Driven Engineering Within the Graphit Project
3 Collect and Analysis of Requirements and Needs
3.1 Overview of the Survey
3.2 Interviews Analysis
3.3 Requirements for a Learning Design Language and Editor
4 Abstractions Based on the LMS Metamodel
4.1 Tool-or-Resource-Based Pedagogical Activities
4.2 Activity Structures
4.3 Instructional Design Language Abstract Syntax
5 Main Abstraction: Pedagogical Activities
5.1 Identifying Pedagogical Activities
5.2 Formalization Through a Model Weaving Technique
6 Example of a Learning Scenario
6.1 Description and Formalization
6.2 Prototype of the Learning Scenario Editor
7 Conclusions
7.1 Tools Uses as a First Abstraction
7.2 Ongoing Work and Future Perspectives
References
Personalisation in MOOCs: A Critical Literature Review
Abstract
1 Introduction
2 Methodology
3 Data Analysis
3.1 Category 1: Needs
3.2 Category 2: Proposal
3.3 Category 3: Implementation
4 Discussion
5 Conclusion
References
An Interactive Source Code Visualisation Plug-in for the MindXpres Presentation Platform
1 Introduction
2 Related Work
3 Requirements
4 Towards Interactive Source Code Visualisation
5 Implementation
5.1 Architecture
5.2 Generic Execution Log
5.3 MindXpres Source Code Plug-in
6 Technical Evaluation
6.1 Teaching Recursion by Means of a Recursion Tree
6.2 Teaching Sorting Algorithms by Using Animation
7 Discussion and Conclusion
References
Customizable Learning Scenarios for Students' Mobile Devices in Large University Lectures: A Next Generation Audience Response System
1 Introduction
2 Related Work
2.1 Benefits of Audience Response Systems
2.2 Current Audience Response Systems
2.3 Generic Approaches
3 Model
3.1 Phases
3.2 Basic Elements
3.3 Generic Approach
4 Prototype
4.1 Scenario Editor
5 Evaluation
5.1 Models Performance
5.2 Models Capability
5.3 Graphical Scenario Editor
6 Discussion of the Results
6.1 Model
6.2 Performance
6.3 Usability
6.4 Didactics
7 Conclusions
References
Learning Arabic Through Play Games on Tabletop Surface Computers in Early Childhood
Abstract
1 Introduction
2 Study Background
2.1 Arabic Language Characteristics
2.2 Computer Games in Education
2.3 Tabletop Surface Computers
3 Method
3.1 Participants
3.2 Design
3.3 Material
3.4 Procedure
3.5 Data Analysis
4 Results
5 Conclusions
References
How Revealing Rankings Affects Student Attitude and Performance in a Peer Review Learning Environment
Abstract
1 Introduction
2 Methodology
2.1 Participating Students
2.2 Instruction Domain
2.3 Material
2.4 Design
2.5 Procedure
3 Results
3.1 Pre-test and Post-test Results
3.2 Performance in Learning Environment
3.3 Questionnaire Outcomes
3.4 Elaborating on the Ranking Group
4 Discussion
References
Quality in Distance Learning Courses: A Longitudinal Survey of Teacher Training in Federal Programs
Abstract
1 Introduction
2 Distance Education: What Are We Talking About Quality?
2.1 Distance Education in Higher Education
2.2 Quality in Distance Education in Mode 2 of Knowledge Production
3 Quality Assurance: A Formation Process
4 A Longitudinal Study of Quality in Distance Education Courses: Analysis of Results
4.1 Research Scope
4.2 Distance Learning Courses Reviewed: What Can We See?
4.3 Quality from the Perspective of Students
5 Final Comments
References
Verifying the Stability and Sensitivity of Learning Analytics Based Prediction Models: An Extended Case Study
Abstract
1 Introduction
2 Application Context
2.1 Dispositional Learning Analytics
2.2 Extended Case Study: Blended Learning of Mathematics and Statistics Using E-Tutorials and Formative Assessment
3 Research Methods
3.1 Research Questions
3.2 Methodology
3.3 Instruments and Procedure
3.4 Data Analysis
4 Results
4.1 Predictive Power Per Topic
4.2 Predictive Power Per Performance Measure
4.3 Predictive Power Per Data Source
4.4 Predictive Power Per Cohort
4.5 The Role of Learning Feedback Type
5 Discussion and Conclusion
Acknowledgements
References
Gamification Behind the Scenes
1 Introduction
2 Design Framework
2.1 Gamification Elements
2.2 Gamer Types
3 Course Background and Setup
3.1 Course Setting
3.2 Desired Learning Outcome
3.3 Course Content
3.4 Course Design
4 Design of Peer Reviews on Blogs
5 Design of e-Portfolios on the Forum
6 Evaluation Survey
6.1 Description of Survey
6.2 Results
7 Reflection on e-Portfolios on the Forum
8 Future Work
References
Project-Based Learning Emphasizing Open Resources and Student Ideation: How to Raise Student Awareness of IPR?
1 Introduction
2 Being `Open' in the Digital Era
3 IPR in Project-Based Courses
4 The Course
4.1 Workload, Learning Objectives and Facilities
4.2 Teaching Resources
4.3 Joint Course Events
4.4 Minimal but Important Documentation
4.5 Emphasis on Dialog Through Group Discussions
4.6 Pass/Fail Grading
5 The Intellectual Property Challenge
5.1 Lack of Systematic Expert Support
5.2 Lack of Support for Informed Decisions
5.3 Lack of Proper Release
6 Actions for Emphasizing IPR as a Learning Objective
6.1 Before the Course
6.2 During the Course
7 Concluding Remarks
A Project Agreement Template
A.1 Stakeholders and Purpose of the Agreement
A.2 Definitions
A.3 Rights to Deliverables
A.4 Signatures
References
Continuous Assessment in the Evolution of a CS1 Course: The Pass Rate/Workload Ratio
1 Introduction
2 Context and Design
3 Evolution
4 Pass Rate
5 Workload
6 Method
7 Analysis
8 Conclusions
A Technical Details
References
A Flipped Classroom with and Without Computers
Abstract
1 Introduction
2 The Experiment
3 The Active-Learning Pedagogy
3.1 PowerPoint Lecture Activity
3.2 Live-Coding Activity
3.3 Answering Student Questions During Class
3.4 Posing Questions for Students to Discuss and Answer
3.5 Programming Problems
3.6 Feedback
4 Data Collection
5 Results
5.1 The Use of Teachback/Spinoza in Class Does Not Harm Learning Outcomes
5.2 Most Students Prefer Using Computers in Class
5.3 Some Students Were Distracted by Computers in Class
5.4 Students Generally Approved of the Active Learning Approach
6 Discussion
7 Related Work
8 Conclusions
9 Future Work
References
Computational Thinking: A Tool to Motivate Understanding in Elementary School Teachers
Abstract
1 Introduction
2 The Role of Computational Thinking in Learning to Teach Programming
3 Training of Teachers in the Use of Educational Technology Using Flash Action Script
4 Experimental Method
5 Pilot Lessons
5.1 Initial Interviews
5.2 Performance in the Practical Sessions
5.3 Post-Session Interviews
5.4 Thematic Analysis
6 Development of the Tool
7 Initial Testing of the Automated Learning Tool
8 Conclusions
References
Analyzing the Academic Approaches to Learning of Portuguese College Students Through the Psychometric Study of a Questionnaire
Abstract
1 Background
2 Aim
3 Method
3.1 Material
3.2 Procedure
4 Results
4.1 Sensibility
4.2 Reliability
5 Conclusions
Acknowledgments
References
Adapting Learning Paths in Serious Games: An Approach Based on Teachers' Requirements
1 Introduction
2 Context
2.1 Teachers' Needs in Adaptive SGs
2.2 Competence-based Knowledge Space Theory (CbKST)
3 Architecture of the Decision Module
3.1 Domain Model
3.2 Learner Model
3.3 Recommendation Strategies
4 Evaluation
4.1 Results Obtained from the Implemented Recommendation Strategies
4.2 Results Obtained from the Teacher's Answers
5 Discussion and Future Work
References
MOOCs in Higher Education Magazines: A Content Analysis of Internal Stakeholder Perspectives
Abstract
1 Introduction
2 Related Work
3 Methodology
3.1 Desk Study, Content Analysis
3.2 Interviews, Grounded Theory
3.3 Theme Selection
3.4 The Sample
4 Findings
5 Discussion
6 Conclusion
References
Textbook Gamification: Methods and Technologies
1 Motivation
2 Game-Based Learning
2.1 Game and Play
2.2 Learning by Playing
2.3 The Case of Static Placement Games
3 Gamification
4 Instructional Design Models for Gamification
4.1 Benefits from Using ID-models
4.2 Applying the DO-ID Model
5 Webble Technology for Gamification
6 Textbook Gamification Concepts
6.1 Gamification of Textbook Exercises
6.2 Competitive Playful Interactive Exercises
References
Teacher Technology Use: An Interplay of Learning Preference, Teaching Philosophy, and Perception of Technology
Abstract
1 Introduction
2 Method
2.1 Setting
2.2 Participants
2.3 Data Collection and Analysis
3 Results
3.1 Personal Learning Preference
3.2 Teaching Philosophy
3.3 Perception of Technology
4 Discussion
5 Implications
6 Limitations and Future Research
References
A Process Using Ontology to Automate the Operationalization of Pattern-Based Learning Scenarios
Abstract
1 Introduction
2 Operationalization of Learning Situations
3 Deploying a Pattern-Based Learning Scenario: Moodle Case Study
4 Developing Pattern-Based Learning Designs: A Process Toward an Automatic Operationalization
4.1 Structuring
4.2 Indexing
4.3 Formalizing
4.4 Adaptation and Operationalizing the Pattern-Based Learning Scenario
4.5 Data Representation
5 Conclusion
References
The Impact of Rubric-Based Peer Assessment on Feedback Quality in Blended MOOCs
Abstract
1 Introduction
2 L2P-BMOOC: First Design
3 Peer Assessment in MOOCs
3.1 Coursera
3.2 edX
3.3 Peer Assessment Issues in MOOCs
4 Peer Assessment in L2P-BMOOC
4.1 Requirements
5 Implementation
5.1 Teacher Perspective
5.1.1 Task Definition with Rubrics
5.1.2 Assigning Reviewers
5.1.3 Teacher Grading
5.1.4 Publishing Grades
5.2 Learner Perspective
5.2.1 Submitting Solutions
5.2.2 Peer Assessment (Review)
6 Case Study
7 Evaluation
7.1 Usability Evaluation
7.2 Effectiveness Evaluation
7.2.1 Impact on Learning Outcome
7.2.2 Quality of Feedback
7.3 Peer Assessment Models
8 Conclusion and Future Work
References
Quantifying and Evaluating Student Participation and Engagement in an Academic Facebook Group
Abstract
1 Introduction
2 Background Issues
2.1 Asynchronous Online Discussions and Their Advantages
2.2 Facebook Group: A Platform for Hosting Asynchronous Online Discussions
2.3 Measuring Engagement in Asynchronous Online Discussions
3 InGauge: An Engagement Analytics Tool for Academic Facebook Groups
3.1 Motivation and Pedagogy
3.2 High Level Description of Ingauge Core
3.3 InGauge Learning Analytics
3.4 Development and Performance Issues
4 Discussion
5 Conclusions and Future Work
References
Can Playing Massive Multiplayer Online Role Playing Games (MMORPGs) Improve Older Adults' Socio-Psychological Wellbeing?
Abstract
1 Introduction
1.1 Social Interaction and Successful Aging
1.2 Social Interactions in MMORPGs
1.3 Description of World of Warcraft
2 Research Question
3 Definition of Variables
4 Methods
4.1 Procedure
4.2 Participants
4.3 Survey Design
4.4 Data Analysis
5 Results
5.1 Respondent Backgrounds
5.2 Playing Time
5.3 Associations Among Variables
5.4 Gender Differences
5.5 Predictors of Outcome Variables
6 Discussion
7 Conclusion
Acknowledgements
References
A 21st Century Teaching and Learning Approach to Computer Science Education: Teacher Reactions
Abstract
1 Introduction
1.1 Educational Context
2 Literature
2.1 Teaching Computer Science in the Republic of Ireland
2.2 Bridge21 Pedagogy
2.3 Bridge21 Activity Model
2.4 Bridge21 CS CPD
3 Research Questions
4 Methodology
4.1 Workshop Delivery
4.2 Kirkpatrick Adaptation
4.3 Data Gathering Procedures
5 Data Analysis
5.1 Quantitative Coding
5.2 Qualitative Coding
6 Findings and Discussion
6.1 Prior Computing Expertise
6.2 Current Computing Delivery in Schools
6.3 Overall Reaction
6.4 Reactions Towards Bridge21 Model Effectiveness for CS CPD
6.5 Intended Use of the Bridge21 Models for Teaching CS
7 Conclusions
7.1 Further Research
References
Seamless Integration of Knowledge Management and Professional Learning in PRiME
1 Introduction
2 KM and TEL
2.1 KM
2.2 TEL
2.3 Convergence of KM and TEL
3 The LaaN Theory
4 PRiME
4.1 Conceptual Approach
4.2 Scenarios
4.3 Implementation
5 Conclusion and Future Work
References
Learners' Cultures in the Context of Education
Abstract
1 Introduction
2 The Learning Culture Survey (LCS)
2.1 LCS: Operationalization
2.2 Evaluation and Interpretation
2.3 Implementation
3 Findings on Learning and Educational Culture
3.1 Learning Culture in Faculties
3.2 Educational Culture in Universities
3.3 Educational Culture: National Level
3.4 Findings Regarding Educational Culture in Professional Training
3.5 Persistence of Learning Culture
3.6 Limitations
4 Determining Conflicts in Education
5 Learning Culture in the Practice and Best Practice Examples
5.1 Speeding Up the Social Integration of Refugees Through Language Lectures
5.2 Imparting Cultural Competences to a Multinational ERP-Class
5.3 ERP4students
5.4 Open Discovery Space
6 Conclusions
7 Next Steps and Call for Contribution
References
A Remotely Controllable Thermo-Vacuum Facility for Testing Small Payloads
Abstract
1 Introduction
2 Description of the Facility
3 Testing Activities
3.1 CCR Testing
3.2 Thermal Testing of Tigrisat Structure
4 Facility Upgrade and Relevant Remote Control
4.1 Manipulator
4.2 Cooling System
4.3 Resistive Heaters
4.4 Pumps
4.5 Sun Simulator
5 Conclusions
References
Supporting Deaf Adult Learners Training in Computer Literacy Classes
1 Introduction
2 Related Work
2.1 Deaf Adult Literacy
2.2 Computer Literacy Projects
2.3 Discussion
3 Methodology
4 Computer Literacy Classes
4.1 Course and Lesson Structure
4.2 Classroom Setup
4.3 Results
4.4 Analysis and Design Implications
5 Design and Implementation
5.1 Structuring Lesson Content
5.2 Content Authoring Tool
5.3 Mobile Prototype
6 Content Creation
6.1 Recording Procedure 1
6.2 Recording Procedure 2
7 Cycle 1
7.1 Evaluation
7.2 Results and Analysis
8 Cycle 2
8.1 Evaluation
8.2 Results and Analysis
9 Conclusion and Future Work
References
Developing an E-Book-Based Learning Platform Toward Higher Education for All
Abstract
1 Introduction
2 Design Requirements for a Learning Platform
2.1 Infrastructure and Hardware
2.2 Interface
2.3 Learning Resources
2.4 Communication and Processing
3 E-Book and EDUPUB
4 CHiLO Framework
4.1 CHiLO Book
4.2 CHiLO Lecture
4.3 CHiLO Badge
4.4 CHiLO Community
5 Applying the CHiLO Framework for MOOC
5.1 Methodology
5.2 Results
6 Discussion
6.1 Evaluation
6.2 Issues
7 Conclusions and Future Work
References
Author Index

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