Megan Torrance uses survey data to assess the current state of xAPI adoption and the differing perspectives among non-adopters, adopters, and providers.
AQUA - Automatic Quality Assessment and Feedback in eLearning 2.0
The current development of Web 2.0 makes the distinction between author and reader fading away. Users now produce huge amounts of data which sometimes is of questionable quality. This leads to the problem of information overload: how to make the most of this information without overwhelming the users? One key challenge to solve this issue is to assess the quality of the user generated content.
In AQUA, we seek to develop algorithms to assess the quality of content automatically. We focus on two sources for this assessment: (1) user generated content; (2) feedback by users of the content. To do so, we investigate techniques from the fields of natural language processing (NLP), information retrieval, and machine learning.
So, in a nutshell, AQUA will answer the following questions:
What is quality of information? How does it matter in information search?
How to model the quality of user generated content?
How far can you go with automatic methods in assessing quality?
How to give feedback to users regarding quality?
The AQUA project is associated with the project "Mining Lexical-Semantic Knowledge from Dynamic and Linguistic Sources and Integration into Question Answering for Discourse-Based Knowledge Acquisition in e-learning (QA-EL)".
The Arts Assessment for Learning project has demonstrated that formative assessment can play a central role in arts education by focusing teachers and students on the learning goals, the gaps between students’ performances and those goals, and ways to close those gaps.
Lista de vídeos de Heidi andrade sobre feedback.
This video looks at improving assessments so they don’t just measure learning but help create learning. It had some great examples of where folks go wrong and focuses on higher education where I preside. I enjoyed how it outlined better steps to lead to learning. Thinking about incorporating peer feedback as well as the need for good rubrics played in well to the greater themes.
The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs.
Now that the “the only constant is change” in society, our capacity to engage with novel challenges is of first order importance. What are the personal dispositions that authentic learning needs to cultivate, and can we make these assessable and visible to learners and educators?
Große Bibliotheken in Deutschland haben ihre Katalogdaten freigegeben. Damit werden nicht nur Datendienste für Bibliotheken günstiger, auch neue Dienstleistungen rund ums Buch können nun im Netz entstehen. Auch die Wikimedia Foundation will mit den offenen Katalogsdaten ihr Angebot stärken.
Talk about how to address the design of learning experiences in the current digital environments and how to take into account the student perspective, motivation, feedback, and other various aspects.
Helpful article about process writing and structured scaffolding where each student has a specific role in group work. Many editing stages with student-student and teacher-student feedback.
I'll start this article by making one simple statement: Feedback loops work. Why? That’s the way we human beings learn, as feedback provides us with a sense of where we stand and an evaluation of our progress.
Kiyoshi Martinez launched AngryJournalist.com, "a gripe board where journalists are asked to say what's making them angry today," reported Steve Outing of Editor & Publisher.
The Student Enhanced Learning through Effective Formative Feedback (SENLEF) project team have produced a publication with resources for practitioners wishing to improve their feedback practice to students or get some new ideas on how to enhance their current practice.
Over a period of nine months examples of current practice and innovative ideas on providing formative assessment feedback to students were collected from Scottish higher education institutions. The information gathered provided a collection of case studies, which forms the basis of the project.
This project also brings together the research on formative assessment and feedback and provides principles for good practice and workshop materials that will be included in the publication.
The publication includes: -
- A series of case studies
- A theoretical model
- Seven principles for good effective practice
- Workshop plans for using the materials.
UserVoice integrates easy-to-use feedback, helpdesk, and knowledge base management tools in one platform that empowers users to speak and companies to understand.
Wie lassen sich Verstehen und Reflexion beim Lernen fördern? Zwei Methoden, die diesbezüglich als sehr effektiv gelten, werden in diesem Buch näher betrachtet: Feedback und kooperatives Lernen. Anhand einer experimentellen Studie werden Umsetzungsmögl
Enhance student engagement, collaboration, and feedback in both asynchronous and synchronous learning with FeedbackFruits LMS-integrated teaching tools.
Theoretischer Hintergrund: Unmittelbares, elaboriertes Feedback gilt in der Lernforschung als wirksames Mittel, um Lernprozesse jeglicher Art zu fördern (Kluger & DeNisi, 1996). In dieser Arbeit wird der Effekt von unmittelbarem, individualisiertem Feedback auf die Fähigkeit, Fallkonzeptionen nach psychotherapeutischen Erstgesprächen zu entwickeln, untersucht.
Helping the world find the best input from an audience of any size. Let your audience decide. Get to know your audience by letting them decide which questions, suggestions or ideas interest them most. Everyone's voice is heard. The voting box at the top of page focuses attention on submissions recently added and on the rise, making it simple and easy to participate. Be creative. Include people in your preparation for lectures, interviews and hard decisions or work together to organize feature requests and brainstorm new ideas.
Zum Start des Leipziger Kongresses für Information und Bibliothek am Montag haben mehrere deutsche Bibliotheken ihre Kataloge zur freien Nutzung ins Internet gestellt. Verfügbar sind mehr als 5,4 Millionen Datensätze, die unter der CC0-Lizenz stehen.
The OnTask Project aims to improve the academic experience of students through the delivery of timely, personalised and actionable student feedback throughout their participation in a course
Increase your social capital, your reputation value, and engage in online reputation management. iKarma is an open system where comments and feedback can be posted by clients and consumers about businesses, services, and professional practices. Rate a b
Increase your social capital, your reputation value, and engage in online reputation management. iKarma is an open system where comments and feedback can be posted by clients and consumers about businesses, services, and professional practices. Rate a b
Seit dem 01. Dezember 2021 fördert das Bundesministerium für Bildung und Forschung (BMBF) im Rahmen der Förderlinie „Digitale Hochschulbildung“ das Verbundprojekt IMPACT – Implementierung von KI-basiertem Feedback und Assessment mit Trusted Learning Analytics in Hochschulen.
Trusted Learning Analytics beruhen auf vertrauensvollen Beziehungen zwischen Anwendern und Nutzern
FRAGEN AN (II/II) Hendrik Drachsler, Professor an der Goethe-Universität Frankfurt und Leiter des Arbeitsbereichs „Educational Technologies“ am DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, der sich nicht nur mit Bildungstechnologien auseinandersetzt, sondern auch daran arbeitet Learning Analytics an deutsche Hochschulen zu bringen.
Im Interview legt Informatik-Professor Hendrik Drachsler vom DIPF dar, was es braucht, um die neuen Techniken sinnvoll und vertrauenswürdig für das Lehren und Lernen nutzen zu können. Der Experte für Educational Technologies und Learning Analytics beleuchtet die Entwicklung in Deutschland und erläutert, welchen Beitrag die Wissenschaft leisten kann.
S. Cielo, V. Antonuccio-Delogu, A. Macciò, A. Romeo, и J. Silk. (2013)cite arxiv:1311.5562Comment: Submitted to MNRAS - 15 pages, 12 figures - Multimedia available on the author's webpage: http://www.mpia.de/~cielo.