The e-Design Assessment Tool (eDAT) is a tool to help tutors represent and evaluate effective blended or distance learning designs. The eDAT combines a simple analysis of the learning activities with reflections on the teaching and learning perspective that underpins the design.
D. Knoell, M. Atzmueller, C. Rieder, und K. Scherer. Proc. GWEM 2017, co-located with 9th Conference Professional Knowledge Management (WM 2017), Karlsruhe, Germany, KIT, ((In Press) 2017)
D. Knoell, M. Atzmueller, C. Rieder, und K. Scherer. Proc. GWEM 2017, co-located with 9th Conference Professional Knowledge Management (WM 2017), Karlsruhe, Germany, KIT, (2017)
D. Knoell, M. Atzmueller, C. Rieder, und K. Scherer. Proc. GWEM 2017, co-located with 9th Conference Professional Knowledge Management (WM 2017), Karlsruhe, Germany, KIT, (2017)
M. Dacrema, P. Cremonesi, und D. Jannach. (2019)cite arxiv:1907.06902Comment: Source code available at: https://github.com/MaurizioFD/RecSys2019_DeepLearning_Evaluation.
M. Ferrari Dacrema, P. Cremonesi, und D. Jannach. Proceedings of the 13th ACM Conference on Recommender Systems, Seite 101–109. New York, NY, USA, Association for Computing Machinery, (2019)
H. Evens, und J. Houssart. Educational Research, 46 (3):
269-282(2004)This paper utilizes Toulmin's original framework to analyse over 400 answers given by 11-year-olds to a question on a written mathematics test. The question required children to say whether a given statement is true and give a written explanation. Categorizations of answers are developed from the data and examined, suggesting that many children appeared to understand the mathematics but were not able to give adequate explanations. Findings are also compared with other researchers' findings. In contrast to other studies, a large category of non-valid answers appear mathematical, but are largely restatement of the information the children were given. Although only a minority provided explanations deemed worthy of a mark, further analysis demonstrates greater degrees of comprehension than this suggests. Teaching strategies for building children's expressive and specifying skills are identified..
S. Narayanan, M. Kaimal, K. Bijlani, M. Prasanth, und K. Kumar. Proceedings of the 2014 International Conference on Interdisciplinary Advances in Applied Computing, Seite 51:1--51:5. New York, NY, USA, ACM, (2014)