196,199 research outputs found
Metadata in architecture education - First evaluation results of the MACE system.
No full textThe paper focuses on the MACE (Metadata for Architectural
Contents in Europe) system and its usage in architecture education at the university level. We report on the various extensions made to the system, describe some of the new functionality and give rst results on the evaluation of the MACE System. Several universities were involved
with signicant student groups in the evaluation, so that the indications described here are already highly trustable. First results show that using MACE increases student performance signicantly.
Paper AWARDED BY the EA-TEL (European Association Technology Enhanced Learning
Smart Indicators on Learning Interactions
No full textGlahn, C., Specht, M., & Koper, R. (2007). Smart Indicators on Learning Interactions. In E. Duval, R. Klamma, & M. Wolpers (Eds), Creating New Learning Experiences on a Global Scale: LNCS 4753. Second European Conference on Technology Enhanced Learning, EC-TEL 2007 (pp. 56-70). Berlin, Heidelberg: Springer.Indicators help actors to organise, orientate and navigate through complex environments by providing contextual information relevant for the performance of learning tasks. In this article we analyse the requirements, present a model and an initial prototype of a software system that uses smart indicators to support learners to be more engaged in the learning process. We argue that indicators need adaptation as learners develop on their learning paths in order to support interactions throughout the learning process. We use the learning interaction cycle of Garries, Ahlers and Driskel as the underlying model and architecture to describe the interaction between a learner and a learning environment. We tested the technical feasibility of the architecture by implementing a prototype. This prototype is critically reflected on the technical and educational concepts that were implemented. We conclude this article by giving an outlook on our future research, in which we evaluate the model by applying the prototype to support learner engagement in a learning communityThe work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org
Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game
No full textSchmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011). Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game. In C. D. Kloos, D. Gillet, R. M. Crespo Carcía, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Anhanced Learning, EC-TEL 2011 (pp. 483-488). September, 20-23, 2011, Palermo, Italy. LNCS 6964; Heidelberg, Berlin: Springer.Today’s technology enhanced learning scenarios focus on outcome-oriented delivery of learning processes, contents, and services. Also, learners increasingly demand for innovative and motivating learning scenarios that match their habits of using media. The European project ICOPER researches outcome-oriented learning infrastructures for higher education contexts. The German BMBF-project SpITKom aims at transferring such approaches to basic qualification. Based on a Browser Game, it uses ICOPER’s technical infrastructure which combines learning object metadata repositories, learning outcome repositories, learning design repositories and learner profile repositories. This paper initially depicts the technical infrastructure of an outcome-oriented learning scenario that was developed in the course of ICOPER and then outlines its transformation to the game-based learning approach as realized in the course of SpITKom.ICOPER, SPITKO
Flexible Processes in Project-Centered Learning
No full textCeri, S., Matera, M., Raffio, A. & Spoelstra, H. (2007). Flexible Processes in Project-Centred Learning. In E. Duval, R. Klamma, and M. Wolpers (Eds.), European Conference on Technology Enhanced Learning, Lecture Notes in Computer Science, Vol. 4753, pp. 463-468. Berlin Heidelberg: Springer-VerlagProject-centred learning is increasingly used both in academia and in companies; universities train students to master complex tasks, often suggested by real-life situations, while companies train users to learn about new products, methods, technologies. This paper introduces a model-driven, extensible environ-ent, delivered on the Web, which is able to support long-distance collaboration of teams working on complex projects. The main merit of this proposal is the ability to self-organize processes, by using a simple Web interface and a library of activities and templates which cover most of the needs of this well-defined class of applications. This paradigm for dynamic workflow management is very general and can be applied to other application contexts, after understanding and modelling the relevant collaboration activities and templates
Activity-based learner-models for Learner Monitoring and Recommendations in Moodle
No full textFlorian, B., Glahn, C., Drachsler, H., Specht, M., & Fabregat, R. (2011). Activity-based learner-models for Learner Monitoring and Recommendations in Moodle. In C. D. Kloos, D. Gillet, R. M. Crespo Carcía, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Anhanced Learning, EC-TEL 2011 (pp. 111-124). September, 20-23, 2011, Palermo, Italy. LNCS 6964; Heidelberg, Berlin: Springer.In technology-enhanced learning, activity-based learner models can provide evidence for competence assessment. Such models are the foundation for learning and teaching support, such as: adaptation, assessment, and competence analytics, recommendations, and so on. This paper analyses how to construct activity-based learner models based on existing data in the Moodle learning management system. Based on the activity theory model and the actuator-indicator model, aggregators of learner activities for different activity types were implemented in Moodle. This requires the consideration of the social roles in a course, in order to enable adaptive views for learners and instructors on the stored activity information. The implementation showed that Moodle stores information about course activities that requires filtering before it can get used for higher level processing. The social planes in Moodle reveal a higher complexity than it has been previously described by theories of classroom orchestration, such as actors who are no longer present in a course.Authors would like to thank the LASPAU Program for the scholarship No. 20080847. Also, thanks to the Universidad del Valle, Colombia for co-funding the research of Beatriz Florian. The work presented is partly sponsored by the A2U@ project (TIN2008-06862-C04-01/TSI) funded by the Spanish Government.
The research presented in this paper has been partly sponsored by the GRAPPLE project (www.grapple-project.org) funded by the European Commission’s 7th Framework Programme
MACE: Joint Deliverable "Evaluation of the MACE system"
No full textStefaner, M., Wolpers, M., Memmel, M., Duval, E., Specht, M., Börner, D., Gruber, M., De Jong, T., Giretti, A., & Klemke, R. (2009). MACE: Joint Deliverable "Evaluation of the MACE system". MACE-project.This deliverable presents the evaluation results of the MACE project1. MACE integrates large amounts of technology enhanced learning contents and metadata in the domain of architecture, in order to create a framework for the integration of multiple content sources, content enrichment with different metadata types, and improved access to these existing contents.MAC
Supporting Collaborative Learning in the Architectural Domain
No full textThis chapter discusses the use of technology in supporting the study of architecture and design in Higher Education. Digital (often open) educational architecture resources are widely spread throughout a number of repositories that do not interoperate with each other. This means that no single point of access or support for potential collaborative learning exists. The potential impact of these barriers on education in architecture, in terms of its availability as a series of digital objects through the Web, is strongly limited. The authors introduce Metadata for Architecture in Europe (MACE), a Web based support system for architecture education that has been designed as a means of creating a collective external memory of architecture content that reduces those barriers to knowledge-sharing in architecture. After introducing MACE, the chapter presents the results of an evaluation of the MACE system that was carried out in architectural design courses in four European universities by a total of around 200 students. Much of the analysis focuses on the collaborative learning aspects of the architectural design courses
Aggregating metadata to improve access to resources
No full textA major drawback in today's information landscape is the distribution of resources across numerous repositories. Consequently, users interested in working with these resources need to either jump from repository to repository to find and possibly access them or rely on web search engines. In this paper, we discuss the problems arising from these ways and introduce the metadata based MACE approach. Within the Architecture Higher Education realm, we present the MACE system that uses harvesting to gather all metadata and that employs humans as well as machine learning techniques to semi-automatically relate the resources within the repositories with each other. Thereby, the MACE system provides a portal to find and access relevant architecture learning resources without the need to go from repository to repository. The MACE system provides a number of search facilities like facetted search, geographic-oriented search, classification search and social search to provide its unique access to learning resources. All search functionality bases on metadata that is combined and enriched within the MACE system, portal and community.sponsorship: The authors would like to thank the association MACE e.V. that now runs the MACE system and portal after the end of the funding for the European MACE project. (European MACE project)status: Publishe
Dr. Duane M. Jackson, Morehouse College, July 2011
No full textThis video is a conversation with Dr. Duane M. Jackson. Dr. Jackson talks about his paper, "Recall and the Serial Position Effect: The Role of Primacy and Recency on Accounting Students' Performance." Jackie Daniel, AUC Woodruff Library, is the interviewer
"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States" By M. Carey.
No full text"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States: containing bried sketches of the moral and political character of those states.
By M. Carey, member of the American philosophical, and of the American Antiquarian Society, and author of The Olive Branch, Cindiciae Hibernicae, essays on banking, on political economy, and on internal improvement.
To which are now added the English editor's comments on the subject; together with Important Advice to Emigrants, and Cautions Against Impositions Practiced in the Outports
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