environnments Lilia Cheniti Belcadhi PRINCE Research Unit ISITC University of Sousse Tunisia Serge Garlatti Computer Science Department Telecom Bretagne France Outline General context ID: 364539
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Towards a framework for assessment in pervasive environnments
Lilia
Cheniti
Belcadhi
, PRINCE, Research Unit, ISITC, University of Sousse, Tunisia
Serge
Garlatti
, Computer Science Department, Telecom Bretagne, FranceSlide2
Outline
General context
Use case scenario for pervasive assessment
Learning process
Assessment process
Challenges
Semantic models
Conclusion and future workSlide3
General context
Assessment is an important part of the learning process as it allows the learner to keep track of their progress in the knowledge acquisition process.
Self
assessment
Interactive
assessment
Peer assessment
is a subcategory of interactive
assessment
Objective: deliver assessment activities adapted to learner specific situation and context
Pervasive
assessment using web 2.0 and semantic webSlide4
Use case scenario for pervasive assessment
Student engineers attend a course on information systems and design methodologies.
As part of their course projects, Students have to work in groups to propose an information system that manages specific data in a given company department.
This activity is deployed in three main phases.
Phase 1:
drafting a specification document;
Phase 2 :
drafting a modeling document,
Phase 3:
prototyping of the system.
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Phase 1: Drafting specification document
Objective :
Preparation a specification document for a company information system in small groups of learners.
Two processes which can occur either sequentially or in parallel.
A learning process
An assessment process,
Work organization : Group work
Coordinator : supervises the workflow and information delivery between the members.
Members : access blogs to get a clear idea on the work progress, the planning follow-up and the list of tasks to be carried out next.Slide6
Learning ProcessSlide7
Learning process : Task 1
Collect from the Web information on
structure of a
specification document
Download some reference documents or
Share the bookmarks/links
Search references for books at university library
Communication between peers using e.g. micro blogging toolSlide8
Learning process : Task 2
Collect information at company and then share it.
Interview prospective users.
Interviews recorded and shared through Video sharing tools,
Collect on information on the existing systems and then share it.
Suggest ways to improve the data and work process. and share suggestions with group members on site.
Validate proposed improvements through a visit to the company employees and discussions.
Access to discussions results and accordingly redefine the specificationsSlide9
Learning process : Task 3
Write collaboratively specification document using e.g. Google Docs
Share specification document with other groups of learners;
Access and download other specifications documents. Slide10
Assessment Process
Pervasive assessment
Pervasive Self assessment
Pervasive Peer assessmentSlide11
Pervasive Self Assessment
Knowledge checking process depends on learners’ current context.
Examples,
Assessment of knowledge on Database architecture for Learners at company
Assessment of knowledge on specification of information systems for Learners at library.
Process :
Learners receive a set of randomly selected questions to be answered.
Get recommendation to course parts to review before moving to practice.
receive a list of names including friends or tutors connected on social platforms at the same time, and who can provide them with help with their practice work. Slide12
Peer Assessment
Learners assess the work done by other learners through a collaborative work on a specification document drafted by another group of its choice.
Assessment criteria prepared in advance and shared by tutor.
Learners may post their comments and ask for clarification of some assessment criteria. Slide13
Peer Assessment (Cont.)
Every learner deliver an assessment scheme that includes his/her appreciation and share it with his/her group members.
Group coordinator
summarizes the grades given for each assessment criteria.
shares the group assessment report of the selected specification document, containing group overall feedback.
Benefits :
Gives group the opportunity to review its own specification document and propose a new version.
Enrich Groups 'knowledge Slide14
Challenges
Diversity of web 2.O tools:
Adaptively recommend tools appropriate for the type of assessment to deliver and make a semantic usage of the information that is transferred.
D
ifficulty to search and filter information:
I
Search and filter the information appropriate to their individual needs and to the nature of the context.
Dynamic attribution of resources and resources interoperability
:
Provide a flexible process of resource attribution depending on availability and knowledge of learners and tutors.
Find a way to efficiently retrieve and exchange key resources.
Enhance interoperability of assessment resources by compliance to same standards such as QTI.Slide15
Semantic ModelsSlide16
Semantic models
User model
Timely information on users and contexts of learning to be able to personalize the assessment according to learners’ preferences and characteristics
Assessment model
Selection of appropriate assessment strategy and recommend assessment resources in a given context.
Maintaining an e-portfolio for every learner, which contains their history and assessment results.
Context model
Identify and to recognize the current context of every learner and reference context ontology.Slide17
Semantic models (
Cont
.)
Domain model
Have an efficient manner to retrieve key resources
Metadata annotation of assessment resources
Reference to domain ontology
Resource model (metadata model)
Domain and resource models are used to index resources.
Some metadata can be generated automatically (sometimes on the fly) according to common vocabularies like Dublin Core, SKOS, SIOC, FOAF, etc.
Most of these vocabularies are lightweight
ontologies
that can fit well database schemas.
On the contrary, learners and/or teachers need to define the relevant domain concepts describing a postSlide18
Conclusion and future work
Scenario including self and peer assessment in pervasive environment
Need for semantic models to enhance information retrieval and discovery in pervasive environments to deliver assessment
Need for models description and formalization