eAssessment
QTIMaps: A Model to Enable Web Maps in Assessment
This article by Toni Navarrete, Patricia Santos, Davinia Hernández-Leo and Josep Blat was published on the online journal Educational Technology & Society, volume 14, issue 3, in 2011.
Test-based e-Assessment approaches are mostly focused on the assessment of knowledge and not on that of other skills, which could be supported by multimedia interactive services. This paper presents the QTIMaps
model, which combines the IMS QTI standard with web maps services enabling the computational assessment of geographical skills. We introduce a reference implementation of the model, with Google Maps as the web map service, comprising both an editor and a runtime system, which have been used in two learning situations. The tooling developed and the real use results demonstrate that the QTIMaps model is usable and provides educational benefits. We describe three other assessment activities, showing that the model can be applied to a variety of educational scenarios.
VIII Conferência Internacional de TIC na educação – Challenges 2013
Aprender a qualquer hora e em qualquer lugar é um desiderato essencial de qualquer sociedade moderna e assume-se como tema integrador da VIII Conferência Internacional de TIC na educação – Challenges 2013, prosseguindo a linha de promoção, reflexão e divulgação das práticas de inovação e aprendizagem com as TIC que tem orientando as edições das “Challenges”.
Numa sociedade em que a aprendizagem e o conhecimento se configuram cada vez mais como realidades em permanente desenvolvimento e mutação Learning anytime, anywhere / Aprender a qualquer hora e em qualquer lugar configura-se como um novo paradigma educacional fortemente ancorado nas tecnologias digitais e em rede que progressivamente integram os ecossistemas de aprendizagem. É neste contexto que vos convidamos a estar connosco nesta oitava edição das conferências “Challenges” a ter lugar em 15 e 16 de julho de 2013 na Universidade do Minho, refletindo, partilhando e discutindo os resultados da investigação em TIC na educação, na procura de novas agendas de investigação, de intervenção e de consolidação do conhecimento.
Numa organização do Centro de Competência em TIC na Educação do Instituto de Educação da Universidade do Minho, a conferência desenvolver-se-á abarcando uma pluralidade de temáticas, organizadas em torno de três eixos principais:
- Ambientes emergentes
- O digital e o currículo
- Avaliação digital
No eixo “Ambientes emergentes” incluem-se os contributos que visam discutir as mais recentes inovações tecnológicas procurando linhas de desenvolvimento futuro nas suas dimensões relacionadas com a educação e a formação.
Com o eixo “O digital e o currículo” pretende-se articular os contributos em torno da problemática da inovação curricular e pedagógica com as TIC, considerando não apenas os contextos curriculares formais, escolares e académicos, mas também os contextos não formais e informais de aprendizagem.
O eixo “Avaliação digital” reporta-se a diferentes dimensões de avaliação no âmbito das TIC na educação sendo aqui consideradas as problemáticas, práticas e modelos de avaliação de software, serviços, interfaces, dispositivos e cursos em ambientes digitais e online.
Contamos com a participação de todos os interessados nas problemáticas educacionais para se juntarem a nós neste evento!
Issue 31 of eLearning Papers on Learning and Work published!
eLearning Papers Nº31 explores a range of challenges that emerge when learning experiences coincide within the workplace. The articles presented here show how technology can support new learning approaches and new skills, competences and qualification systems to match users’ personal knowledge development plans.
It looks at how educational technologies transition between educational and professional contexts. In the In-Depth section, T. Coughlan's article looks at how OER can expand beyond higher education, sharing an analysis of the potential role of scholars in the voluntary sector. M. Bonacci's paper sheds light on how better networking to improve and validate TVET systems can improve the employability and mobility of workers.
Most people working in the knowledge economy want to create their own personal learning environments with tools that suit the way they work, gather information, and learn. Two From the Field reports look at how these tools affect learning and pedagogy.
Faced with an increasing demand for flexible and personalised tools, now more than ever solutions are needed that go beyond Learning Management Systems to address tacit knowledge management or performance support. This issue has several contributions that look at the problems posed by the need to develop intercultural competence, and the role of technology in this training.
eLearning Papers 31 that has been guest edited by Fabrizio Cardinali, CEO eXact learning solutions NA and Chair of the European Learning Industry Group (ELIG), and Tapio Koskinen, www.elearningpapers.eu, Director of the Editorial Board, includes the following articles:
In Depth articles
From the Field articles
eLearning Papers: Extended Deadline for Submissions on Learning and Work
Guest editor: Fabrizio Cardinali, C.E.O. (eXact learning solutions S.p.A.), Chair of the European Learning Industry Group (ELIG)
Submissions are invited to explore and share experiences related to the integration of learning technologies into the professional sphere. Papers can be more specifically aimed at exploring the following themes:
- Competence-based learning and e-Learning
- Personalised and adaptive learning services
- Embedded learning and performance support
- Games and simulations supporting induction and learning at work
- Training in virtual worlds
- Collaboration systems and virtual meeting rooms in support of workplace learning
- Semantic Web convergence and interoperability
- Generating learning content from information sources and the Web
- Integrating Media and Learning Management for Mobile and Instant Learning
- Online Validation and Qualification (such as badges, e-portfolios, etc.)
- Computer and Internet Certificates
- Informal and Non-formal Learning
The provisional date of publication is November, 2012. For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu
See the complete guidelines at: Instructions for writers
eLearning Papers: Call for articles on Learning and Work
This issue of eLearning Papers, dedicated to the topic of Learning and Work, seeks articles dealing with trends and best practices on learning experiences in the workplace that show how technology can support new learning approaches and new skills, competences and qualification systems to match users’ personal knowledge development plans. Article Submission deadline has been extended to October 18th, 2012
The provisional date of publication is November, 2012. For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu
Guest editor: Fabrizio Cardinali, C.E.O. (eXact learning solutions S.p.A.), Chair of the European Learning Industry Group (ELIG)
Submissions are invited to explore and share experiences related to the integration of learning technologies into the professional sphere. Papers can be more specifically aimed at exploring the following themes:
- Competence-based learning and e-Learning
- Personalised and adaptive learning services
- Embedded learning and performance support
- Games and simulations supporting induction and learning at work
- Training in virtual worlds
- Collaboration systems and virtual meeting rooms in support of workplace learning
- Semantic Web convergence and interoperability
- Generating learning content from information sources and the Web
- Integrating Media and Learning Management for Mobile and Instant Learning
- Online Validation and Qualification (such as badges, e-portfolios, etc.)
- Computer and Internet Certificates
- Informal and Non-formal Learning
See the complete guidelines at: Instructions for writers
EARLI SIG 1:Assessment and Evaluation
“Linking Multiple Perspectives on Assessment”
Assessment has become one of the most important topics in educational research. EARLI SIG 1 invites researchers and practitioners to share their perspectives on how assessment affects learning, organizational change and assessment policy with colleagues at our biannual meeting. Main themes of the conference are formative and summative classroom assessment, large scale assessment and assessment policy.
eAssessment Scotland 2012
After a tremendous response to our Call for presentations, workshops and posters, we are delighted to announce the programme for eAssessment Scotland 2012.
With over 60 presentations from across the globe, this year’s conference is set to be the largest yet. And for the first time, we will be launching an online programme, allowing even more of you to join in the unique experience that is eAssessment Scotland – the UK’s largest conference dedicated to exploring the best examples of eAssessment in the world today.
09:15
Registration
Professor David Coates, University of Dundee
New Conceptions of Feedback and How They Might Be Put into Practice
Professor David Boud, University of Technology Sydney
Ian Grove-Stephenson, Yacapaca
Online Marking, Assessment Management and Analytics using Turnitin’s Grademark
Cath Ellis, University of Huddersfield & Turnitin UK
Returning Interactive Feedback with the Tweaktime Freeware
Philip Denton, Liverpool John Moore University
FASTECH: Student Engagement for Enhanced e-Assessment
Yaz El-Hakim, University of Winchester, Joelle Adams & Camille Shepherd, Bath Spa University plus students Anna Mitchell, Bath Spa University and Liam Digan, University of Winchester
a. What If Feedback Only Counted When it Changed the Learner?
Dr. Steve Draper, University of Glasgow
b. Feedback in eAssessment – What Can We Learn from Psychology Research?
John Kleeman, Questionmark
a. Enabling Pupils to Record and Reflect on their Educational Experiences using WordPress
Alex Duff, Education Scotland
b. Social Networks as a Platform for Peer and Staff Feedback for Level 1 Arts & Science
Lorna Love & Sarah Honeychurch, University of Glasgow
a. Interactive Assessment and Collaboration via Technology (interACT): Promoting Dialogic Feedback in eAssessment
Dr. Rola Ajjawi & Dr. Susie Schofield, University of Dundee
b. Transforming Assessment and Feedback: from Challenge to Change
Lisa Gray, JISC
Seminar 4
Dr. Keith Smyth, Julia Fotheringham and Karen Strickland, Edinburgh Napier University
b. Investigating MOOCs (Massively Open Online Courses)
Colin Maxwell, Carnegie College
(refreshments available)
e-Assessment Association AGM
Derek Robertson, Education Scotland
Introducing ATLAS: the Active Teaching Learning and Assessment Space
Shane Sutherland, PebblePad
a. The CAGD Feedback Journal – How a Series of Incremental User Requests Led Us to Build a Reflective Assessment Tool for a Thousand of our Students
Graham Hibbert, Leeds Metropolitan University
b. Technology to Support the Transition from Paper-based to Electronic Modes of Feedback and Assessment
Nikki Swift & Mark Dransfield, York St John University
a. Assessment Reform, Innovative Technology, Improving Formative Assessment and Feedback: Are They at Odds with Each Other?
Sue Timmis, University of Bristol & Dr Steve Draper, University of Glasgow
b. Socialising Assessment
Cherry Hopton & Students, Angus College
a. Are Open Badges the Future for Accrediting Skills?
Doug Belshaw, Mozilla Foundation
b. Further Insights into Using PeerWise for Formative Peer e-Assessment in Introductory Physics Courses
Simon Bates, Karon McBride, University of Edinburgh
(refreshments available)
Feeding Forward – The Role of the Participatory Web in Formative Assessment
Cristina Costa, University of Salford
Cliff Beevers OBE, Chair of the e-Assessment Association
Alastair Robertson, Higher Education Academy
(sponsored by the e-Assessment Association)
The Use of e-Learning and Electronic Testing at Universities in Lower Saxony – Survey Results
All universities in Lower Saxony were asked if and how their educational institution uses e-learning and electronic exams (e-exams). This survey was conducted as part of the “Network of Lower Saxony for e-Assessment and e-Exams (N²E²)” (http://n2e2.elan-ev.de/). From a total of 28 universities in Lower Saxony which were contacted, 23 participated in this survey (82%). The survey found that 21 universities provide e-learning offers and that eight use electronic exams. The project “Network of Lower Saxony for e-Assessment and e-Exams" aims to focus existing competences of universities in Lower Saxony in the area of e-assessment, in particular e-examinations, and to improve the quality of teaching. Universities generally have no standardized test scenarios. When first using e-exams, in addition to the cost associated with the necessary rooms, hardware and software, other aspects should be taken into account. One aspect for example is which benefits arise for a faculty due to a change to e-examinations.
P2PU & Mozilla: Open Badges Project
P2PU & Mozilla: An open platform that will enable anyone to issue, collect and display badges. Providing learners with new ways to get public recognition for their skills and achievements.
9. Koblenzer eLearning-Tag Das eLearning-Forum an Rhein und Mosel
In diesem Jahr konzentriert sich die Veranstaltung auf das Thema „eAssessment“ – die computerunterstützte Bewertung von Wissen und Können. Neben dem vieldiskutierten Thema der online-Klausur spannt sich der Bogen der Themen vom Datenschutz über Prüfungen mit ePortfolios bis zu technischen Fragen.
So bietet KeLT 2011 bereits zum neunten Mal Bildungspraktikern am Mittelrhein die Möglichkeit, neueste Entwicklungen zu verfolgen und Erfahrungen auszutauschen. Die Mischung von Beiträgen aus der Region und von ReferentInnen aus dem In- und Ausland trägt dazu bei, die Perspektive zu weiten und dieses facettenreiche Thema in ganzer Breite zu diskutieren.