Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userFlexible Educational Software Architecture
بنية البرمجيات التعليمية المرنة
965
0
0.0
(
0
)
Added by
Roy Meissner
Publication date
2021
fields
Informatics Engineering
and research's language is
English
Ask ChatGPT about the research
تعتبر EAs.LiT برنامجًا لإدارة وتحليل التقييم الإلكتروني، وتغيرت متطلبات السياق وسيناريوهات الاستخدام على مر الزمن. وبناءً على هذه العوامل وأنشطة التطوير الأخرى، تم اتخاذ قرار لاستخدام الهيكل الخدمي الصغير في نسخة EAs.LiT الثانية لزيادة مرونتها للتكيف بالظروف الجديدة والمتغيرة. وقد أدى هذا النمط الهندسي وبعض التقنيات المأخوذة مثل RDF كنسق بيانات إلى تيسير تنفيذ الحالات الاستخدام المختلفة. لذلك، نحن نعتبر الهيكل الخدمي الصغير مثمرًا ونوصي باستخدامه في مشاريع تعليمية أخرى. ويتم عرض الهيكل الخدمي الخاص بنسخة EAs.LiT الثانية في هذا المقال، من أجل تمكين مشاريع تعليمية أخرى من استخدامه باستخدام عملنا كأساس أو قالب.
EAs.LiT is an e-assessment management and analysis software for which contextual requirements and usage scenarios changed over time. Based on these factors and further development activities, the decision was made to adopt a microservice architecture for EAs.LiT version 2 in order to increase its flexibility to adapt to new and changed circumstances. This architectural style and a few adopted technologies, like RDF as a data format, enabled an eased implementation of various use cases. Thus we consider the microservice architecture productive and recommend it for usage in other educational projects. The specific architecture of EAs.LiT version 2 is presented within this article, targeting to enable other educational projects to adopt it by using our work as a foundation or template.
rate research
Read More
Online education platforms enable teachers to share a large number of educational resources such as questions to form exercises and quizzes for students. With large volumes of available questions, it is important to have an automated way to quantify their properties and intelligently select them for students, enabling effective and personalized learning experiences. In this work, we propose a framework for mining insights from educational questions at scale. We utilize the state-of-the-art Bayesian deep learning method, in particular partial variational auto-encoders (p-VAE), to analyze real students answers to a large collection of questions. Based on p-VAE, we propose two novel metrics that quantify question quality and difficulty, respectively, and a personalized strategy to adaptively select questions for students. We apply our proposed framework to a real-world dataset with tens of thousands of questions and tens of millions of answers from an online education platform. Our framework not only demonstrates promising results in terms of statistical metrics but also obtains highly consistent results with domain experts evaluation.
We present a demonstration of REACT, a new Real-time Educational AI-powered Classroom Tool that employs EDM techniques for supporting the decision-making process of educators. REACT is a data-driven tool with a user-friendly graphical interface. It analyzes students performance data and provides context-based alerts as well as recommendations to educators for course planning. Furthermore, it incorporates model-agnostic explanations for bringing explainability and interpretability in the process of decision making. This paper demonstrates a use case scenario of our proposed tool using a real-world dataset and presents the design of its architecture and user interface. This demonstration focuses on the agglomerative clustering of students based on their performance (i.e., incorrect responses and hints used) during an in-class activity. This formation of clusters of students with similar strengths and weaknesses may help educators to improve their course planning by identifying at-risk students, forming study groups, or encouraging tutoring between students of different strengths.
As internet related challenges increase such as cyber-attacks, the need for safe practises among users to maintain computer systems health and online security have become imperative, and this is known as cyber-hygiene. Poor cyber-hygiene among internet users is a very critical issue undermining the general acceptance and adoption of internet technology. It has become a global issue and concern in this digital era when virtually all business transactions, learning, communication and many other activities are performed online. Virus attack, poor authentication technique, improper file backups and the use of different social engineering approaches by cyber-attackers to deceive internet users into divulging their confidential information with the intention to attack them have serious negative implications on the industries and organisations, including educational institutions. Moreover, risks associated with these ugly phenomena are likely to be more in developing countries such as Nigeria. Thus, authors of this paper undertook an online pilot study among students and employees of University of Nigeria, Nsukka and a total of 145 responses were received and used for the study. The survey seeks to find out the effect of age and level of education on the cyber hygiene knowledge and behaviour of the respondents, and in addition, the type of devices used and activities they engage in while on the internet. Our findings show wide adoption of internet in institution of higher learning, whereas, significant number of the internet users do not have good cyber hygiene knowledge and behaviour. Hence, our findings can instigate an organised training for students and employees of higher institutions in Nigeria.
The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
The main output of the FORCE11 Software Citation working group (https://www.force11.org/group/software-citation-working-group) was a paper on software citation principles (https://doi.org/10.7717/peerj-cs.86) published in September 2016. This paper laid out a set of six high-level principles for software citation (importance, credit and attribution, unique identification, persistence, accessibility, and specificity) and discussed how they could be used to implement software citation in the scholarly community. In a series of talks and other activities, we have promoted software citation using these increasingly accepted principles. At the time the initial paper was published, we also provided guidance and examples on how to make software citable, though we now realize there are unresolved problems with that guidance. The purpose of this document is to provide an explanation of current issues impacting scholarly attribution of research software, organize updated implementation guidance, and identify where best practices and solutions are still needed.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
