October 2007 Volume 10 Number 4 - Educational Technology ...

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Figure 8. Number of questions vs. level of student abililty Level 100 90 80 70 60 50 40 30 20 10 0 The improved IRT System Implementation Ability Level 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 1 3 5 7 9 11 13 15 17 19 No of Question 1 3 5 7 9 11 13 15 17 19 21 23 25 27 items- questions Figure 9. Number of questions vs. level of a student Figure 10. System context diagram student Level Average The model shown in Figure 10 was implemented using C++ as the programming platform and Access as the database. The system provides a number of functionalities through a number of processes as illustrated in Figures 11, 12, 13, and 14. The system facilitates a number of functional requirements such as: a login process; a student registration process; add new exams and their questions; create, delete, and edit exam questions; calculate and save 89
question factors according to IRT; and a wide variety of reports for students’ results. Most importantly, the system is the implementation of the adaptive testing process for each student and for a group of students in a given class. Admin student Admin Log id & password Log id password Deleted class or subject info New classes and subject details New user info Edited user info Edited classes and subject details Edited user Info Recjecting logon 1 Login in Activation info 2 Accounts & Basics Edited password or email info Instructor Instructor Log id & password D2 New, deleted or Edited Data Edited password or email info Student results Activation info Edited exam & question Student Info Student file New exam & question Deleted exam or question infor 5 Reporting Exam Results 3 Question Generator exam & Question & solutions Activation Info from Login subsystem Figure 11. The main processes of the system Deleted exam or question infor Edited exam & question Student D1 Exam Storage exam & Question solutions 4 Examine Question info Solution info Exam selection The system provides a search based on some criteria, such as exam creation date and the subject of an appropriate exam. The student can select the exam he/she wants to write and answer its questions. The system makes sure that the factors of IRT exist for each question of that exam. The system selects an appropriate question from the database depending on the student’s level and presents the question to the student. Depending on student’s answer, the system calculates and saves the level of the student as he/she answers each questions using IRT. If the stopping criteria are met, the system finishes the exam. In order to achieve all the functional requirements through the system processes, the system deals with a database consisting of a number of tables or data stores, including: student table, instructor table, admin table, exam table, question table, question choice table, class table, stage table, teach table, subject table, question solution table, and student-level table. The context diagram shown in Figure 10 gives the empirical overview of the system. There are three main players in the system, namely, the instructor, the student, and the system administrator. Figure 11 shows the main processes of the system. Process 1 is a main process responsible for auditing the login activities of all types of users. Process 2 is responsible for all the user accounts, including new classes, subject details, and instructor information. Process 2 is further detailed in Figure 12. Process 3 is the question-generator process that stores all questions in the exam storage data store. Process 3 is further detailed in Figure 13. This process receives from the instructor the new exam questions, the edited questions, and the deleted questions. Process 4 is the process for conducting the exams. Process 4 deals with the student and allows exam selection, shows question information, and provides question solutions. Process 4 is further detailed in Figure 14. 90
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
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Even though further research on the
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Olofsson, A. D. (2007). Participati
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Etzioni (1993) points out that an i
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programme. They are rather construc
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to be that each individual trainee
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Bernmark-Ottosson, A. (2005). Demok
Page 43 and 44: The Knowledge Foundation (2005). IT
Page 45 and 46: Figure 1. Design Theories in contex
Page 47 and 48: attention as we frequently discuss
Page 49 and 50: Blog Reflection This design concept
Page 51 and 52: Narrative Structure (Form) Content
Page 53 and 54: Löwgren, J., & Stolterman, E. (200
Page 55 and 56: critique, neither do the single ind
Page 57 and 58: suggested by Ljungberg (1999b) we c
Page 59 and 60: the del.icio.us site (see figure 3)
Page 61 and 62: Device cultures It is not only the
Page 63 and 64: uilt using a camera-equipped PDA ru
Page 65 and 66: Jones, C., Dirckinck-Holmfeld, L.,
Page 67 and 68: Milrad, M., & Spikol, D. (2007). An
Page 69 and 70: components to be able to deal with
Page 71 and 72: compulsory throughout the project.
Page 73 and 74: only with their existing day-today
Page 75 and 76: As our work continues, we will try
Page 77 and 78: cognition as well as self-regulated
Page 79 and 80: Mobile mind map tool for stimulatin
Page 81 and 82: the pictorial knowledge representat
Page 83 and 84: Ericsson, K. A., & Simon, H. A. (19
Page 85 and 86: Al-A'ali, M. (2007). Implementation
Page 87 and 88: complex cognitive skills involve em
Page 89 and 90: Table 1. CAT and a linear mathemati
Page 91 and 92: It is agreed that the difficulty le
Page 93: Figure 7. Our newly added factors i
Page 97 and 98: Instructure 1 Login User-ID Passwor
Page 99 and 100: Shute, V., & Towle, B. (2003). Adap
Page 101 and 102: distinguish between partial knowled
Page 103 and 104: esponse is identified, then the sco
Page 105 and 106: are stored in the answer record and
Page 107 and 108: 2 (7) MNSQ = ∑WniZ ni ∑ Wni =
Page 109 and 110: in the course. A randomized block d
Page 111 and 112: To test whether ET can effectively
Page 113 and 114: course, more comparison tests could
Page 115 and 116: Fleischmann, K. R. (2007). Standard
Page 117 and 118: educational standards in practice t
Page 119 and 120: laboratory activities, which are bu
Page 121 and 122: process is currently a largely top-
Page 123 and 124: Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
Page 125 and 126: evolution with computing technology
Page 127 and 128: Resources 0.55 0.72 e17 In my schoo
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Page 131 and 132: Regression models indicating relati
Page 133 and 134: of beliefs about integrating comput
Page 135 and 136: Sinko, M., & Lehtinen, E. (1999). T
Page 137 and 138: concept of social support. Lastly,
Page 139 and 140: Procedure Content analysis procedur
Page 141 and 142: and mice are out of order. I have t
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Anderson, J., & Lee, A. (1995). Lit
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Schwab, R. L., Jackson, S. E., & Sc
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Investigating the problem An extens
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meets the anywhere, anytime require
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minimise housekeeping tasks and fre
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3. Join Group Discussion 4. Attend
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Figure 4. Learning Shell showing He
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engineering the Learning Shell so i
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Olfos, R., & Zulantay, H. (2007). R
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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October 2007 Volume 10 Number 4 - Educational Technology ...

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