October 2012 Volume 15 Number 4 - Educational Technology ...

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Soloway, E., Norris, C., Blumenfeld, P., Fishman, B., Krajcik, J., & Marx, R. (2001). Handheld devices are ready-at-hand. Communications of the ACM, 44(6), 15-20. Stewart, J., Bederson, B. B., & Druin, A. (1999). Single display groupware: a model for co-present collaboration. Proceedings of the SIGCHI conference on Human factors in computing systems, Pittsburgh, Pennsylvania, USA, 286-293. Tu, Y.-W., Shih, M., & Tsai, C.-C. (2008). Eighth graders' web searching strategies and outcomes: The role of task types, web experiences and epistemological beliefs. Computers & Education, 51(3), 1142-1153. Twidale, M. B., Nichols, D. M., & Paice, C. D. (1997). Browsing is a collaborative process. Information Processing & Management, 33(6), 761-783. Wasson, B., & Mørch, A. I. (2000). Identifying collaboration patterns in collaborative telelearning scenarios. Educational Technology & Society, 3(3), 237-248. Yamauchi, Y., Yokozawa, M., Shinohara, T., & Ishida, T. (2000). Collaboration with Lean Media: how open-source software succeeds. Proceedings of the 2000 ACM conference on Computer supported cooperative work, Philadelphia, Pennsylvania, USA, 329-338. Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289-314. 13
Zualkernan, I. A., Raza, A., & Karim, A. (2012). Curriculum-guided Crowd Sourcing of Assessments in a Developing Country. Educational Technology & Society, 15 (4), 14–26. Curriculum-guided Crowd Sourcing of Assessments in a Developing Country Imran A. Zualkernan *1 , Anjana Raza 2 and Asad Karim 3 1 Computer Engineering, American University of Sharjah, PO BOX 26666, Sharjah, UAE// 2 Development in Literacy, House 15, Street 29, Sector F-10/1, Islamabad , Pakistan // 3 TeleTaleem Ltd., Plot 291, Street 3, Sector I- 9/3, Industrial Area, Islamabad, Pakistan //izualkernan@aus.edu // anjana@dil.org // asadkarim@iphonica.com *Corresponding author ABSTRACT Success of Wikipedia has opened a number of possibilities for crowd sourcing learning resources. However, not all crowd sourcing initiatives are successful. For developing countries, adoption factors like lack of infrastructure and poor teacher training can have an impact on success of such systems. This paper presents an exploratory study to determine if teachers in a developing country are able to create quality multiple-choice questions for primary school students. An adoption model is developed and evaluated to ascertain if the teachers would actually contribute to such a Wiki. Results are that, given student learning outcomes, content constraints, and a Bloom’s assessment level, a reasonable number of teachers were able to formulate quality questions, and that there is a strong intention to use such a system. Teachers with high intention to adopt also had a better attitude, enjoyed making questions and found the process easy to use. However, there is no obvious relationship between the intention to use and an ability to pose good assessments. In addition, there is no obvious predictor of where the good question contributors came from. Keywords Crowd sourcing, Wiki, Developing world, Primary education, Online assessments Introduction According to UNESCO, 67 of the 142 countries surveyed had a moderate to severe primary teacher gap, and the countries with gaps were primarily developing countries (The Global Demand for Primary teachers – 2010 Update. Information Sheet no. 5, 2010). Enabling educational technologies can help obviate this teacher gap. For example, given the success of Wikipedia, it is tempting to consider a crowd sourcing platform that provides automated assessment support for primary school teachers. Crowd sourcing is not new to the developing world and platforms like Ushahidi have been successfully used in developing countries for citizen journalism (Heinzelman & Waters, 2010). Similarly, in Nigeria, Wiki has been used in very large classes (> 2000 students) with a positive impact (Aborisade, 2009). Unfortunately, not all crowd sourcing experiments are as successful as Wikipedia. For example, a recent study showed that only a small percentage of Wikis exhibited healthy growth (Kittur & Kraut 2010). Culture is another important variable. For example, using various measures of cultural influences, Pfeil, Zaphiris, & Ang (2006) found differences in patterns of Wiki contributor’s behaviour across cultures. A study of teachers using Wiki shows that teachers were frustrated by their own materials being modified by others, and were afraid of criticism from others (Lio, Fraboni, & Leo, 2005). In addition, teachers were reluctant in giving up ownership of materials and had a fear that they may break the whole system by their changes. Lio et al. (2005) also observed that teachers were hesitant in changing others’ work for fear of offending, and were somewhat put off by the open-ended nature of the Wiki; the fact that the materials they created would keep changing. Another pertinent observation is that a crowd sourcing model entirely driven by interests of the contributors does not necessarily guarantee adequate curriculum coverage for formal learning scenarios. For example, Halavais & Lackaff (2008) and Zhang, Sun, Datta, Chang & Lim (2010) show that topical coverage in crowd sourced systems like Wikipedia, is different than that of expert-created representations. Another related phenomenon is the “long tail” behaviour of users of Wikipedia (Riedl, 2009); a small number of topics on Wikipedia are visited most often. This small proportion of topics also has higher quality as well (Wilkinson & Huberman, 2007). Taken together, the implication is that without adequate guidance from a curriculum, a crowd sourced Wiki may have skewed coverage in terms of content and quality. Therefore, a crowd sourcing solution for assessments must explicitly incorporate the curriculum. This creates an essential tension between “democratic” spirit of crowd sourcing and the curricular needs of a particular community. Any realistic deployment of a crowd sourcing solution to learning in general must negotiate this tension successfully. ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 14
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Page 41 and 42: Supervision We enhanced the player
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Page 45 and 46: international group of experts and
Page 47 and 48: 1. Web application development over
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Page 51 and 52: Chen, L.-C., & Lin, C. (2007). Comb
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Page 65 and 66: Conclusions An approach for the ext
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Apart from these, a project “SimS
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Autonomy is related to the sense of
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practice” for practicability, and
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secondary school students in Singap
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desirable; the event endurer is the
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Gartner, A. (1971). Children Teach
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experience and the guidance which i
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is further augmented with the numbe
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shown in the central part of Figure
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useful when choosing a learning pat
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competences helped them to specific
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model (Maier & Schmidt, 2007) as an
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Margaryan, A., Milligan, C., Little
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Being a Digital Native, however, is
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Pre-adolescent information seeking
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The significance of the study rests
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The middle school site followed a s
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A similar process for the middle sc
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have developed a new design model
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Davidson, J., & Wright, J. (1994).
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Mostmans, L., Vleugels, C., & Banni
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productive and needing more time to
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the location of computers: In eleme
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Accordingly, informants in the BOM-
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Goodman, L., MacCallum-Stewart, E.d
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Chen, M.-Y., Chang, F. M.-T., Chen,
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information systems (system quality
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participant’s usage intentions we
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service quality of IS functions. We
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the e-Portfolio system. Therefore,
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other colleges/universities to avoi
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Cho, C.-W., Yeh, T.-K., Cheng, S.-W
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them search for resources, they wer
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A user’s tags can be visible or i
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a month. Note that, since social ta
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(Fujimura et al., 2007). The aim of
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Rainie, L. (2007, January 31). 28%
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Moreover, teacher pedagogical belie
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However, Singer and Maher (2007) ex
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Data analysis After collecting data
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interpretations of effect size of c
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places to develop teaching skills,
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Kajder, S. B. (2005). Preservice En
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Huang, Y.-M., Liu, C.-H., Lee, C.-Y
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organized in a didactic way that co
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Front-end subsystem A front-end sub
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possible location of the visitor, t
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Procedure Figure 7. The participant
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Results of user satisfaction evalua
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Table 8. The comparison of the PSQ
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system for recommendation purpose i
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affiliation network models as a col
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Choosing the most suitable viewer i
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visualization, user-friendly operat
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Figure 3. Example of cutting tool w
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imported in Adobe Acrobat Pro Exten
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10 points, if it fully meets the re
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The overall competitive assessment
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Ramos Barbero, B., García Maté, E
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connected devices such as iPods and
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The common constructivist themes su
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Data analysis Data was gathered fro
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...I do my downloads through iTunes
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podcasts. In Case Study 2, although
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Rüdel, C. (2006). A work in progre
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issues in undergraduate economics c
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money market affect the equilibrium
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Through the simulation program the
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However, group A presents a better
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Thus, we can confirm the advantages
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Clark, D., Nelson, B., Sengupta, P.
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centered approach to learning inste
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Research question and population Th
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Learning effectiveness was analyzed
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that have turned experimental equip
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Lee, H.-J., & Lim, C. (2012). Peer
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Message Analysis Frameworks Existin
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social messages, whereas the latter
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This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
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Cadima, R., Ojeda, J., & Monguet, J
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Centrality metrics measure the exte
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Results Social Networks During the
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performance of the executives educa
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Song, S., Nerur, S., & Teng, J. (20
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We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
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Figure 4. Example of an assessment
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ate of errors in “Level 3” foll
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The evaluation of reusing pedagogic
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Shute, V. J., & Spector, J. M. (200
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Literature Review Cognitive apprent
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questions. Meta-Analyzer has been r
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presentation as a conclusion. Simil
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Interaction effect between cognitiv
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References Abouserie, R., & Moss, D
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Oloruntegbe, K. O., Ikpe, A., & Kuk
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Young, M.-L. (2012). An Exploratory
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use is simply an expedited form of
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In order to elicit narratives about
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Findings The study shows that deliv
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With the changes in the teaching en
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Bostrom, R. & Heinen, J. S. (1977a)
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Lindgren, R., & McDaniel, R. (2012)
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those that allow for less agentic a
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whether the adoption of a novel des
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AEM Course Features. A subset of po
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Figure 4 shows the average pre and
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Ford, M. (1992). Motivating humans:
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Liang, T.-H., Huang, Y.-M., & Tsai,
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TSL1: Teacher as a coach TSL2: Teac
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instructional event (the upper part
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Table 3. The results of the chi-squ
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simultaneously complied with ISL an
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Finally, several pedagogical implic
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Hung, C.-M., Hwang, G.-J., & Huang,
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theory of Piaget (1950) and the soc
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Learning activities The unit of “
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subgroup in the control group neede
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When asked about the differences be
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Delialioglu, O., Cakir, H., Bichelm
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Anderson, T., & McGreal, R. (2012).
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This belief in the correlation of r
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and sometimes to compel, faculty to
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Part time versus full time faculty
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The open universities have a partic
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