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

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Appendix Table 6. Rubrics for Web-based portfolio assessment Aspect Rubric 1-1. Information completeness: To completely supply information required on the assessment system. 1-2. Content appropriateness: The content is directly related to the purpose of the portfolio. 1-3. Content richness: Portfolio In addition to the requirements, extra information is provided to enhance the content of portfolio, Creation e.g. achievement test results, classroom anecdotes or observation, course activity outcomes or link sharing. Note: To upload documents, various file formats are available such as audio, images, Word, PowerPoint, etc. 1-4. Organization and presentation: The layout is artful and clear and enhances the information presented. 2-1. Personal goal setting: The student properly establishes pragmatic goals and anticipated results based on his/her ability, self-expectations, etc. 2-2. Teaching goals: The student achieves instructional goals related to the academic subject. For instance: In the “Computer Application” course, students are expected to acquire basic Learning understandings about software operations and network construction and to realize the influence of Goal technological advances on computer applications. Students also have to develop positive attitudes in using computers and recognize the value of peer collaboration. 2-3. Progress and accomplishments: The student shows progress and improvement in learning attitudes and academic performance. 2-4. Goal attainment: The degree to which learning goals are achieved. 3-1. Correctness: The correctness of the student’s artifacts. 3-2. Appropriateness: The appropriateness of the student’s artifacts. 3-3. Richness and completeness: The richness and completeness of the student’s artifacts. 3-4. Difficulty level: Artifact The difficulty level of the student’s artifacts. 3-5. Creativity and originality: The creativity and originality of the student’s artifacts. 3-6. Comprehension of course content: The student’s comprehension of the course content. 3-7. Process of artifact production: The evidence that demonstrates the process of artifact development is included (e.g. draft, original and revised versions of work). 4-1. Reflection on learning goals: The student’s reflections related to learning goals. 4-2. Reflection on artifacts: The student describes the process and outcomes of artifact development. Reflection 4-3. Reflection on learning achievements: The reflections illustrate the student’s learning achievements, weaknesses and progress. 4-4. Reflection on attitudes: The reflections show the student’s learning attitudes and growth. 277
Attitude 4-5. Reflection on peer performance: The student sets suitable self-expectations after reviewing the content of peer portfolios. Note: Peer observation and mutual assessment are available on the Web-based portfolio assessment system. 4-6. Reflection on feedback: The reflections on teacher and peer feedback are accompanied by explanations or follow-up modifications. Note: Peer observation and mutual assessment are available on the Web-based portfolio assessment system. 5-1 Online inspection and viewing, peer-assessment, feedback giving: The student makes appropriate comments and feedback according to the content of peer portfolios. Note: Peer observation and mutual assessment are available on the Web-based portfolio assessment system. 5-2. Resource sharing: Relevant resources are offered via the assessment system. 5-3. Online forum, knowledge sharing, idea exchange, Q&A: To practice online discussion, knowledge sharing, idea exchange and problem solving via the assessment system. For example: The student actively participates in discussion forum and Q&A, offers peer assistance or encouragement and looks for solutions to problems. 5-4. Quantity of online interaction: Students are scored based on online activity records involving the amount and duration of portfolio reviews, length and numbers of posts, etc. Comparable points are given according the ranking. 5-5. Quality of online interaction: Peer feedback or critiques are written properly and promote constructive interaction. For example: The student shows positive peer interaction by making unbiased and reasonable comments. Other 6-1. Supporting examples or evidence: Additional evidence is given to demonstrate the student’s learning process or academic growth. Note: 1. In each rubric, various levels of performance were defined for precise scoring. 2. Students’ achievement test scores were not incorporated in this rubric. 278
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
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In Mike’s terminal window, run
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Chen, L.-C., & Lin, C. (2007). Comb
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To address these drawbacks some app
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LOM LOM objects Universia RDF repos
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Obtain DBpedia categories. In this
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This is not the usual result since
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The algorithm returns a set of DBpe
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shows. However, the benefit of expl
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Conclusions An approach for the ext
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Zhao, G., Ailiya, & Shen, Z. (2012)
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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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Page 233 and 234: Figure 1. Analysis of the XO-1, the
Page 235 and 236: Figure 4. The most popular coping s
Page 237 and 238: other way too, when children were a
Page 239 and 240: judge or ridicule them. It is impor
Page 241 and 242: Acknowledgements This research rece
Page 243 and 244: Tambouris, E., Panopoulou, E., Tara
Page 245 and 246: participatory or collaborative prac
Page 247 and 248: My Desk is a workspace personal to
Page 249 and 250: While the notion of grouping learne
Page 251 and 252: Teacher controlled Teacher controll
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Page 255 and 256: Acknowledgements Work presented in
Page 257 and 258: Tsai, P.-S., Hwang, G.-J., Tsai, C.
Page 259 and 260: owsing, title browsing and author b
Page 261 and 262: The simple search function Figure 4
Page 263 and 264: The author browse function Figure 8
Page 265 and 266: Comparisons of usage feedback betwe
Page 267 and 268: Conclusions In the past decades, va
Page 269 and 270: Appendix A: The final version of qu
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Page 273 and 274: of the assessment results across th
Page 275 and 276: Figure 1. Teachers were allowed to
Page 277 and 278: Table 3 summarized the Pearson’s
Page 279 and 280: achievement test scores. Given thes
Page 281: Russell, J. D., & Butcher, C. (1999
Page 285 and 286: universities participate in new mar
Page 287 and 288: Agreement on a joint diploma/degree
Page 289 and 290: 1. Awareness of the benefits for st
Page 291 and 292: Institutional resistance to change
Page 293 and 294: Business model A business model can
Page 295 and 296: The identity provider is responsibl
Page 297 and 298: Sample scenario Business layer The
Page 299 and 300: executed to fulfil collaboration ag
Page 301 and 302: Cadima, R., Ojeda, J., & Monguet, J
Page 303 and 304: Centrality metrics measure the exte
Page 305 and 306: Results Social Networks During the
Page 307 and 308: performance of the executives educa
Page 309 and 310: Song, S., Nerur, S., & Teng, J. (20
Page 311 and 312: We also propose a specific implemen
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Page 317 and 318: Figure 4. Example of an assessment
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Page 321 and 322: The evaluation of reusing pedagogic
Page 323 and 324: Shute, V. J., & Spector, J. M. (200
Page 325 and 326: Literature Review Cognitive apprent
Page 327 and 328: questions. Meta-Analyzer has been r
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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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