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Advances in E-learning-Experiences and Methodologies

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Chapter XIV<br />

Open Source LMS Customization: A Moodle Statistical Control Application................................... 250<br />

Miguel Ángel Conde, Universidad de Salamanca, Spa<strong>in</strong><br />

Carlos Muñoz Martín, CLAY Formación Internacional, Spa<strong>in</strong><br />

Alberto Velasco Flor<strong>in</strong>es, CLAY Formación Internacional, Spa<strong>in</strong><br />

This paper reflects the possibility of do<strong>in</strong>g adaptations on a learn<strong>in</strong>g management system (LMS) depend<strong>in</strong>g<br />

on the necessities of a company or <strong>in</strong>stitution. In this case, ACEM allows the def<strong>in</strong>ition of course-level<br />

<strong>and</strong> platform-level reports <strong>and</strong> the automatic generation of certificates <strong>and</strong> diplomas for Moodle LMS.<br />

These adaptations are <strong>in</strong>tended to complement all the different learn<strong>in</strong>g platforms by contribut<strong>in</strong>g<br />

added-value features like the generation of customizable diplomas <strong>and</strong> certificates <strong>and</strong> reports, which<br />

allow the obta<strong>in</strong><strong>in</strong>g <strong>in</strong>formation about both grades <strong>and</strong> participation <strong>in</strong> every activity of a course. All<br />

this necessities are not provided by default.<br />

Chapter XV<br />

Evaluation <strong>and</strong> Effective Learn<strong>in</strong>g: Strategic Use of E-Portfolio as an Alternative<br />

Assessment at University ................................................................................................................... 264<br />

Nuria Hernández, Universidad de Oviedo, Spa<strong>in</strong><br />

This chapter analyses evaluation as a strategic <strong>in</strong>strument to promote active <strong>and</strong> significant learn<strong>in</strong>g<br />

<strong>and</strong> how, <strong>in</strong> that strategy, the use of alternative assessment <strong>and</strong> technology-aided learn<strong>in</strong>g-<strong>and</strong>-teach<strong>in</strong>g<br />

processes could be of great help. There is an important marg<strong>in</strong> to allow the teachers to design the<br />

assessment <strong>in</strong> a strategic manner <strong>and</strong> modify the nature of the students’ learn<strong>in</strong>g activities. So, the central<br />

question is analys<strong>in</strong>g whether the use of an electronic portfolio as an assessment tool <strong>in</strong> the subject<br />

“International Economic Relations,” has been used strategically. In other words, is the type of desired<br />

learn<strong>in</strong>g really be<strong>in</strong>g achieved? Is significant <strong>and</strong> deep learn<strong>in</strong>g be<strong>in</strong>g stimulated? If not, what k<strong>in</strong>d of<br />

learn<strong>in</strong>g is be<strong>in</strong>g stimulated? How should the assessment be modified to achieve the desired results?<br />

To help answer all these questions, we have analysed whether the activities <strong>and</strong> products which make<br />

up the “International Economic Relations” portfolio fulfil the conditions that characterise a strategic<br />

evaluation.<br />

Chapter XVI<br />

Formative Onl<strong>in</strong>e Assessment <strong>in</strong> E-Learn<strong>in</strong>g...................................................................................... 279<br />

Izaskun Ibabe, University of the Basque Country, Spa<strong>in</strong><br />

Joana Jauregizar, Quality Evaluation <strong>and</strong> Certification Agency of the Basque University System,<br />

Spa<strong>in</strong><br />

This chapter provides an <strong>in</strong>troduction to formative assessment, especially applied with<strong>in</strong> an onl<strong>in</strong>e or<br />

e-learn<strong>in</strong>g environment. The characteristics of four strategies of onl<strong>in</strong>e formative assessment currently<br />

most widely used—onl<strong>in</strong>e adaptive assessment, onl<strong>in</strong>e self-assessment, onl<strong>in</strong>e collaborative assessment,<br />

<strong>and</strong> portfolio—are described. References are made throughout recent research about the effectiveness<br />

of onl<strong>in</strong>e formative assessment for optimiz<strong>in</strong>g students’ learn<strong>in</strong>g. A case study <strong>in</strong> which a computer-

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