Advances in E-learning-Experiences and Methodologies

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Designing an Online Assessment in E-Learning Figure 2. Preliminary view: Incorrect answer and associated feedback. Perception 3.0 establishing the assessment criteria, in the case of summative assessment, over which we are going to judge the execution and the level of accomplishment of the objectives established. Within these criteria, we find the standards or departing points we should establish for each level. To carry out these processes, the computing tool must contain automatic systems which allow us to program each of the levels and produce the result in an automatic form, supplying all the necessary information to fulfil an individual report for each student. One of the solutions and reports that an LMS such as Moodle (http://moodle.org/) presents can be observed below. This tool allows the teacher to owe several parameters over which to configure different tests of an objective type (items with a unique true answer) and some security parameters. The student is able to answer and consult the results obtained item by item and the student’s final punctuation. On the other hand, it is very interesting to know how each of the tests the students have taken has functioned, especially when using objective tests. A simple analysis of the items of the test, where it is reflected in form of a chart exportable to other programs (calculation sheets, statistics packets as SPSS http://www.spss.com/, etc.) each of the typical indicators of the Classis Test Theory (difficulty and discrimination indexes), as well as average difficulty of the test as a whole and reliability tests, and so forth. The problem-to-be-solved in the data analysis is found in the moment when the information gathered from the student is too extensive (elaboration of a project, essay-form answer, etc.). Nowadays, systems based on the analysis of contents under tools type data base already exist. For example, Margerum-Leys and Bass (2006) show us that a data base is a tool designed to organise and manage large amounts of information following a general process of content analysis, establishing analysis units, category systems (e.g., “very good,” “good,” “needs improvement”) and an adjudication system of the units to the categories; these systems can help to the analysis of a large group of information. Another alternative being considered is to work with the possibilities of the so called “Semantic Web,” and natural language processing. Furthermore, there are programs as Nid.ist, Atlast, Aguad, Ethnograph, which facilitate this content analysis through the analysis of contents based in the pre- 0
Designing an Online Assessment in E-Learning Figure 3. Report of student results (Moodle) Figure 4. Report of test or item analysis (Moodle) 0
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Advances in E-Learning: Experiences
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Table of Contents Preface .........
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Chapter XIV Open Source LMS Customi
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Chapter III Philosophical and Epist
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of constructive and cooperative met
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Chapter XIV Open Source LMS Customi
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contents, learning contexts, proces
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xv these organizations do not get a
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xvii QuALIty In e-LeArnIng Before t
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allow that the teachers in training
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xxi ISO. (1986). Quality-Vocabulary
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Chapter I RAPAD: A Reflective and P
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RAPAD in fields such as law, engine
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RAPAD mystery to the new student. B
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RAPAD example, whereas Laurillard h
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RAPAD Ontologically, systems philos
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RAPAD information related processes
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RAPAD methods and techniques accord
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RAPAD 2. An introduction to learnin
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RAPAD then asked to reflect on and
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RAPAD Figure 4. A rich picture to h
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RAPAD Again using techniques from t
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RAPAD university preparation course
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RAPAD The third interface is at the
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RAPAD Knight, P.T., & Trowler, P. (
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RAPAD AddItIonAL reAdIngs Goodyear,
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A Heideggerian View on E-Learning t
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A Heideggerian View on E-Learning (
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A Heideggerian View on E-Learning s
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A Heideggerian View on E-Learning r
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A Heideggerian View on E-Learning o
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A Heideggerian View on E-Learning n
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A Heideggerian View on E-Learning M
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A Heideggerian View on E-Learning W
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Philisophical and Epistemological B
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Chapter IV E-Mentoring: An Extended
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E-Mentoring However, what is unders
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E-Mentoring baugh, & Williams, 2004
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E-Mentoring Table 2. Contact. Diffe
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E-Mentoring Table 10. Ethical impli
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E-Mentoring Table 15. Technology st
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E-Mentoring Table 21. Coaching. Bes
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E-Mentoring Table 27. Moment. Best
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E-Mentoring Moreover, existing rese
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E-Mentoring Kasprisin, C. A., Singl
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E-Mentoring Ensher, E. A., Heun, C.
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Chapter V Training Teachers for E-L
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Training Teachers for E-Learning FL
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Training Teachers for E-Learning ne
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Training Teachers for E-Learning A
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Training Teachers for E-Learning yo
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Training Teachers for E-Learning Di
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Training Teachers for E-Learning ht
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The Role of Institutional Factors i
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E-Learning Value and Student Experi
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Integrating Technology and Research
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Chapter IX AI Techniques for Monito
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AI Techniques for Monitoring Studen
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Chapter X Knowledge Discovery from
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Knowledge Discovery from E-Learning
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Chapter XI Swarm-Based Techniques i
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Swarm-Based Techniques in E-Learnin
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Chapter XII E-Learning 2.0: The Lea
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E-Learning 2.0 Table 1. Different s
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E-Learning 2.0 Figure 1. Difference
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E-Learning 2.0 where the blog is al
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E-Learning 2.0 process. Along this
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E-Learning 2.0 forth, and, of cours
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E-Learning 2.0 Finally, it is impor
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E-Learning 2.0 never be a hotchpotc
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E-Learning 2.0 McPherson, K. (2006)
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E-Learning 2.0 Rosen, A. (2006). Te
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Telematic Environments and Competit
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Open Source LMS Customization Intro
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Open Source LMS Customization or ev
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Open Source LMS Customization compa
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Open Source LMS Customization Figur
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Page 372 and 373: E-QUAL Meyer, K. A. (2002). Quality
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Compilation of References Downes, S
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Compilation of References Fandos, M
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Compilation of References national
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Compilation of References Hudson, B
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Compilation of References Harbour.
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Compilation of References Little, J
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Compilation of References Metros, S
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Compilation of References ONeill, K
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Compilation of References Preece, J
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Compilation of References Sadler, D
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Compilation of References Shin, N.,
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Compilation of References tional Co
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Compilation of References Vermetten
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Compilation of References Yu, F. Y.
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About the Contributors Juan Pablo d
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About the Contributors part: “An
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About the Contributors María D. R-
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About the Contributors Applications
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Index e-learning tools, automated p
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Socrates 55 Sophists 55 student-foc
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