TOPICS IN COMPUTER SCIENCE

Lecture Notes in Computer Science 5145Commenced Publication in 1973Founding and Former Series Editors:Gerhard Goos, Juris Hartmanis, and Jan van LeeuwenEditorial BoardDavid HutchisonLancaster University, UKTakeo KanadeCarnegie Mellon University, Pittsburgh, PA, USAJosef KittlerUniversity of Surrey,[r]

Computer-Aided Generation of Item Banks Based on Ontology and Bloom's Taxonomy 159 Table 1. Number of Items with Bloom's Taxonomy Produced by Teachers Manually Cognitive Process Dimension Knowledge Dimensions Remember Understand Apply Analyze Evaluate Total Factual 192 (49.7%) 25 (6.5%) 56 (14.5%) 3[r]

The Research on the Case Learning Activity 115 are enrolled in course “Industry System Introduction” about the teaching function and case study activity of WebCASE. Conclusion and Analysis Section After summer vacation in 2006, we began to ana-lyze the 5 original cases which students selected, 6 cas[r]

80 K. Xiao, S. Chen, and X. Chen • When adding new KP to the syllabus, the material reflecting this KP must be added into the courseware also. • When the KP does not longer present in the syllabus, any material reflecting this KP must be deleted in the courseware. Meanwhile, the KP reflected in the[r]

Course Material Research Based on Perti Net 85 “ ” means Void MS, “|” means Void KP, tstop means the Stop KP set, and Xstop means the Stop MS. (a) a MS is the Ancestor MS of other two MS, for example X12; (b) a MS reflects KP set with two or more KP, for exaple X6; (c) a material can be taught until[r]

90 Y T. Carolyn Yang et al. more teachers to participate our program. Due to these arrangements for training, we influenced more than 16,000 elementary, junior, and senior high school teachers and more than 10,000 students to learn from the PBL.NET. (Note: The number was con-servatively calculated b[r]

The Practice and Experience Sharing of Three-Year Peer Coaching Program in Taiwan 95 all significantly higher than those on their posttests, t=3.48, p=.00, t=2.80, p=.01, and t=2.50, p=.02, respectively; for coaches, t=5.31, p=.00, t=5.47, p=.00, and t=5.10, p=.00, respectively. These results showed[r]

100 C. Hornung et al. 2 Background 2.1 State of the Art and Challenges eLearning systems consist of platforms, pedagogy and scenarios in application do-mains. Nowadays platforms Moodle [2], Blackboard [3], Ilias [4] are based on cli-ent/server architecture. eContent is stored on server side manageme[r]

eKnowledge Repositories in eLearning 2.0 105 elements; different course elements can be distinguished by different colors. A meta-data search engine is integrated, so that content can be searched for during the course creation process. Fig. 3 shows screenshots from different graphical elements of th[r]

110 C. Hornung et al. 16. Garris, R., Ahlers, R., Driskell, J.E.: Games, Motivation and Learning: Research and Prac-tice Model. Simulation & Gaming. Sage Publications, Newsbury Park (2002) 17. Butler, D.L., Winne, P.H.: Feedback and Self-Regulated Learning: A Theoretical Synthe-sis. Review o[r]

120 X. Zhang, N. Luo, and L. Zheng To reveal the objectivity and veracity, current study research and evaluation often use rubric evaluation methods. In case study of course “Industry System Introduction” in 2007 spring semester, we design case study evaluation rubric to evaluate students’ performan[r]

70 S. Wang and Q. Liu The main driving force of DRM comes from industry [1]. The most representative sample is the protection of eBook, electronic music, and digital movie. Several fa-mous international companies have release their own solutions and productions, such as Microsoft’s WMRM, Real Netwo[r]

Modeling Units of Assessment for Sharing Assessment Process Information 135 2. A UoA provides a base for analyzing and evaluating an assessment plan by us-ing formal techniques (e.g., validation and simulation) for a deeper understand-ing, comparison, and improvement. 3. An executing UoA can scaffol[r]

140 Y. Miao, P. Sloep, and R. Koper 4 An Initial Validation of the Conceptual Model Validation studies have been conducted to test if the conceptual model would meet the requirements described in section 2. In this section, we present the results of these initial validation studies. Completeness: Th[r]

F. Li et al. (Eds.): ICWL 2008, LNCS 5145, pp. 132–144, 2008. © Springer-Verlag Berlin Heidelberg 2008 Modeling Units of Assessment for Sharing Assessment Process Information: Towards an Assessment Process Specification Yongwu Miao, Peter Sloep, and Rob Koper Educational Technology Expertise Center,[r]

Modeling Units of Assessment for Sharing Assessment Process Information 137 Each choice will provide additional restrictions to the conceptual model. For example, in a peer assessment many concepts will be excluded. A detailed example of a peer assessment is given in [19]. Role is used to distinguis[r]

142 Y. Miao, P. Sloep, and R. Koper concept support-activity in LD. An assessment process model based on APS can be transformed into an executable model represented in LD and QTI. Thus, we should be able to use an integrated LD and QTI run-time environment to execute various forms of assessment base[r]

Computer-Aided Generation of Item Banks Based on Ontology and Bloom's Taxonomy 159 Table 1. Number of Items with Bloom's Taxonomy Produced by Teachers Manually Cognitive Process Dimension Knowledge Dimensions Remember Understand Apply Analyze Evaluate Total Factual 192 (49.7%) 25 (6.5%) 56 (14.5%) 3[r]

164 M H. Ying and H L. Yang z Original Items: The question steam structure refers to the same structure as the material knowledge base. For true-false questions, the answers are all true, which can be used to assess the ability of the “remember” process. The original items can generate items of ot[r]

ERDRM: A Digital Rights Management System Model for Educational Resources 75 4 The ERDRM System Model Based on the previous sections, this section brings forth the ERDRM, a digital rights management system model for educational resources. 4.1 Functional Components of the Model Educational resources[r]