By Susan Zvacek, Maria Teresa Restivo, James Uhomoibhi, Markus Helfert
This e-book constitutes the refereed court cases of the sixth foreign convention on laptop Supported schooling, CSEDU 2014, held in Barcelona, Spain, in April 2014.
The 24 revised complete papers provided have been conscientiously reviewed and chosen from 242 submissions. The papers deal with issues comparable to info applied sciences aiding studying; learning/teaching methodologies and review; social context and studying environments; area functions and case experiences; and ubiquitous learning.
Read or Download Computer Supported Education: 6th International Conference, CSEDU 2014 Barcelona, Spain, April 1–3, 2014, Revised Selected Papers PDF
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Extra resources for Computer Supported Education: 6th International Conference, CSEDU 2014 Barcelona, Spain, April 1–3, 2014, Revised Selected Papers
A survey needed to be operationalized for this study that would try to capture most essential or likely challenges that teachers might perceive when using social OER environments. The study needed to be extensive to capture essential issues and at the same time, condensed to ensure proper amount of participants. For the study, the key literature presented in the theoretical background on OER and knowledge sharing was used as a basis for the survey. Additionally, a group of experts were addressed to discuss those barriers and to remove the irrelevant for this context.
In addition, Machine Learning based sequencers require a speciﬁc dataset collection to create users’ models and a sequencing policy, which needs to be tested online with strong ethical requirements and a high number of users. In this paper we design a simulated learning environment with customizable scenarios. We also show that a performance prediction method can be used to crate oﬄine fully personalized students’ models and sequence contents without domain engineering/authoring eﬀort. The performance prediction method is enhanced by a score-based policy inspired by Vygotsky’s concept of Zone of Proximal Development and shows promising results compared to curriculum based policies in the designed simulated environment.
2 %. Analysis of the missing value patterns revealed no signiﬁcant differences between the gender and the role of the respondents. To explore the country differences regarding experienced barriers based on cultural distance, a generalized linear model (GLM) predicting cultural distance barrier was constructed. The ﬁxed factors of the model were, in addition to the country of the respondent, the gender and professional status (teacher or learner). The age of the respondent was used as a covariate.