D4.1 Positioning Design

Gaston Burek; Adriana Berlanga; Marco Kalz; Isobel Braidman; Alisdair Smithies; Fridolin Wild; Petya Osenova; Kiril Simov; Bernhard Hoisl; Lothar Lemnitzer; Slavi Stoyanov; Peter van Rosmalen; Jan Hensgens; Maria Regan; Jan van Bruggen; Gillian Armitt

D4.1 Positioning Design

Gaston Burek, Adriana Berlanga, Marco Kalz, Isobel Braidman, Alisdair Smithies, Fridolin Wild, Petya Osenova, Kiril Simov, Bernhard Hoisl, Lothar Lemnitzer, Slavi Stoyanov, Peter van Rosmalen, Jan Hensgens, Maria Regan, Jan van Bruggen, Gillian Armitt

Complex Networks

Publikation: Buch, Herausgeberschaft, Bericht › Forschungsbericht/Gutachten

Abstract

This report explains the issues of positioning learners in a knowledge domain, to recommend learning materials or courses to follow, and diagnosing learners' conceptual development, to provide formative feedback and recommend remedial actions. It also discusses how Language Technologies can be used to perform these two tasks in a (semi) automatic way. To this end, the report presents an outline of the existing tools, methods and resources for the analysis of ePortfolios (task 4.1), and an overview of the process of acquiring and analysing data for measuring conceptual development (task 4.2). Furthermore, it presents a description of an initial set of experiments and test results, a plan for extending existing tools for ePortfolio analysis, as well as a description of the pilot scenarios that will be tested in the next cycle of the project.

Originalsprache	Englisch
Erscheinungsort	Heerlen
Publikationsstatus	Veröffentlicht - 1 März 2008

Österreichische Systematik der Wissenschaftszweige (ÖFOS)

503008 E-Learning

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Katalog der Universitätsbibliothek

Andere Dateien und Links

http://dspace.ou.nl/handle/1820/1761

Language Technologies for Lifelong Learning
Hornik, K. (Projektleitung), Neumann, G. (Projektleitung), Hoisl, B. (Forscher*in), Koblischke, R. (Forscher*in) & Wild, F. (Forscher*in)
1/03/08 → 28/02/11
Projekt: Forschungsförderung

Zitat

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abstract = "This report explains the issues of positioning learners in a knowledge domain, to recommend learning materials or courses to follow, and diagnosing learners' conceptual development, to provide formative feedback and recommend remedial actions. It also discusses how Language Technologies can be used to perform these two tasks in a (semi) automatic way. To this end, the report presents an outline of the existing tools, methods and resources for the analysis of ePortfolios (task 4.1), and an overview of the process of acquiring and analysing data for measuring conceptual development (task 4.2). Furthermore, it presents a description of an initial set of experiments and test results, a plan for extending existing tools for ePortfolio analysis, as well as a description of the pilot scenarios that will be tested in the next cycle of the project.",

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AU - Burek, Gaston

AU - Berlanga, Adriana

AU - Kalz, Marco

AU - Braidman, Isobel

AU - Smithies, Alisdair

AU - Wild, Fridolin

AU - Osenova, Petya

AU - Simov, Kiril

AU - Hoisl, Bernhard

AU - Lemnitzer, Lothar

AU - Stoyanov, Slavi

AU - van Rosmalen, Peter

AU - Hensgens, Jan

AU - Regan, Maria

AU - van Bruggen, Jan

AU - Armitt, Gillian

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N2 - This report explains the issues of positioning learners in a knowledge domain, to recommend learning materials or courses to follow, and diagnosing learners' conceptual development, to provide formative feedback and recommend remedial actions. It also discusses how Language Technologies can be used to perform these two tasks in a (semi) automatic way. To this end, the report presents an outline of the existing tools, methods and resources for the analysis of ePortfolios (task 4.1), and an overview of the process of acquiring and analysing data for measuring conceptual development (task 4.2). Furthermore, it presents a description of an initial set of experiments and test results, a plan for extending existing tools for ePortfolio analysis, as well as a description of the pilot scenarios that will be tested in the next cycle of the project.

AB - This report explains the issues of positioning learners in a knowledge domain, to recommend learning materials or courses to follow, and diagnosing learners' conceptual development, to provide formative feedback and recommend remedial actions. It also discusses how Language Technologies can be used to perform these two tasks in a (semi) automatic way. To this end, the report presents an outline of the existing tools, methods and resources for the analysis of ePortfolios (task 4.1), and an overview of the process of acquiring and analysing data for measuring conceptual development (task 4.2). Furthermore, it presents a description of an initial set of experiments and test results, a plan for extending existing tools for ePortfolio analysis, as well as a description of the pilot scenarios that will be tested in the next cycle of the project.

UR - http://dspace.ou.nl/handle/1820/1761

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BT - D4.1 Positioning Design

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ER -

D4.1 Positioning Design

Abstract

Österreichische Systematik der Wissenschaftszweige (ÖFOS)

Verfügbarkeit prüfen

Andere Dateien und Links

Projekte

Language Technologies for Lifelong Learning

Zitat