Sharing system of learning resources for adaptive strategies of scholastic remedial intervention

Barana, Alice; Di, Luigi; Fioravera, Michele; Floris, Francesco; Marchisio, Marina; Rabellino, Sergio

doi:10.4995/head18.2018.8232

Cited by 5 publications

(2 citation statements)

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“…Our research group proposed a model of automatic formative assessment for developing learning activities using an automatic assessment system particularly suitable for Mathematics; the model has been experimented using Moebius Assessment (formerly known as Maple TA) [29], a system based on the mathematical engine of Maple, which allows the definitions of mathematical formulas, graphics and algorithms running behind questions. In particular, it is possible to define grading codes aimed at evaluating mathematical answers for their mathematical meaning, and to create worksheets with several possibilities of interaction, step-by-step guided resolutions, and allow students to enter graphs or symbolic formulas [30], [31]. Fig.…”

Section: Engagement and Automatic Formative Assessmentmentioning

confidence: 99%

Empowering Engagement through Automatic Formative Assessment

Barana

Marchisio

Rabellino

2019

2019 IEEE 43rd Annual Computer Software and Applications Conference (COMPSAC)

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Engagement is one of the most powerful driving forces that moves learners forward in a learning experience. The effects of engagement are related with enjoyment in learning, good results and prevention to drop-outs. Technologies, and in particular automatic formative assessment, can positively influence engagement, as well as providing data to measure it. This paper discusses how computer-based activities with automatic formative assessment and interactive feedback can promote engagement in Mathematics at school level. After discussing a theoretical framework for defining and measuring engagement, the potentialities of activities with automatic formative assessment and interactive feedback designed according to a specific model are illustrated. The activities have been experimented with 299 students of grade 8 in Italy. Through questionnaires administered before and at the end of the experimentation and through data from the online platform, the effects of the online activities on student engagement is evaluated. The activities resulted particularly effective to increase the engagement level in students that had low attitudes toward Mathematics at the beginning of the project.

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Section: Engagement and Automatic Formative Assessmentmentioning

confidence: 99%

Empowering Engagement through Automatic Formative Assessment

Barana

Marchisio

Rabellino

2019

2019 IEEE 43rd Annual Computer Software and Applications Conference (COMPSAC)

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“…The courses are organized in multiple layers of complexity, and different paths are suggested to those who are only browsing through the courses for orientation, wishing to complete the course and get a certificate or enrol at the university and sit the exam. A further personalization option is adaptive feedback, a way to design automatic differentiated responses to a question so that students who make a mistake can receive step-by-step guidance in solving a problem (Barana et al, 2018). Adaptive feedback also has a role in promoting self-evaluation and self-correction and in preventing feelings of frustration and isolation, should students not be able to understand their own mistakes.…”

Section: The Start@unito Experiencementioning

confidence: 99%

Content interaction in online university courses: the start@unito project

Salusso

Cicillini

2019

5th International Conference on Higher Education Advances (HEAd'19)

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The growing number of online courses offered by many universities worldwide is reshaping the traditional delivery of knowledge. This study tries to combine e-learning and the learning principles of language and linguistics. Drawing on the experience of the start@unito project at the University of Torino, which this year also offers language and linguistics courses, we tackle one of the main problems of online education, namely that of interaction. This study tries to combine e-learning and the learning principles of language and linguistics, focusing on the three types of interaction proposed by Moore (1989): learner-learner, learner-instructor, learner-content interactions. Specifically, we concentrate on the various ways in which learners may interact with the content in asynchronous untutored online university courses. Starting from the assumption that all the language and linguistics courses need a great deal of interaction, in order to be beneficial to students, it emerges that the application of pedagogical approaches and a careful instructional design of the courses may facilitate a more effective interaction with the content of the object of study.

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