4-5 November 2021, Mediterranean Palace Hotel, Thessalonki, Greece
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A05: Mobile Learning II
Automated Essay Feedback Generation in the Learning of Writing: A Review of the Field
The purpose of this paper is to review the recent advances in the task of Automated Essay Feedback Generation. Automated Essay Feedback Generation is the task of employing computer technologies to provide meaningful feedback to the essay writer, after evaluating an essay in an automated way, as part of the process of the learning of writing.
Currently, most Automated Essay Scoring (AES) systems are designed with the task of assessment being the main focus. However, a number of researchers try to employ the same techniques and apply them in the scope of assisting the learning process rather than provide scores, by extracting specific features of an essay that can be translated into meaningful feedback for the learner.
This paper will focus on AES systems that provide student feedback, present research data that refere to how these systems impact the student learning of writing, and the teachers/students attitude towards using AES systems in the learning procedure.
The Integrating Face-to-face Learning, Distance Learning Technologies and Mobile Learning Technologies: Effectiveness
1Kazan (Volga Region) Federal University, Russian Federation; 2IACLD CPE ANCO, Russian Federation
The process of higher education digitalisation is driven by global transition to a digital economy and society. Building a digital economy and digital education are significant priorities of state policy in the Russian Federation.
Mobile learning is a modern educational trend that allows knowledge to be acquired anywhere, anytime using portable devices. It has attracted the attention of many researchers from different disciplines who are aware of the high potential of mobile technology to enhance learning.
The purpose of this paper is to analyse the effectiveness of integrating mobile learning frameworks in higher education. The technical and psychological readiness of learners to use mobile technologies in learning is analysed as well.
In this research paper, the effectiveness criteria were defined as:
1) Providing learners with additional conditions for self-realisation.
2) Mastering new ways of comprehending life, culture, history in the university and urban space around them, diversity of communication between teacher and students, individualisation of the educational process.
3) Expanding the arsenal of learning tools, preparedness of pedagogical developments with the use of mobile learning.
The article also points out that despite the widespread use and availability of mobile phones among students, mobile learning is not widely used in education.
Teachers and students should no longer be limited to being able to teach and learn at a particular place and time. Mobile Learning and wireless technology will become an everyday part of learning, both inside and outside the auditorium. With the standardisation of education, mobile technology may be a chance to maintain the personalised approach to learning and bring to life the adage that the whole world is a auditorium. Conclusions and a discussion of these outcomes are offered as well as some inferences and speculation regarding the future of M-Learning in the classroom and beyond.
Blockchain as an IoT Intermediary in Mobile Learning
RIT Croatia, Croatia
We have implemented a transparent distributed educational learning platform powered by blockchain technology. Our goal was to examine the feasibility of blockchain technology in business and academic environments. Also, blockchain is not limited to a particular area, but it has a wide range of applications and can be integrated into a variety of Internet interactive systems, such as Internet of Things (IoT), supply chain tracking, but also identity management, and trustless payments, which were also some key features we wanted to test in our implementation. Next layer solutions such as Ethereum 2.0, Polkadot, or Cardano provide developers versatility. Moreover, these solutions utilize smart contracts which are similar to standard, traditionalized software during development, and with our platform, we wanted to prove sharing data securely with transparent rules. Students often lack knowledge in blockchain technology, thus from an academic perspective, it is important to communicate the importance of this. That’s why our platform takes multiples approaches in the development of this learning distributed platform and in this paper, we are proving the feasibility of blockchain technologies in various aspects in business and academic environments.
Work-in-progress About Dynamicity as a Foundation for AMI, a Mobile Intelligent and Adaptative Learning System
1TELUQ University (UQ), Canada; 2École Supérieure Privée d'Ingénierie et de Technologie (ESPRIT), Tunisie; 3Université Alioune Diop de Bambey (UADB), Bambey, Sénégal
Abstract. If the school system, in its traditional form, cannot be accessible to all the world's children, we believe that the school system can become accessible to them in the form of an adaptative/personalized, mobile, and smart learning system. We presented here AMI, an intelligence-based learn-ing system, which could be a solution for children who are out of school. AMI aims to enable learner self-learning. To do this, it must be dynamic. Its dynamicity stems from a close and sustained interaction between the learn-er and the system, which infers its adaptability. The system is alive and, therefore, in constant reaction to the learner's activity. The continuous inte-gration of new data from the learner/system interaction modifies the learn-er's profile and/or the learning path in progress. However, it is necessary to describe how the system can have dynamic and sustainable self-learning capabilities based on the learner's behaviors throughout the learner's inter-action with the system. More precisely, we need to represent and interpret the messages of random events so that the system can react to produce ac-tions in a a synchronous and continuous mode. This paper presents a Work-in-Progress on implementing two of the four intelligent components of the AMI system, aiming to allow maximum adaptability of a personalized learning offer.
Mobile learning in project-based contexts in the Higher Education Sector
University of Education, Ludwigsburg (Germany), Germany
This paper discusses evaluation findings from a digital project-based course in the higher education sector. The evaluated course aims at the autonomous project-based planning, execution and critical reflection of educational projects by the participating students. Students in this course work and collaborate with mobile devices in various ways in order to carry out their projects in groups and individually. The anticipated outcomes of the study show students’ (1) attitudes, (2) practices and (3) preferences towards mobile learning and give examples for (4) the actual use of mobile learning devices in project-based learning contexts. By doing so, the study investigates how students use mobile learning devices in a project-based learning environment and how these results can be constructively implemented to improve future digital project-based scenarios in the higher education sector. The focus on the autonomous and creative use of mobile learning devices creates insights, which help to develop new perspectives for mobile learning in the higher education sector.
Experiential Learning in Vehicle Dynamics Education via a Scaled Experimental Platform: Handling Performance Analysis
W Booth School of Engineering Practice and Technology, Faculty of Engineering. McMaster University,200 Longwood Road South, Hamilton, ON, Canada L8P 0A6
This paper explores experiential learning in high education in Automotive Engineering by using scaled experimental platforms. A set of student-center laboratory activities has been established with a pedagogical approach is presented based on Kolb's Experiential Learning Theory. The chosen topic to be educated on is road vehicle dynamic performance focused on automotive standards and real-world problems in the automotive industry. This paper considers the implication of concrete experimentation, reflective observation, and abstract conceptualization in developed laboratory sessions for topics in road vehicle dynamics.
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