11:45 – 13:00
(full papers: 18’+2′; short papers: 10’+2′)
• Antonio Texeira (EDEN)
A short introduction
• C.1.1F
Carlo Giovannella
Participatory bottom-up self-evaluation of schools’ smartness: an Italian case study
Abstract
This work presents the adaptation of the participatory approach used in the past to evaluate the campuses’ smartness to the case of K12 and High schools. The adaptation has been implemented taking in consideration both the universalities represented by the principles that have inspired the approach (i.e. satisfaction of needs described by the Maslow’s pyramid and achievement of the “flow” state) and the localities represented by the evaluation framework put in place by the Italian Ministry of University, Research & Education (MIUR) through the INVALSI (National Institute for the Evaluation of Educational Systems). A pilot study is underway in several High and K12 schools. Preliminary results are reported and discussed.
• C.1.2S
Johann Günther
Change of Education System – International Process seen by Experts, Teachers and Students
Abstract
Our society is more mobile. This influences also our education system. It brings more international communication and cooperation. Teachers and students must change their behavior. The speed of this change is different by area. Asia has a high change rate and United States and Europe has a too slow process for adaptation. The future of education is shown in this paper from 3 perspectives: Teachers, Experts, Students.
• C.1.3S
Manuella Kadar, Paul Nicolae Borza, Mihai Romanca, Dan Iordachescu and Teodora Iordachescu
Smart Testing Environment for the Evaluation of Students’ Attention
Abstract
Attention is a key factor that influence learning processes and it is generally regarded as a success generating factor. Recent studies on attention have emphasized distinctions between focused and distributed attention. Distributed attention has been shown to be very important in processing information and its integration in comprehensive knowledge areas. This research aims to directly test the distributed attention capacity of university students through a smart testing environment designed to integrate classical testing methods such as the Prague test for measuring distributed attention with means of neuro-sensorial devices. The pilot study was performed through 2 types of experiments attended by 20 students (8 males and 12 females). During the first experiment, students were tested classically. In the second experiment students were tested by using neuro-sensorial devices while they were solving the Prague test. Data obtained from time series analysis were compared to data obtained through the Prague tests applied classically. Finally, correlations were computed by both measurements and the results have been discussed.
• C.1.4F
Roxana Moldovan, Bogdan Orza, Danut Mihon, Cosmin Porumb and Serban Meza
External Resource Annotation Framework and its applications in E-learning
Abstract
Rich Internet Applications that enable new ways of interaction with digital objects within multimedia scenes become important for educational communities. Such new ways of advanced human-computer interaction, in its different forms match the needs of formal education as well as lifelong learning in medicine, architecture, construction or cultural heritage management. This paper presents innovative multimedia annotation methods based on advanced human-computer interaction and (a)synchronous interpersonal collaboration features, focusing on e-learning activities. They have been implemented within eRAF (External Resource Annotation Framework) with the scope of going beyond the existing solutions by introducing new annotation types using external resources. Thus, anyone can easily annotate the own resources with additional information such as real-time handwriting, text and animation, or even audio/video sequences stored into public data repositories, or recorded ad-hoc, in order to create value-added interactive content.