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http://hdl.handle.net/10609/78515
Title: Providing a multi-fold assessment framework to virtualized collaborative learning in support for engineering education
Author: Mora Núñez, Néstor
Caballé Llobet, Santi  
Daradoumis Haralabus, Atanasi  
Others: Universitat Oberta de Catalunya (UOC)
Keywords: collaborative learning
collaborative complex learning resources
cognitive and social e-assessment
networking interaction
social network analysis
Issue Date: Jul-2016
Publisher: International Journal of Emerging Technologies in Learning
Citation: Mora Núñez, N., Caballé, S. & Daradoumis, T. (2016). Providing a multi-fold assessment framework to virtualized collaborative learning in support for engineering education. International Journal of Emerging Technologies in Learning, 11(7), 41-51. doi: 10.3991/ijet.v11i07.5882
Also see: http://dx.doi.org/10.3991/ijet.v11i07.5882
Abstract: In previous research we proposed a virtualization process of live collaborative sessions from Web discussion forums and chats with the aim to produce interactive and attractive online learning resources to be played by learners, thus having a positive effect in learner engagement. In order to enhance further learning engagement, in this paper we endow our virtualization process with a multifold assessment framework that provides effective awareness and constructive feedback to learners from the original collaborative interactions amongst group members. The research here presented focuses on e-assessment of collaborative and social learning and extends it with Learning Analytics and Social Network Analysis techniques that are able to analyze and represent cognitive and social interactions underlying live collaborative sessions. The interaction data extracted from collaborative knowledge and social networking is integrated into the virtualized collaborative learning to produce an efficient and personalized awareness and feedback system about the collaborative activity and the social behaviour of the original participants of live collaboration. This paper describes both the conceptual and methodological research to build our multi-fold e-assessment framework. The research is evaluated in real context of e-learning and validated by empirical data and interpretation.scientific gatherings. This 'work-in-progress' spirit is reflected as well in this volume: the call was launched in late 2014 and 10 articles were eventually accepted and published, including reviews -a look behind-, one methods paper, and six original contributions -a look ahead- introducing a broad range of research, from models with a strong analytical flavor to data-driven problems.
Language: English
URI: http://hdl.handle.net/10609/78515
ISSN: 1863-0383MIAR
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