This book was developed during a particular pandemic situation in the whole world which confined people to their homes. Therefore, there was a rise in the use of distance working and learning (e-learning) which led to a very quick adoption of technology in order to guarantee different approaches to fulfil the same or better outcomes and ensure that people are connected. This book provides a better understanding about the importance of teams' assessment and collaborative work, as well as the use of collaboration tools and online assessment techniques supported by technology. Consequently, the book is aimed at all institutions that seek new working environments, namely higher education institutions, companies and organizations, sports teams, and others. Furthermore, this book provides new approaches and systems to carry the knowledge and learning assessment. The book gathers knowledge from several authors, related to collaboration environments and tools, as well as their insights on how technology can be applied to carry assessment processes. The book seeks to provide knowledge on new technologies and different learning environments.
Author(s): Rosalina Babo, Nilanjan Dey, Amira S. Ashour
Series: Intelligent Systems Reference Library, 199
Publisher: Springer Singapore
Year: 2020
Language: English
Pages: 258
City: Singapore
Preface
Contents
About the Editors
Part IAssessment and Collaboration
1 The Importance of Assessment Literacy: Formative and Summative Assessment Instruments and Techniques
1.1 Introduction
1.2 Paradigms of Education and Educational Model
1.3 Formative and Summative Assessment
1.4 Assessment Literacy
1.4.1 Beliefs and Decision Making for Learning Assessment
1.4.2 Theoretical Approaches Related to Learning Assessment Practices
1.4.3 Assessment Techniques: Suggested Procedures to Make Decisions
1.4.4 Workgroups Assessment
1.4.5 ICT Tools for Assessment
1.4.6 Meta-Evaluation and Accountability
1.5 Recommendations Related to Educators Training for Improving and Reinforcing Conceptual and Instrumental Assessment Practices
1.6 Discussion
1.7 Conclusions
References
2 Exploring Collaboration and Assessment of Digital Remote Teams in Online Training Environments
2.1 Introduction
2.1.1 Context: Relevance and Challenges of Remote Teams
2.1.2 Willcoxson Methodology
2.2 Research Methodology
2.2.1 Course Description
2.2.2 Adapting Willcoxson Approach in the Team Assignment
2.2.3 Team Building Criteria and an Overview of Participants’ Profile
2.2.4 Teams Building Method
2.3 Evaluation
2.3.1 Evaluation Methodology
2.3.2 Outcome (Data Analysis) of the Pre-survey
2.3.3 Outcome (Data Analysis) of the Post Survey
2.4 Conclusion and Future Work
References
3 Collaborative Work in Higher Education: Tools and Strategies to Implement the E-Assessment
3.1 Educational Approach to Collaborative Work
3.2 Collaborative Techniques in E-Learning
3.3 Possibilities of Telematics Tools
3.3.1 Learning Management Systems
3.3.2 Collaborative Workspaces
3.3.3 Tools from Web 2.0 for Collaboration
3.4 Strategies of E-Assessment: Practical Experiences
3.4.1 E-Formative Assessment
3.4.2 E-Summative Assessment
3.4.3 E-Self Assessment
3.4.4 E-Peer Assessment
3.5 Arriving to Practical Recommendations: Design and Implement E-Assessment in Online Collaboration
3.5.1 Discussion
3.5.2 Conclusions
References
4 Online and Collaborative Tools During Academic and Erasmus Studies
4.1 Introduction
4.2 State of Art
4.3 Google and Microsoft Platforms
4.4 Life History: Group Work After Online Collaborative Work Platforms
4.4.1 Completing Assignments Through Free Versions of Online Collaborative Work Platforms
4.4.2 Use of Free Versions of Collaborative Work Platforms in Erasmus
4.5 Conclusion
Appendix—Questions Sent to Students
References
5 Good Practices for Online Extended Assessment in Project Management
5.1 Introduction
5.2 Writing and Using an Online Questionnaire
5.3 State of Art
5.4 Case Study: The European Erasmus + GOPELC Project
5.4.1 Project Data
5.4.2 Methodology
5.4.3 Survey Results
5.5 Discussion
5.6 Conclusions
References
Part IIE-Assessment Approaches
6 FLEX: A BYOD Approach to Electronic Examinations
6.1 Introduction
6.1.1 Research Questions
6.1.2 Research Methodology
6.2 State of the Art
6.3 Requirements Engineering
6.3.1 Administrative Bodies
6.3.2 Students
6.3.3 Examiners
6.3.4 Threat Model and Security Requirements
6.3.5 Technical Requirements
6.4 Implementation
6.4.1 Technical Solutions
6.4.2 Organizational Framework
6.5 Evaluation and Testing
6.6 Summary and Outlook
6.6.1 Challenges and Lessons Learned
6.6.2 Future Work
References
7 Antares: A Flexible Assessment Framework for Exploratory Immersive Environments
7.1 Introduction
7.2 Related Work
7.3 The Antares Framework
7.3.1 Requirements and Design
7.3.2 Architecture
7.3.3 Assessment Interface
7.3.4 Assignment and Assessment Engine
7.4 Slide Templates
7.5 Proof of Concept
7.5.1 Learning Situation
7.5.2 Starting the Simulation
7.5.3 Measurement of the Cycle Duration
7.5.4 Systematic Measurement Series
7.6 Challenges and Future Perspectives
7.7 Discussion and Future Work
References
8 Improving Electrical Engineering Students’ Performance and Grading in Laboratorial Works Through Preparatory On-Line Quizzes
8.1 Introduction
8.1.1 Context and Contribution
8.1.2 ICT in Higher Education—An Overview
8.1.3 Student’s Autonomous Study
8.1.4 Learning Management Systems (LMS)
8.2 Case Study—The FEELE Course and the Change in the Lab Preparation Paradigm
8.2.1 Synopsis of the FEELE Course—Teaching/Assessment Methodology
8.2.2 Laboratory Preparation—From a Subjective to An Objective Paradigm
8.2.3 Adapting Students’ Lab Preparation to Moodle
8.3 Research Methodology and Evaluation
8.3.1 Research Methodology
8.3.2 Evaluation and Discussion
8.4 Conclusions and Future Work
References
9 Actively Involving Students by Formative eAssessment: Students Generate and Comment on E-exam Questions
9.1 Introduction
9.1.1 Background
9.1.2 Methodology
9.2 Results and Discussion
9.3 Conclusions
9.3.1 Future Perspectives
References
