TEL Recommender systems have been used to improve experiences of students or teachers. Many such systems use information about students, such as interests, preferences, and demographic data. They also use resource metadata and ratings. The authors of this paper think that recommender systems are also valuable when implemented in online or blended courses using competence based assessment since these systems can take advantage of social knowledge about competence development, and students' performance. By using collaborative filtering and knowledge based techniques, it is possible to obtain recommendations from social knowledge and adapt the former to each student's performance. In this paper, the authors propose a system to recommend activities and resources that help students in achieving competence levels throughout an online or blended course. This recommender system takes into consideration experiences previously stored and ranked by former students. In order to offer successful learning advice, this recommender system analyzes the student's current competence levels against similar former students' performances. Functional test results indicate that the proposed technical approach is accurate. Moreover, these results seem to reflect that social knowledge and students' qualifications are sources of valuable recommendations for online and blended courses.

A Recommender System for Students Based on Social Knowledge and Assessment Data of Competences

Many higher education institutions spend decades transforming their content-based to competency-based curricula. Furthermore, there is a clear tendency to improve summative to formative assessment, which demonstrates the learning process of students by measuring their learning outcomes. However, combining curriculum design, evaluation, and analysis of competencybased educational processes is a difficult task to implement in practice. For the design, it is necessary to understand a whole conceptual framework, also to comply with restrictions of the University, Faculty and Academic Unit, define clear models and methods for the curricular reform processes. Then, to implement them, technological support is required to make a more detailed evaluation and analysis. The lack of technological tools to support these processes makes it even more difficult. This work shows the work carried out so far in the framework of the curricular reform of the programs of the Faculty of Engineering of the Universidad del Valle and led by the Escuela de Ingenieria de Sistemas y Computacion (EISC). In this review of conceptual references for the development of a curriculum management proposal that involves the definition of a curriculum design method supported by a software prototype to manage the processes of curriculum management in the medium term. This paper first shows a systematic review of software models and applications used to support the design, evaluation, and analysis of courses that may be useful in higher education. These models and applications are focused on the design, the formative evaluation by competences and the analysis of the learning outcomes of the students in the learning processes. Second, the elements of the review are identified for the construction of a curriculum design model, including the definition of a new evaluation system that facilitates the analysis of competency-based learning. A particular challenge of this model is to obtain a quantitative grade depending on the detailed evaluation of the student’s learning outcomes. For the EISC, it is also necessary to link the learning objectives of the new curriculum to those proposed by the Computer Science Curricula 2013 (CS2013). Finally, in the future work, the model should serve to produce learning analytics that allows measuring the level of the program and academic unit. Third, the proposed model for EISC curriculum management and advances in the software prototype is presented. Finally, validation is presented at the ESIC, where some proffesors designed their courses using the proposed model.

Models, methods and software prototype to support the design, evaluation, and analysis in the curriculum management of competency-based for higher education

This paper presents a study that first of all, characterizes decision criteria in order to select a type of mobile application to be developed. Next, the study focuses on the comparison of technological alternatives for displaying learning analytics on mobile devices. This paper presents a comparison of tools to develop analytic visualizations taking into account general aspects, and some specific characteristics. Then, the study supports decision making in mobile applications development using learning visual analytics. Mobile application prototypes were implemented using the different studied technologies. In these prototypes, learning analytics support a process of competence qualifications in a higher education course on the EQF. Diagrams used in analytics show the results in percentages or summations of the levels of competence reached by some students in the course. A series of tests are presenting different conclusions about the efficient use of these technologies, and the type of mobile application to develop.

Comparative study of technologies for mobile learning analytics

Recommender systems in education are used to support the teaching-learning processes. These systems could make easier to take advantage of the social knowledge in competence-based and blended courses. In this paper we propose a system that merges collaborative-based and knowledge-based filtering techniques in order to recommend activities and resources, aiming to support the students to achieve the expected competence levels. The system takes into account the experiences stored and rated by students who have taken the course before (social knowledge), and the competence levels achieved by a student in the same current course. This information is analyzed against the competence levels achieved by former students, then the systems retrieve personalized recommendations to the current student, according to the available information of former students with similar performance. Our findings suggest that the technical approach is correct. They reflect that the social knowledge and the learning results are good sources of valuable recommendations.

Recommender system based on student competencies assessment results

The new paradigm of higher education requires higher education institutions (HEIs) to be managed by utilizing information technology (IT). This has been recognized by the HEIs, but it did not go smoothly. Frequently occur in development process, the re-creation of the necessary facilities (low sustainability). This article discusses the cause identification of low IT sustainability in HEIs and proposes solution that is Service Oriented Architecture (SOA) concept. The identification process is done by means of literatures review and observation followed by process of analysis utilizing root cause analysis and worst case analysis, with fishbone diagrams and checklist as instruments. It concluded that the root cause of low IT sustainability is the approach or development method that cannot adapt to changes and does not consider collaborations. The exploiting of SOA concept is suitable to solve the problem based on the worst case analysis. Thus, IT-based systems in HEIs will be sustain. Index Terms sustainability; information technology; higher education institutions; service oriented architecture (SOA)

/pdf/sustainability-of-information-technology-in-higher-education-2vnvobcxbv.pdf

Sustainability of Information Technology in Higher Education Institutions: New Concept

A trace of lifelong-learning qualifications has become more mandatory at the European and even at world level. However, for higher education courses, the former could imply complex learning designs and abundance of data to monitor, analyze, and report. This work combine the ideas of personalized, competence-based, and social learning by providing course lifecycle support through competence-based design, outcome based assessment, social learning context analytics, and open student modeling visualizations. A series of studies using a virtual learning environment exploited the idea of the approach and revealed promising results. These results demonstrated the approach helped students and teachers to trace learning outcomes of the European Qualifications Framework (EQF) in higher education courses. Thus, this thesis extends the approach of higher education to a larger collection of learning objects for designing, assessing, and analyzing courses. Moreover, this approach verifies its capability of supporting social context visualization for online and blended personalized education.

Technology-enhaced support for lifelong competence development in higher education

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Technology-enhaced support for lifelong competence development in higher education