Approche par compétences et évaluation formation à l'évaluation des apprentissages dans une approche par compétences

L’évaluation des compétences

Photo realistic effects in a complex animation scene can be achieved using the process of rendering. Rendering is more time and cost consuming process as it involves pixel based light and camera effects that will be converted into actual photo realistic scenes. To upgrade quality of animated scenes up to the mark, rendering requires high end computational set up. Processing cost of rendering goes on increasing as the quality and efficiency required increases. Required computational set up includes high end computational resources which are not affordable to a small scale animator. So with the present work we here are going to provide a solution to this problem so that small scale animator also can have effective rendering at a low cost and better efficiency. We are going to provide a Blender based low cost distributed, efficient rendering set up.

Distributed rendering system for 3D animations with Blender

When learning mathematics, deaf children of primary school age experience difficulties due to their disability. In Jordan, little research has been undertaken to understand the problems facing deaf children and their teachers. Frequently, children are educated in special schools for the deaf; the majority of deaf children tend not to be integrated into mainstream education although efforts are made to incorporate them into the system. Teachers in the main stream education system rarely have knowledge and experience to enable deaf students to reach their full potential. 

The methodological approach used in this research is a mixed one consisting of action research and Human Computer interaction (HCI) research. The target group was deaf children aged nine years (at the third grade) and their teachers in Jordanian schools. Mathematics was chosen as the main focus of this study because it is a universal subject with its own concepts and rules and at this level the teachers in the school have sufficient knowledge and experience to teach mathematics topics competently. In order to obtain a better understanding of the problems faced by teachers and the deaf children in learning mathematics, semi-structured interviews were undertaken and questionnaires distributed to teachers. The main aim at that stage of research was to explore the current use and status of the e-learning environment and LMS within the Jordanian schools for the deaf in Jordan. In later stages of this research, semi-structured interviews and questionnaires were used again to ascertain the effectiveness, usability and readiness of the adopted e-learning environment “Moodle. Finally pre-tests and post-tests used to assess the effectiveness of the e-learning environment and LMS. It is important to note that it was not intended to work with the children directly but were used as test subjects.

Based on the requirements and recommendations of the teachers of the deaf, a key requirements scheme was developed. Four open source e-learning environments and LMS evaluated against the developed key requirements. The evaluation was based on a software engineering approache. The outcome of that evaluation was the adoption of an open source e-learning environment and LMS called “Moodle”. Moodle was presented to the teachers for the purpose of testing it. It was found it is the most suitable e-learning environment and LMS to be adapted for use by deaf children in Jordan based on the teachers requirements. Then Moodle was presented to the deaf children’s to use during this research.

After use, the activities of the deaf and their teachers were used and analysed in terms of Human Computer Interaction (HCI) analysis. The analysis includes the readiness, usability, user satisfaction, ease of use, learnability, outcome/future use, content, collaboration & communication tools and functionality.

Implementation, use and analysis of open source learning management system 'Moodle' and e-learning for the deaf in Jordan

The shorter oxford english dicttionary on historical principles , The shorter oxford english dicttionary on historical principles , کتابخانه دیجیتالی دانشگاه علوم پزشکی و خدمات درمانی شهید بهشتی

The shorter oxford english dicttionary on historical principles

E-learning has advanced considerably in the last decades allowing the interoperability of different systems and different kinds of adaptation to the student profile or the learning objectives. But, some of its aspects, such as E-testing are still in their early age. As a consequence, most of the actual E-learning platforms offer only basic E-testing functionalities. In addition, in most those platforms, the tests are in the traditional format despite their known limitations and precision problems. However, by making efficient use of well known techniques in artificial intelligence, existing psychometric theories and standards in E-learning, it could be possible to integrate adaptive and more informative E-testing functionalities in the actual E-learning platforms. In this paper, we will present some of the principles, the architectural elements and the algorithms used in an exploratory integration of adaptive testing functionalities within the Moodle platform.

/pdf/extending-moodle-functionalities-to-adaptive-testing-32wwk2wkfr.pdf

Extending Moodle Functionalities to Adaptive Testing Framework

In recent years, a growing number of schools, colleges, universities and other learning institutions have been converting their existing courses into E Learning applications. To implement this, the authors are developing a Macromedia Flash E-Learning Web application able to fully include item data input and adaptive testing capabilities using Item Response Theory (IRT). The project's goal is to maximise the capabilities and the reusability of the multimedia content produced by using the IMS-QTI standard. The application's adaptive testing functionalities will be implemented by proposing new IMS-QTI sub-standards for item parameters and interfacing parameters' characterisation.

IMS-QTI sub-standards in computerised adaptive testing and interfacing

A Wi-Fi e-learning and e-assessment Internet application named “Cluster” was devel‐ oped in the context of a research project concerning the implementation of a team‐ work assessment mobile application able to assess teams with several levels of hierarchy. Usually, teamwork assessment software and Internet applications for sev‐ eral hierarchy level teams are included in the field of Management Information Sys‐ tems (MIS). However, some assessment tasks in teams with several levels of hierarchy and assessment may be performed in an educational context, and the existing applica‐ tions for the assessment and evaluation of teams with several levels of hierarchy are not applications dedicated to the assessment of students in an educational context. The “Cluster” application is able to present the course material, to train the students in teams as well as to present individual and team assessment tasks. The application’s special functionalities enable it to assess the teams at several levels of hierarchy, which constitute the hierarchical aggregate assessment process. In effect, the members of the teams may have appointments of team member, team leader and team adminis‐ trator that supervises team leaders. This application can therefore evaluate simultane‐ ously different knowledge and skills in the same assessment task based on the hierarchical position of the team member. The summative evaluation of the applica‐ tion consists of work to submit as well as objective examinations in HTML format, while the formative evaluation is composed of assessment grid computer forms of self-assessment and peer assessment. The application contains two mutually exclusive modes, the assessor mode and the student mode. The assessor mode allows the teach‐ er to create courses, manage students, form the teams and also assess the students and the teams in a summative manner. The student mode allows the students to follow © 2015 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. courses, write exams, submit homework, perform in teams and submit selfand peers formative assessment. The theoretical consideration of the project establishes the link between hierarchical aggregate assessment applications and management information systems (MIS). The application is an electronic portfolio (e-portfolio) management system in the competency-based learning and an Internet test administration system in the mastery learning approach. The aim of the chapter is to introduce the reader to the field of hierarchical aggregate assessment and to show how to implement complex assessment tasks with several levels of hierarchy into an Internet software application.

/pdf/the-internet-implementation-of-the-hierarchical-aggregate-4bnk1215ls.pdf

The Internet Implementation of the Hierarchical Aggregate Assessment Process with the “Cluster” Wi-Fi E-Learning and EAssessment Application — A Particular Case of Teamwork Assessment

The development of networking and client/server systems over the Internet had led to many collaborative work software applications. To extend the graphic design collaborative platforms focused on 3D artistic characters, the Articiel project is based on the Articiel collaborative platform that is a client-server application on the World Wide Web(WWW) based on a SOA architecture. This platform is including the essential functionalities needed by communities of distantly located artists to create and modify 3D characters or graphic animations. The Articiel platform collaborative functionalities are: messaging, agenda, storing and retrieving artists' projects and contributions. Previous work has proved the usability of the Articiel platform by the programming of a Maya plugin who was calling the platform functionalities through its Web services. The aim of this paper is to show a new contribution algorithm and the technical innovations resulting of the plugin conversion from Maya to Blender.

Blender plugin implementations for 3D collaborative work

Usually, the assessment of teams with several levels of hierarchy is done in the Management field with Management Information Systems (MIS). The problematics studied in the present paper is to consider the assessment of teams with several levels of hierarchy in the field of Education. Regarding this issue, very few authors and scientists have done work on these teams that have an inverted treelike structure similar as large organizations. Both teams studied in the Management and Education fields are evaluated by the processing of the information contained in each node of the three or by the work, production and performance of each individual with three traversal algorithms. In that particular case, links and similarities are established between Management and Education fields because both assess treelike structure organizations with several levels of hierarchy. The concept of Hierarchical Aggregate Assessment (HAA) is based on the assessment of teams with several levels of hierarchy in education. This assessment process is done on a treelike organization similar as the ones in management information systems. The process is done in three phases: the first phase consists in the team formation and the attribution of hierarchical levels to team members that is the aggregation process; the second phase is the presentation of a test or an assessment task done in team to the student; and the third phase is the team dislocation and the return to the initial phase until the course is done. This iterative process consists of the course curriculum management. While the process iterates, assessment data are collected through the process as summative and formative assessment data that can be used to determine the course success or to guide student for improvement. The aim of this paper is to define the HAA process in education that is similar to Management Information Systems (MIS). There is a lot of research and literature produced on Management Information Systems and also on teamwork assessment. In education, most of the research concerning teamwork assessment has been done on teams with a unique level of hierarchy. The main measurement tools to assess team in education according to previous research are team leaders and team member’s assessment grids. To explore this field of research, an E-Learning Internet application named “Cluster” has been developed with a research and development (R & D) methodology and tested with high school students and Army Cadets. Resistance to change has been a major obstacle to the implementation of the “Cluster” application in organizations. Knowledge acquisition rate was similar as traditional classroom teaching but failure rates were 20% in traditional teaching and 80% in the case of distance learning with “Cluster” application. However, despite resistance to change, the “Cluster” application proved the HAA theory that teams with several levels of hierarchy could be assessed in an educational context.

/pdf/hierarchical-aggregate-assessment-haa-an-assessment-process-4buh8i8obs.pdf

Hierarchical Aggregate Assessment (HAA): An Assessment Process of Teams with Several Levels of Hierarchy in Education

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