Usage Analysis in Learning Systems

Choquet, C., Luengo, V. & Yacef, K. 2009. Usage Analysis in Learning Systems. AACE.
Retrieved from http://www.editlib.org/p/30472.

Ebook Information

Usage Analysis in Learning Systems
Christophe Choquet,Vanda Luengo,Kalina Yacef
AACE
2009

Authors

Christophe Choquet, LIUM/IUT de Laval, France; Vanda Luengo, LIG/University Joseph Fourier, France; Kalina Yacef, University of Sydney, Australia

Abstract

This book explores different approaches for analyzing student data collected electronically in computer-based learning activities in order to support teaching and learning. The articles selected for this special issue are extended versions of the papers presented at the workshop on Usage Analysis in Learning Systems, organized in conjunction with the 12th International Conference on Artificial Intelligence (Amsterdam, The Netherlands, July 2005).

Contents

Preface: Usage Analysis in Learning Systems p. 7

Christophe Choquet, Vanda Luengo, and Kalina Yacef

Modeling Tracks for the Model Driven Re-engineering of a TEL System p. 9

Christophe Choquet and Sebastien Iksal

Results from Action Analysis in an Interactive Learning Environment p. 33

Oliver Scheuer, Martin Muhlenbr

Towards Live Informing and Automatic Analyzing of Student Learning: Reporting in ASSISTment Sytem p. 55

Mingyu Feng and Neil T. Heffernan

Beyond Logging of Fingertip Actions: Analysis of Collaborative Learning Using Multiple Sources of Data p. 79

Nikolaos Avouris, Georgios Fiotakis, Georgios Kahrimanis, Meletis Margaritis, and Vassilis Komis

Monitoring an Online Course with the GISMO Tool: A Case Study p. 99

Riccardo Mazza and Luca Botturi

Matching the Performed Activity on an Educational Platform with a Recommended Pedagogical Scenario: A Multi-Source Approach p. 115

Jean-Charles Marty, Jean-Mathias Heraud, Thibault Carron, and Laure France

From Data Analysis to Design Patterns in a Collaborative Context p. 133

Vincent Barre, Christophe Choquet, and Hassina El-Kechai

A Structured Set of Design Patterns for Learners' Assessment p. 157

Elisabeth Delozanne, Franscoise Le Calvez, Agathe Merceron, and Jean-Marc labat