Jun 132017
 

Call for Chapters: Handbook of Research on E-Assessment in Higher Education
http://www.igi-global.com/publish/call-for-papers/submit/2812 Editors

Ana Azevedo, CEOS.PP-ISCAP/IPP, aazevedo@iscap.ipp.pt
José Azevedo, CEOS.PP-ISCAP/IPP, jazevedo@iscap.ipp.pt

Call for Chapters
*Proposals Submission Deadline: July 15, 2017
Full Chapters Due: November 15, 2017
Submission Date: March 15, 2018*

Introduction
Assessment profoundly influences the motivation of those who learn, shapes
their perspectives about learning and therefore plays a key role in the
educational process. The introduction of different assessment systems has
important impacts throughout the educational process (Botički & Milašinović,
2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi,
2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, &
Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998;
Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In
the last years, the emergence of a new paradigm valuing the student as the
central subject in the construction of their learning, requires new
pedagogical approaches, and diversified methods (Botički & Milašinović,
2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte,
2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer,
2010). According to Redecker e Johannessen (2013), changes in pedagogical
practices and in the learning processes can only happen when also changing
assessment.
Information and Communication Technologies (ICT) place challenges and at
the same time offer teachers tools to create differentiated learning
opportunities for students. The use of ICT in the assessment process is
thus unavoidable, through electronic assessment, or e-assessment. In this
case, ICT is used throughout the evaluation process from the design of the
tests to the storage of the results (Stödberg, 2012). One possible approach
is to develop specific environments for this purpose (Botički & Milašinović,
2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach
is the use of the so-called Learning Management Systems (LMS) (Burrow,
Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza,
Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the
advantage of providing a vast set of tools specifically designed for the
implementation of e-assessment. Among these tools we emphasize the quizzes,
which can encompass several types of questions, such as multiple-choice,
true/false, item matching, short answer, among others.
Considering its purpose, assessment may be formative and/or summative, or
diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg,
2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012).
In relevant scientific studies about this topic, it was found that the use
of formative evaluation or of both types, formative and summative
simultaneously, is more common than the use of summative evaluation alone (
Stödberg, 2012). E-assessment can be useful and can bring benefits to both
types of assessment, formative and summative (Bull & Danson, 2001;
McAlpine, 2002).Assessment can also be continuous. E-assessment “can
provide a powerful means of continuous assessment, providing rapid and
detailed feedback to students and academics about the learning process.”
(McAlpine, 2002, p. 8).
Stödberg (2012) presents a study in which e-assessment task were classified
in five categories namely: (i) closed questions, such as multiple-choice
questions and matching, (ii) open-ended questions, (iii) portfolio, (iv)
product, such as software, and (v) discussions between students.
There are applications of e-assessment in diverse areas such as geography
(Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011),
management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine
(Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et
al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and
Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão,
2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015;
Mathai & Olsen, 2013).
Historically, assessment in higher education consisted in the application
of final exams for each of the courses, the so-called final assessment. In
Europe, the Bologna process points out to another type of assessment,
encompassing diverse forms of assessments carried out during the
semester/academic year, the so-called continuous assessment. E-assessment
plays an important paper in this context, and has nowadays a growing
importance in Higher Education, not only in Europe, but around the world.

Objective
The primary objective of this book is to provide insights concerning the
use of e-assessment in Higher Education. This is a cutting-edge and
important topic that deserves a reflexion, and this book is an excellent
opportunity to do it. The book aims to provide the opportunity for a
reflexion on this important issue, increasing the understanding of using
e-assessment in the context of several different contexts, providing
relevant academic work, empirical research findings, and an overview of
this relevant field of study.

Target Audience
All those that need to assess the teaching-learning process, namely teacher
at all levels, from k1-k12 to college. Also professionals in the area of
skills certification, managers, researchers, academicians, practitioners,
and graduate students, are the target of this book.

Recommended Topics
Traditional vs e-assessment
E-assessment with portfolios
E-assessment with multiple choice questions and other closed formats
Feedback and e-assessment
e-assessment for e-learning
Analitics and e-assessment
Adaptive systems and e-assessment
E-assessment hardware and software
e-assessment tools, applications, and portals
Other topics of interest

Submission Procedure
Researchers and practitioners are invited to submit on or before July 15,
2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the
mission and concerns of his or her proposed chapter. Authors will be
notified by July 25,2017 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by November
15, 2017, and all interested authors must consult the guidelines for
manuscript submissions at http://www.igi-global.com/publ
ish/contributor-resources/before-you-write/ prior to submission. All
submitted chapters will be reviewed on a double-blind review basis.
Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted
to this book publication, Trust in Knowledge Management and Systems in
Organizations. All manuscripts are accepted based on a double-blind peer
review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM
online submission manager.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the “Information Science Reference” (formerly Idea
Group Reference), “Medical Information Science Reference,” “Business
Science Reference,” and “Engineering Science Reference” imprints. For
additional information regarding the publisher, please visit
www.igi-global.com. This publication is anticipated to be released in 2018.

Important Dates
July 15, 2017: Proposal Submission Deadline
July 25, 2017: Notification of Acceptance
November 15, 2017: Full Chapter Submission
January 15, 2018: Review Results Returned
February 28, 2018: Final Acceptance Notification
March 15, 2018: Final Chapter Submission

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May 182017
 

Um repositório já com alguns anos e que nunca mais foi actualizado. Todos os conteudos são gratuitos.

+infos(): http://press.etc.cmu.edu/book

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May 182017
 

Aqui está um grupo de trabalho acerca de Gaming and gamification.

Framework
Gaming Horizons is a multidisciplinary project under the H2020 programme that aims to expand the research and innovation agenda in games and gamification.

Objectives
The project’s objectives are to foster socially responsible games research, to open up the dialogue across the entertainment and applied-games sectors, and to investigate future directions at the intersection of ethics and social research.

Workplan
Over a period of 14 months, Gaming Horizons will conduct a series of consultations and exchanges among communities of developers, policy makers, users and researchers, and will interrogate the official ‘H2020 discourse’ on gamification with the aim of identifying alternative framings for research in the field. In the process, a number of sensitive social issues will be placed under the lens, including gender and minority representation in gaming, as well as ethical questions concerning the design and deployment of games, game mechanics and gameful interactions for learning and behavioural change. Another area of critical investigation concerns the degree to which the spread of (applied) gameful experiences is intrinsically bound to high-end technological innovation.

Expected results
Among the outputs Gaming Horizons is expected to produce is a set of recommendations illustrating how gameful approaches might be employed thoughtfully and responsibly for a broad range of socially significant purposes, including education and social change.

Partners
University of Leeds
http://www.leeds.ac.uk/
Breda University of Applied Sciences – NHTV
https://www.nhtv.nl/ENG.html

+infos(oficial): LINK

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May 072017
 

This is the first call for games for the Fifth International Competition on Educational Games at ECGBL 2017 will be held next year in Graz, Austria, on 5-6 October.

The closing date for submissions is the 16th of June.

The aims of this competition are:

· To provide an opportunity for educational game designers and creators to participate in the conference and demonstrate their game design and development skills in an international competition.

· To provide an opportunity for GBL creators to peer-assess and peer-evaluate their games.

· To provide ECGBL 2017 attendees with engaging and best-practice games that showcase exemplary applications of GBL.

For further details of the competition and to see the past winners see: LINK

In the first instance authors should submit details of the game using the online abstract submission form

+infos(oficial): LINK

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May 072017
 

HCI Summer/Winter Schools, candidaturas abertas:
http://www.sigchi.org/news/sigchi-sponsored-hci-summer-winter-schools

acerca:
http://www.sigchi.org/about/funding/hci-summer-winter-schools

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May 072017
 

Encontrei este projeto de investigação:
http://idk.fh-joanneum.at/2014/04/03/eyetracking/

em que fazem uso deste hardware:

SMI Eye Tracking Glasses

Tobii Pro X2-60 eye tracker

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May 072017
 

O EDULOG, think tank da Educação da Fundação Belmiro de Azevedo, procura propostas de investigação que analisem e avaliem a articulação entre ensino profissional no secundário e politécnico e a transição para o mercado de trabalho. Neste âmbito, estão abertas as candidaturas a instituições de Ensino Superior, Institutos, Centros de Investigação & Desenvolvimento e consultoras, decorrendo até 1 de junho.

Paralelamente ao estudo sobre o ensino profissional, o EDULOG irá ainda investigar o insucesso escolar em Portugal. Estão também abertas as candidaturas até 1 de junho para a formação de parceria para a realização de estudos sobre os “Fatores Explicativos do Insucesso Escolar”.

Poderá consultar os documentos referentes aos concursos aqui.

O modelo de parceria desenhado pelo EDULOG consagra às equipas de investigação a cabal gestão e execução das investigações. As candidaturas selecionadas serão conhecidas no dia 16 de junho de 2017.

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May 072017
 

The 12th Latin-American Conference on Learning Technologies (LACLO 2017)

October 9-13, 2017, La Plata, Argentina

————————————————————————————

We invite you to participate in the 12th Latin-American Conference on Learning Technologies (Laclo 2017).

Latin American countries have an urgent need to share, to unite efforts and to grow up together in many areas, but especially in those areas that could lead us to improve the educational level of our people. Learning technologies may be considered by many the cornerstones for a whole new educational era that is under development, and Latin American countries must maintain an active forum for discussion of the existing technological alternatives that can be applied to our regional contexts. LACLO intends to be such a forum, where researchers, developers and educational practitioners are able to share their experiences and technological advances in the field of learning technologies, and to integrate these various technological developments into their teaching and learning contexts.

This year the 12th LACLO edition will held from October 9-13, 2017, in the city of La Plata, Argentina coordinated by the Computer Science College of the National University of La Plata. LACLO 2017 will be also co-located with Cacic 2017, the national conference in computer science . This will be an interesting opportunity to meet each other.

***** Important dates:

– Paper submission: Deadline for full and short papers May 15st , 2017
– Paper notification: July 5th, 2017
– Paper camera-ready: August 15th , 2017
– Workshop submission: Deadline for workshop proposals: May 15th , 2017
– Workshop notification: July 1st , 2017
– Competition submission: Deadline for submissions May 15th , 2017
-.Competition notification: July 1st , 2017
– Conference: October 9th – 13th 2017

Paper be written in Spanish, Portuguese or English (papers written in Spanish or Portuguese must also include the title, abstract and and keywords in English).

All the accepted papers will be submitted to IEEE Xplore for indexing. In addition, a set of selected best papers will be proposed to be published in the special issues journals after substantial revision and modification.

+infos(oficial): http://laclo2017.lifia.info.unlp.edu.ar

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May 072017
 

ICERI will be celebrating its 10th edition this year. You are invited to join us for this special occasion and contribute with your education experiences.

ICERI is one of the largest international education conferences for lecturers, researchers, technologists. After 10 years, it has become a reference event that brings together more than 700 experts from 80 countries.

At ICERI, you will be able to:

– Present your paper in one of the largest international conferences on education.
– Publish your paper in ICERI2017 Proceedings (will be submitted to ISI CPCI)
– Interact with international educators and technologists for future cooperation.
– Learn about education innovations and strategies in 70+ thematic sessions.

+infos: LINK

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May 072017
 

Através deste concurso para projetos de investigação científica e desenvolvimento tecnológico em todos os domínios científicos, pretende-se apoiar ideias inovadoras que sejam relevantes e contribuam de forma significativa para o avanço do conhecimento na respetiva área científica.

Os projetos aprovados serão financiados por Fundos Europeus Estruturais e de Investimento (FEEI), quando aplicável, ao abrigo dos Programas Operacionais envolvidos (COMPETE, PORNorte, PORCentro, PORLisboa, PORAlentejo, PORAlgarve), e por fundos nacionais, através da FCT, I.P.

O concurso abrange todas as regiões do Norte, Centro, Lisboa, Alentejo, Algarve, Açores e Madeira.

O concurso apoiará projetos pelo período máximo de 36 meses e com um orçamento máximo de 240.000

Informamos que a data para apresentação de candidaturas ao concurso para projetos em todos os domínios científicos (02/SAICT/2017) foi adiada para o dia 30 de maio de 2017 (19 horas). Veja a republicação do Aviso e do Referencial de Mérito. Foram também disponibilizadas respostas a perguntas frequentes (FAQ), elaboradas na sequência das sessões de esclarecimento realizadas por todo o país.

+infos: LINK

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