他一致
发表于 2025-3-28 17:02:21
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Intractable
发表于 2025-3-28 19:24:19
An Architecture for Formative Assessment Analytics of Multimodal Artefacts in ePortfolios Supported rning modules. Our aim is to analyse the various modalities of produced multimodal content, such as ePortfolios, and to provide teachers with explainable metrics that represent human assessment rubrics in order to generate personalised feedback. To demonstrate the feasibility of the architecture, we
幼儿
发表于 2025-3-29 00:36:45
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induct
发表于 2025-3-29 05:18:12
Book 2024ity of vast and highly varied amounts of data from learners, teachers, learning environments, and administrative systems within educational settings, further opportunities arise for advancing pedagogical assessment practice (Ifenthaler et al., 2018). .This book fully details these opportunities, as
使腐烂
发表于 2025-3-29 10:53:34
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易弯曲
发表于 2025-3-29 12:36:49
Carlos Pargas,Pablo Wagner Hitschfeldly, obtained clusters were named while considering the quiz-taking behaviors and academic achievements of the students within the clusters. The obtained clusters were named as follows: ., ., ., and .. It is expected that the findings obtained will contribute to the literature in understanding the dy
CAJ
发表于 2025-3-29 17:44:16
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Encapsulate
发表于 2025-3-29 22:45:58
Matias Sepulveda,Estefania Birrerentries can be used to calculate these measures? This contribution looks at indicators focusing on data for supporting metacognitive learning strategies and illustrates especially the process to extract measures of behavioral engagement from raw log data and its conversion into high-information feed
Generosity
发表于 2025-3-30 02:32:32
Sang-Hun Lee MD,Hong-Geun Jung MD, PhDe attitude and effort, which were consistent across the different courses. Given the identified relationships and their consistency, learning analytics has the potential to significantly enhance the quality of tertiary education. Further, these findings emphasise the critical importance of leveragin
connoisseur
发表于 2025-3-30 06:53:08
Jessica J. M. Telleria,Bruce Sangeorzanrdinated series of three empirical studies using social network analysis with digital behavioral data from 4628 distance learners in 930 groups. We use an unobtrusive assessment analytics approach to collect and analyze learner data from both formative and summative assessments, thereby mitigating t