math bridge european remedial content for mathematics n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Math-Bridge European Remedial Content for Mathematics PowerPoint Presentation
Download Presentation
Math-Bridge European Remedial Content for Mathematics

Loading in 2 Seconds...

play fullscreen
1 / 31

Math-Bridge European Remedial Content for Mathematics - PowerPoint PPT Presentation


  • 113 Views
  • Uploaded on

Math-Bridge European Remedial Content for Mathematics. ECP 2008 EDU 428046. Deutsches Forschungsinstitut für Künstliche Intelligenz. Dr. Erica Melis Coordinator. 1.5.2009 – 31.1.2012. http://www.math-bridge.org/. Why Math-Bridge?. Numbers of graduated engineers insufficient

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Math-Bridge European Remedial Content for Mathematics' - elise


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
math bridge european remedial content for mathematics

Math-BridgeEuropean Remedial Content for Mathematics

ECP 2008 EDU 428046

Deutsches Forschungsinstitut für Künstliche Intelligenz

Dr. Erica Melis

Coordinator

1.5.2009 – 31.1.2012

http://www.math-bridge.org/

why math bridge
Why Math-Bridge?
  • Numbers of graduated engineers insufficient
    • Germany 1996: 52.278
    • 2002: 31.000
why math bridge1
Why Math-Bridge?
  • Students lack mathematics competencies for (engineering) fields-of-study all over Europe
  • Drop-out rates high in Europe! 15-60%
  • No. of graduated engineers insufficient
    • E.g., Germany 1996: 52.278
    • 2002: 31.000

A possible remedy:personalized online Bridge Courses

why math bridge2
Why Math-Bridge?
  • Existing remedial courses for higher education insufficient:
    • Do not adapt enough to individual students
    • Do not adapt enough to field-of-study
    • Do not illustrate early enough importance of mathematics in field-of-study
why math bridge3
Why Math-Bridge?
  • Existing digital content not properly reusable
    • single languages instead of multi-lingual
    • not interoperable
    • not standard compliant (or no metadata)
    • not for all colleges and universities
  • Existing digital content not well accessible
    • No semantic search
    • No cultural-adaptiv search
    • Existing digital content with little interactivity
    • Existing digital content without cultural adaptation

Ava Babili

main goals of the project
Main Goals of the Project
  • Bridge the Mathematics gap between schools and higher education in Europe
  • Enhance several large European content sources to

interoperable format, use them in Math-Bridge service

  • Improved use and reuse through ActiveMath
  • Multi-lingual and multi-cultural access
    • English, German, Finnish, French, Dutch, Hungaria, Spanish
  • CustomizeActiveMath platform for personalized remedial service

Thomas Hawk

Ava Babili

main goals ctd
Main Goals ctd.
    • Extend diagnostic means(for feedback and assessment)
  • Collaborative authoring of (remedial) content
  • Incorporate interdisciplinary expertise
    • Education
    • Intelligent technology
    • Web technology
    • Distant tutoring
  • Organize and analyze user feedback
  • Evaluate Math-Bridge service
  • Prepare user community and service distribution
  • Disseminate

Connor

partners of math bridge
Partners of Math-Bridge
  • DFKI
  • Tampere University of Technology, TUT
  • Open Universiteit Nederland, OUNL
  • Universität Wien, UV
  • Universidad Carlos III de Madrid, UC3M
  • Eurotype OHG, ETYP
  • Universität des Saarlandes
  • Eötvös Lorand University, ELTE
  • Universität Kassel/Paderborn
  • Université Montpellier II, UM2
contents to be enhanced
Contents to be enhanced
  • DFKI: Bruchrechnung: demo.activemath.org
  • Tampere University of Technology
  • Universität Wien: mathe online, www.mathe-online.at
  • Universität Kassel: VEMA, www.mathematik.uni-kassel.de/~vorkurs/
  • Open Universiteit Nederland: www.voorwis.ou.nl:1025/nkbw_data/nkbw/
  • Universität des Saarlandes: www.leactivemath.org

McFish

activemath mathef hrerschein
ActiveMath MatheFührerschein

Mathematics

„Drivers Licence“

work pedagogical preparation
Work: Pedagogical Preparation
  • Domainontology for metadata
  • Target competencies per field-of-study
  • Content selectioniteratively
  • Remedial scenariofor personalization
  • Select, adapt assessmentresources

Lincolnian

work content enrichment
Work: Content Enrichment
  • Process model for collaborative authoring
  • Tools for transforming source formats
  • Transformations
    • slicing
    • structure annotations
    • metadata extension
    • semantics of mathematical expressions
  • Quality control and improvement
  • …Transformation of external sources
work use and reuse
Work: Use and reuse
  • Commons server for content
  • Use and reuse of content
  • Gap detection, gap detectiontools
  • Infrastructure for reporting gaps
  • Guidelines for the publication of content
  • Tool support for assembly of courses
  • Application-relevant LOs

Michael Righi

work improved accessibility
Work:Improved accessibility
  • Customization of ActiveMath’s search
  • Collection of cultural differences and their use in search and for cultural rendering
  • Search related to target competencies
multi lingual access
Multi-lingual access
  • Basis for language-dependent access
  • Language adjustments of search/access
  • Supported translation
  • Tool for the language gap detection
interactive exercises
Interactive exercises
  • Interoperability of content/mathematical expressions
  • Interoperability of tools for interactive exercises
  • Further develop domain reasoners for diagnosis
  • Cross-domain reasoning

Thomas Hawk

personalized remedial
Personalized Remedial
  • Remedial scenario/decision rules
  • Estimation of students’ competencies
  • Customization of personalized access
  • Customization of student model
  • Graphical design customization
  • Software and user tests
user feedback
User Feedback
  • Community building and stimulation of feedback
  • Development of questionnaires
  • Central web-site for feedback
  • Feedback buttons/facilities in ActiveMath
  • Continuous collection of user feedback
  • Analysis of user feedback
  • …..

Zickie

evaluation and feedback
Evaluation and Feedback
  • Criteria for evaluation
  • Large-scale evaluations of Math-Bridge service
  • Didactical content quality evaluation
  • Content validation
  • Final revision cycle

Aniroudh Koul

dissemination
Dissemination
  • Project web site
  • Multimedia Project Presentation
  • Dissemination to schools and universities
  • Dissemination at conferences
  • Articles for online portals
  • Press releases
  • Presentation at fairs
  • Instructional videos

Ava Babili

exploitation
Exploitation
  • Adaptation of platformActiveMath
    • Optimization of scalability
    • Customization of the platform
    • Implementation of share-calculator
  • Exploitation plan and related tools
    • Business model for exploitation
    • Choice of CC content license
  • Procedure for quality content
  • Find associated members and customers

Basegreen

workshop may 12 15 2009
Workshop: May 12-15, 2009
  • Mutual understanding, experience exchanged
  • Components in ActiveMath familiarized
  • Target OMDoc format communicated+trained
  • Metadata, first version
  • Competencies, first version
  • Domain ontology, procedure started
  • Content selection, procedure defined and started
  • Assessment resource selection, procedure defined and started
  • First training for tools
  • Explanation of content transformation process
  • versioning and communication channels established
  • Started licensing process
conclusion
Conclusion

We are on track!