Organizational learning II: Theory, method and practice

The Object Management Group's (OMG) Model Driven Architecture (MDA) strategy envisages a world where models play a more direct role in software production, being amenable to manipulation and transformation by machine. Model Driven Engineering (MDE) is wider in scope than MDA. MDE combines process and analysis with architecture. This article sets out a framework for model driven engineering, which can be used as a point of reference for activity in this area. It proposes an organisation of the modelling 'space' and how to locate models in that space. It discusses different kinds of mappings between models. It explains why process and architecture are tightly connected. It discusses the importance and nature of tools. It identifies the need for defining families of languages and transformations, and for developing techniques for generating/configuring tools from such definitions. It concludes with a call to align metamodelling with formal language engineering techniques.

Model Driven Engineering

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

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Computational Thinking 計算論的思考

This study analyzes the effects of COVID-19 confinement on the autonomous learning performance of students in higher education. Using a field experiment with 458 students from three different subjects at Universidad Autonoma de Madrid (Spain), we study the differences in assessments by dividing students into two groups. The first group (control) corresponds to academic years 2017/2018 and 2018/2019. The second group (experimental) corresponds to students from 2019/2020, which is the group of students that had their face-to-face activities interrupted because of the confinement. The results show that there is a significant positive effect of the COVID-19 confinement on students' performance. This effect is also significant in activities that did not change their format when performed after the confinement. We find that this effect is significant both in subjects that increased the number of assessment activities and subjects that did not change the student workload. Additionally, an analysis of students' learning strategies before confinement shows that students did not study on a continuous basis. Based on these results, we conclude that COVID-19 confinement changed students' learning strategies to a more continuous habit, improving their efficiency. For these reasons, better scores in students' assessment are expected due to COVID-19 confinement that can be explained by an improvement in their learning performance.

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Influence of COVID-19 confinement on students' performance in higher education.

Augmented reality mobile app development for all

With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction teacher to learner or computer-client interaction. The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.

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Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments

In recent years, 360° videos combined with virtual reality (VR) techniques have been used to recreate highly interactive and immersive environments, allowing its users to directly experience and interact with its content and environment. Unlike traditional video recordings, which usually provide a very restrictive perspective of an object, person or environment, 360° videos provide users with full spherical views. In this paper, the authors share their recent experience with the design and implementation of a 360° video application. The application provides foreign language learners with an immersive learning environment that allows them to interact with the environment and its content, while practicing, at the same time, different language skills. The purpose of the study is to explore the possibilities of 360° video applications and chatbots for creating immersive environments in which language learners can foster their language competencies by means of real world-like situations.

Exploring the potential of a 360° video application for foreign language learning

The widespread adoption of computers and Internet in our life has reached the classrooms, where computer-supported collaborative learning (CSCL) based on wikis offers new ways of collaboration and encourages student participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings suffer from scalability problems. In a wiki-based learning experience, automatic tools are required to support the assessment of such huge amounts of data. In this work, we present StatMediaWiki, a tool that collects and aggregates information that helps to analyze a MediaWiki installation. It generates charts, tables and different statistics enabling easy analysis of wiki evolution. We have used StatMediaWiki in a Higher Education course and present the results obtained in this case study.

Assessment of collaborative learning experiences by graphical analysis of wiki contributions

SUMMARY

Software process engineering is a discipline, which aims to study and improve software development and maintenance processes. The explicit definition of software processes is essential. To this end, the Object Management Group consortium proposed the Software & Systems Process Engineering Meta-Model (SPEM) that exploits the benefits of the Model Driven Architecture paradigm applied to software process models, instead of software specification models. The aim of this study is to discover evidence clusters and evidence deserts in the use and application of SPEM from a business process management point of view. To reach the proposed objective, we have undertaken a systematic mapping study of the existing scientific literature.



The reviewed literature deals mainly with process modeling and, to a lesser extent, with process adaptability, verification, and validation, enactment and evaluation. Wide agreement exists in using the SPEM meta-model to develop different types of methods and processes. Further research efforts are needed in areas related to enactment and evaluation of software processes. There is a need to evolve to a new version of the meta-model that incorporates the improvements proposed by different authors. Copyright © 2013 John Wiley & Sons, Ltd.

Iván Ruiz-Rube

Papers

Augmented reality mobile app development for all

Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments

Exploring the potential of a 360° video application for foreign language learning

Assessment of collaborative learning experiences by graphical analysis of wiki contributions

Uses and applications of Software & Systems Process Engineering Meta‐Model process models. A systematic mapping study