Marc Zimmermann

Bio: Marc Zimmermann is an academic researcher from Ludwigsburg University. The author has contributed to research in topics: Punishment & E-learning (theory). The author has an hindex of 5, co-authored 15 publications receiving 68 citations. Previous affiliations of Marc Zimmermann include University of Education, Winneba & Technical University of Dortmund.

E-Learning Tools with Intelligent Assessment and Feedback for Mathematics Study

Abstract: Mathematics students, often among large university classes of several hundreds of students, are easily daunted when solving math problems. Lacking individual feedback, they easily give up. To bolster learning, Computer-Aided Assessment may help students by giving them individual feedback about their progress. This article presents some general requirements for Intelligent Assessment using semi-automatic feedback in mathematics education with a special focus on solution processes. Intelligent Assessment implies the combination of human assessment along with electronic assessment via intelligent software for evaluating a student’s performance in a specific subject. Assessment tools are used to categorize solutions and detect errors as accurately as possible. Unusual and novel solutions and errors that the computer cannot categorize are forwarded to a tutor or teacher for assessment. Several examples demonstrate that semi-automatic and process-oriented Intelligent Assessment can help to improve learning and, ultimately, student self-confidence in mastering problems.

Applying Computer-Aided Intelligent Assessment in the Context of Mathematical Induction

Abstract: Intelligent Assessment represents a novel approach in the field of Computer-Aided Assessment (CAA). In Intelligent Assessment, the student’s performance is not only assessed by the solution but also by the individual steps leading to the solution. The web-based exercise tool ComIn-M uses Intelligent Assessment in the context of mathematical induction. In this article we describe the basic principles of Intelligent Assessmentand highlight its prototypical implementation using the tool ComIn-M as an example. In the evaluation we investigate the practicality of Intelligent Assessment with the tool in two recitation sections at the Universities of Education in Weingarten and Ludwigsburg.

High-order punishment and the evolution of cooperation

Abstract: The Prisoner's Dilemma and the Public Goods Game are models to study mechanisms leading to the evolution of cooperation. From a simplified rational and egoistic perspective there should be no altruistic cooperation in these games at all. Previous studies observed circumstances under which cooperation can emerge. This paper demonstrates that high-order punishment opportunities can maintain a higher cooperation level in an agent based simulation of the evolution of cooperation.

Entwicklung eines Frameworks für semi-automatisches Feedback zur Unterstützung bei Lernprozessen

Abstract: Feedback gibt es für Studierende an Hochschule zumindest in den ersten Semestern oft nur in Form von Punkten oder Noten in den Klausuren bzw. gelösten Übungsaufgaben. Ein individuelles Feedback auch zu den Lernprozessen ist aufgrund der Rahmenbedingungen meist nicht möglich. Intelligente Tutorensysteme können automatisch Fehlermeldungen und Tipps generieren, bieten aber nicht in allen Fällen einen vollwertigen Ersatz für menschliche Tutoren. Wir diskutieren in diesem Beitrag Aspekte von manuellem und automatischem Feedback und stellen eine semi-automatische Mischform vor. Wir präsentieren ein Framework, mit dem eLearning-Anwendungen mit Funktionen für semi-automatisches Feedback versehen werden können. An prototypischen Anwendungen wird die Funktionsweise beispielhaft erläutert, und erste Erfahrungen mit der Software werden geschildert.

Social control and the social contract: the emergence of sanctioning systems for collective action

Abstract: Punishment of free-riders is generally viewed as an important factor in promoting cooperation. But since it is often costly to sanction exploiters, the emergence of such a behavior and its stability raise interesting problems. Players who do not contribute to the sanctions, but profit from the increased level of cooperation caused by them, act as “second-order exploiters” and threaten the joint enterprise. In this paper, we review the role of voluntary participation in establishing and upholding cooperation with or without punishment. In particular, we deal with two distinct forms of punishment, namely peer punishment and pool punishment, and compare their stability and their efficiency. The emergence and upkeep of collaborative undertakings can strongly depend on whether participation is voluntary or mandatory. The possibility to opt out of a joint enterprise often helps in curbing exploiters and boosting pro-social behavior.

Timely Autonomic Adaptation of Publish/Subscribe Middleware in Dynamic Environments

Abstract: Quality-of-service enabled publish/subscribe (pub/sub) middleware provides powerful support for scalable data dissemination. It is difficult to maintain key quality of service properties (such as reliability and latency) in dynamic environments for distributed real-time and embedded systems (such as disaster relief operations or power grids). Managing quality of service manually is often not feasible in dynamic environments due to slow response times, the complexity of managing multiple interrelated quality of service settings, and the scale of the systems being managed. For certain domains, distributed real-time and embedded systems must be able to reflect on the conditions of their environment and adapt accordingly in a bounded amount of time. This paper describes an architecture of quality of service-enabled middleware and corresponding algorithms to support specified quality of service in dynamic environments.

Directed evolution of communication and cooperation in digital organisms

Abstract: This paper describes a study in the use of digital evolution to produce cooperative communication behavior in a population of digital organisms The results demonstrate that digital evolution can produce organisms capable of distributed problem solving through interactions between members of the population and their environment Specifically, the organisms cooperate to distribute among the population the largest value sensed from the environment These digital organisms have no "built-in" ability to perform this task; each population begins with a single organism that has only the ability to self-replicate Over thousands of generations, random mutations and natural selection produce an instruction sequence that realizes this behavior, despite continuous turnover in the population

A semi-automatic computer-aided assessment framework for primary mathematics

Abstract: Assessment and feedback processes shape students behaviour, learning and skill development. Computer-aided assessments are increasingly being used to support problem-solving, marking and feedback activities. However, many computer-aided assessment environments only replicate traditional pencil-and-paper tasks. Attention is on grading and providing feedback on the final product of assessment tasks rather than the processes of problem solving. Focusing on steps and problem-solving processes can help teachers to diagnose strengths and weaknesses, discover problem-solving strategies, and to provide appropriate feedback to students. This thesis presents a semi-automatic framework for capturing and marking students solution steps in the context of elementary school mathematics. The first focus is on providing an interactive touch-based tool called MuTAT to facilitate interactive problem solving for students. The second focus is on providing a marking tool named Marking Assistant which utilises the case-based reasoning artificial intelligence methodology to carry out marking and feedback activities more efficiently and consistently. Results from studies carried out with students showed that the MuTAT prototype tool was usable, and performance scores on it were comparable to those obtained when paper-and-pencil was used. More importantly, the MuTAT provided more explicit information on the problem-solving process, showing the students thinking. The captured data allowed for the detection of arithmetic strategies used by the students. Exploratory studies conducted using the Marking Assistant prototype showed that 26% savings in marking time can be achieved compared to traditional paper-and-pencil marking and feedback. The broad feedback capabilities the research tools provided can enable teachers to evaluate whether intended learning outcomes are being achieved and so decide on required pedagogical interventions. The implications of these results are that innovative CAA environments can enable more direct and engaging assessments which can reduce staff workloads while improving the quality of assessment and feedback for students.