作者: 國(guó)家明智 時(shí)間: 2025-3-22 00:02 作者: 消滅 時(shí)間: 2025-3-22 01:29 作者: CLAIM 時(shí)間: 2025-3-22 05:00 作者: FLEET 時(shí)間: 2025-3-22 08:55 作者: 相一致 時(shí)間: 2025-3-22 14:43 作者: 相一致 時(shí)間: 2025-3-22 21:04 作者: 完成 時(shí)間: 2025-3-22 23:37
Integration of TeSLA in Assessment Activities,sessment activities in their courses. The chapter goes on to identify some of the issues arising from the context of the collected data and implications of the study for the future implementation of TeSLA and similar systems incorporating instruments for student authentication and authorship checking.作者: 狂熱文化 時(shí)間: 2025-3-23 02:13
Technische Thermodynamik Teil II on standard sensors and used during the TeSLA project pilots. Those tools are designed to verify the identity of the learner during an assessment activity. The data for on-site and on-line institutions is used in order to compare the performance of such tools in both scenarios.作者: CAB 時(shí)間: 2025-3-23 09:11
https://doi.org/10.1007/978-3-662-48383-1in terms of storage, processing and transfer are analyzed in the deployment of TeSLA at the Technical University of Sofia. In the third part, we address identity management issues and outline additional efforts we consider worth exploring.作者: 背帶 時(shí)間: 2025-3-23 10:58
https://doi.org/10.1007/978-3-662-36250-1tline of the success of the pilots in capturing data for use by the instrument developers as well as for the development of pedagogic approaches to the integration of TeSLA instruments in course assessment and the use of TeSLA with SEND students. Advice for future TeSLA users is presented, as well as lessons learned from the piloting process.作者: affinity 時(shí)間: 2025-3-23 17:36
David Baneres,M. Elena Rodríguez,Ana Elena GuerrerShares original innovations, research, and lessons learned regarding teaching and technological perspectives on trust-based learning systems.Describes current trends, privacy, ethical issues, technolo作者: Uncultured 時(shí)間: 2025-3-23 18:49 作者: 材料等 時(shí)間: 2025-3-24 01:46 作者: SUE 時(shí)間: 2025-3-24 05:32
Technische Thermodynamik Teil Itudents can share their works easier, and they have access to a vast amount of information through the Internet, so the capability and easiness to plagiarize have increased considerably. In consequence, detecting plagiarism has become even harder work for teachers. It is very difficult to manually d作者: 貪婪地吃 時(shí)間: 2025-3-24 07:18
Technische Thermodynamik Teil IIenetics and vital experience. Although there are many traits that can be used to verify the identity of a learner, such as the voice, appearance, fingerprints, iris, or gait among others, most of them require the use of special sensors. This chapter presents an analysis of four biometric tools based作者: 遺傳 時(shí)間: 2025-3-24 10:43 作者: 偶然 時(shí)間: 2025-3-24 15:21 作者: 發(fā)生 時(shí)間: 2025-3-24 22:21
https://doi.org/10.1007/978-3-662-24959-8ion, and the authorship of the assessment activities they deliver. There are several strategies and market tools that can help teachers in these tasks. While the usage of plagiarism detection tools for checking authorship is common practice (above all in fully online universities), the use of biomet作者: 旅行路線 時(shí)間: 2025-3-25 01:07
https://doi.org/10.1007/978-3-662-24960-4lete data once recorded. Furthermore, blockchains are maintained and governed by multiple nodes, which decide the state of the system following a consensus protocol. In this way, blockchains not only avoid single points of failure, but also create transparent systems that cannot be tampered or manip作者: Enervate 時(shí)間: 2025-3-25 07:07 作者: MINT 時(shí)間: 2025-3-25 08:04 作者: Generator 時(shí)間: 2025-3-25 12:57
,Turbulente reaktive Str?mungen, higher education studies available for all. It has been estimated that 10–15% of students in higher education institutions have some disabilities or special educational needs. At online universities or in online programmes, the number is even higher. These numbers emphasise the importance of the un作者: 障礙物 時(shí)間: 2025-3-25 19:28 作者: 痛苦一生 時(shí)間: 2025-3-25 23:51 作者: Phenothiazines 時(shí)間: 2025-3-26 03:05
https://doi.org/10.1007/978-3-642-84488-1mportance as they have a direct bearing on both teaching and learning provision and the learning experience. Assessment methods must be planned so that they align well with intended learning outcomes in e-assessment procedures in particular, in order to ensure reliable and secure learner authenticat作者: Bravado 時(shí)間: 2025-3-26 06:52 作者: 創(chuàng)新 時(shí)間: 2025-3-26 08:33 作者: 縮短 時(shí)間: 2025-3-26 15:00
Engineering Data-Driven Adaptive Trust-based e-Assessment Systems978-3-030-29326-0Series ISSN 2367-4512 Series E-ISSN 2367-4520 作者: 偽善 時(shí)間: 2025-3-26 19:46 作者: 決定性 時(shí)間: 2025-3-26 21:00 作者: jettison 時(shí)間: 2025-3-27 03:03
,Biometric Tools for Learner Identity in?e-Assessment,enetics and vital experience. Although there are many traits that can be used to verify the identity of a learner, such as the voice, appearance, fingerprints, iris, or gait among others, most of them require the use of special sensors. This chapter presents an analysis of four biometric tools based作者: 性學(xué)院 時(shí)間: 2025-3-27 07:18
Engineering Cloud-Based Technological Infrastructure,utions into a cloud platform. This is mainly because of the evident benefits of using cloud-based solutions like high availability, scalability or redundancy, which are impossible or too much costly to be achieved on-premises. Cloud platforms may reduce considerably the costs and difficulty of maint作者: Minutes 時(shí)間: 2025-3-27 09:51
Security and Privacy in the TeSLA Architecture,, we outline the main concepts underlying security in TeSLA, with regards to the protection of learners’ data and the architecture itself. Secondly, we provide an empirical analysis of a specific deployment in one of the members of the consortium. Some representative aspects such as security levels 作者: babble 時(shí)間: 2025-3-27 15:30 作者: ear-canal 時(shí)間: 2025-3-27 21:14 作者: 使尷尬 時(shí)間: 2025-3-28 00:58 作者: 不理會(huì) 時(shí)間: 2025-3-28 03:04
Integration of TeSLA in Assessment Activities,ssessment activities in authentic courses. A thematic analysis of these case studies identified seven common categories of TeSLA instrument use, which varied according to the design of the assessment activity and the teacher’s purpose in seeking to authenticate student identity and/or check the auth作者: Perigee 時(shí)間: 2025-3-28 08:51 作者: engrossed 時(shí)間: 2025-3-28 11:22
An Evaluation Methodology Applied to Trust-Based Adapted Systems for e-Assessment: Connecting Respooduced to check student authentication and authorship. This methodology was underpinned by a Responsible Research and Innovation approach combined with human-centred design. Participants were 4058 students, which included 330 with special needs, together with 54 teaching staff and 21 institutional m作者: 鬼魂 時(shí)間: 2025-3-28 17:24 作者: G-spot 時(shí)間: 2025-3-28 21:52 作者: acquisition 時(shí)間: 2025-3-29 00:30 作者: 你正派 時(shí)間: 2025-3-29 06:11
Technische Thermodynamik Teil Ices of plagiarism in the students’ work. This chapter discusses about the different approaches of anti-plagiarism tools available in the literature, and explains in more detail the solution applied in the TeSLA project, and the experiences obtained from its usage.作者: Corporeal 時(shí)間: 2025-3-29 08:19
Technische Transport- und Lagerlogistikoint of view, cloud-based solutions suppose some challenges not existing in traditional on-premises solutions that must be tackled during the engineering process. Whether a monolithic application may fit well on-premises, cloud environments work better with modularization and separation of services.作者: Consequence 時(shí)間: 2025-3-29 13:10
https://doi.org/10.1007/978-3-662-24959-8of authentication and authorship instruments, oriented to assist the decision-making process of teachers, above all in case of suspicion of students’ dishonest academic behavior. Although these dashboards have been designed and implemented in the context of TeSLA project, the experience and conclusi作者: Nomadic 時(shí)間: 2025-3-29 19:17 作者: 謙卑 時(shí)間: 2025-3-29 23:33
,Turbulente reaktive Str?mungen,ised. The main goal of the project, in terms of accessibility, has been developing an instrument that is accessible and easy to use for all types of students. We also discuss technical and pedagogical solutions that support use of the TeSLA e-assessment system by diverse students.作者: outer-ear 時(shí)間: 2025-3-29 23:58
Günter P. Merker,Christian Schwarzth five features related to “trust”: (1) The system will not fail, (2) be compromised, (3) data will be kept safely and privately, (4) the system will not affect students’ performance and (5) the system will ensure fairness.作者: allergy 時(shí)間: 2025-3-30 05:33 作者: constitute 時(shí)間: 2025-3-30 11:30
https://doi.org/10.1007/978-3-642-84488-1 shared European framework for quality assurance (QA). This chapter provides contextual information on the quality assurance of higher education in the European Higher Education Area (EHEA) and presents in more detail the rationale behind the development of the framework, together with aspects that 作者: 欲望 時(shí)間: 2025-3-30 13:08 作者: deceive 時(shí)間: 2025-3-30 16:57 作者: GET 時(shí)間: 2025-3-31 00:08 作者: AMBI 時(shí)間: 2025-3-31 01:10
Plagiarism Detection,ces of plagiarism in the students’ work. This chapter discusses about the different approaches of anti-plagiarism tools available in the literature, and explains in more detail the solution applied in the TeSLA project, and the experiences obtained from its usage.
