Copyright IICE-2014 Published by Infonomics Society ISBN: 978-1-908320-25-4

IICE-2014
Edited By
Charles A. Shoniregun
Galyna A. Akmayeva
Ireland International Conference on Education
October 27-30, 2014, Dublin, Ireland
www.iicedu.org
IICE-2014 Proceedings
Contents Page Executive Committees Invited Workshop PhD/Doctorate Consortium
Welcome Speech Keynote Speakers Workshops Sessions
Ireland International Conference on Education (IICE-2014)
October 27-30, 2014, Dublin, Ireland
Bewleys Hotel Ballsbridge
Marrion Road
Ballsbridge
Dublin 4
Ireland
Copyright IICE-2014 Published by Infonomics Society ISBN 978-1-908320-25-4 2
Message from the Steering Committee Chair
3
Contents Page
4
Executive Committees
11
Keynote Speakers
13
Professor Richard Cooper 14
Dr Patricia Mannix McNamara 15
Professor Claire Callender 16
Professor Melanie Nind 17
Professor Charles A. Shoniregun 18
Invited Workshop
19
Invited Workshop 1
20
Title: Helping Students Reduce Test Anxiety
Organiser: Richard Cooper
Workshops
21
Workshop 1
22
Title: Synergistic Supervision of Entry-Level Professionals: A Cross-Cultural Examination
Organiser: Matthew R. Shupp
Workshop 2
23
Title: Creative Applications of Technology in a 1:1 Environment
Organisers: Hannah Noble and Melissa Herring
Workshop 3
24
Title: BAFA BAFA: An Intercultural Simulation to Increase Cultural Competence in Pre-Service Teachers
Organisers: Sharon Matthews and Colleen Thapalia
Workshop 4
25
Title: RISE - Refugee Interactive Skills for Employment Project
Organiser: Aoife Breheny
Workshop 5
26
Title: PASS: Creating Physically Active School Districts
Organisers: Carol M. Ciotto, Marybeth H. Fede
PhD and Doctorate Consortium
27
Organisers: Charles A. Shoniregun
Sessions
28
Session 1: Learning / Teaching Methodologies and Assessment
29
Facebook, Film or Face-to-face? Exploring Students Choices of Resources for Language Learning
(Author: Ruth Trinder)
30
A Computational Creativity Framework for Concept Mapping
(Authors: Thanasis Giouvanakis, Evaggelos Kehris, Asterios Mpakavos, Haido Samaras)
36
Toward Social Regulation and Feedback as Mediators of Assessment for Learning in Blended Learning
(Authors: Rosngela Saraiva Carvalho, Alex Sandro Gomes, Ivanildo Jos de Melo Filho, Enio Luiz Costa Tavares)
41
Copyright IICE-2014 Published by Infonomics Society ISBN 978-1-908320-25-4 4
Toward Social Regulation and Feedback as Mediators of Assessment for
Learning in Blended Learning

Rosngela Saraiva Carvalho
UFPE Informatics Centre Brazil



Alex Sandro Gomes
UFPE Informatics Centre Brazil
Ivanildo Jos de Melo Filho
IFPE Belo Jardim Campus Brazil
UFPE Informatics Centre Brazil


Enio Luiz Costa Tavares
IF Serto Ouricuri Campus Brazil


Abstract

This paper presents the study's conclusion of an
ongoing research literature, and open space for
reflection on the evidence, the limitations and
difficulties of monitoring the student individually,
towards the integral formation. The evidence
emerging from the literature review allowed
designing a Students Individual Monitoring Model,
here called Social Regulation. Moreover, the results
achieved at this stage direct this research to the
development of a computational tool able to assist
the teachers in individual monitoring and evaluation
process of the student, towards the full training, in
blended learning modality. It is hoped that the tool
created assists teachers in reflection of their
practice, in the search for integral formation and in
the overcoming of students difficulties. As for
students, contribute to making them autonomous,
actives, and responsible for their own learning and
encourage them to pursuit of knowledge.

1. Introduction

The transformation of society and the economy
throughout history have created the need of an
adequacy of the education and its values in order to
meet the needs of current economy and society. The
new knowledge-based economy requires individuals
with "high level" skills, which results in the need for
transformation of the traditional teaching models [1].
According to Wiliam [2], improving the
educational outcome is important for both the
individual and society. In the United States,
currently, the level of education directly influences
the quality of life, longevity and health, much more
than in the seventies. The impact for the better is
around 25% to 50%. He adds that the higher the
educational level of the individual, the greater the
gains to the economy and the government, since
increases revenues and costs to public health and
prison services are reduced.
Hence, the competitive edge from the new
economy requires more prepared people, thus, China
also recognizes the need to invest in education to
improve it and raise the level of education of its
population. It should be stressed, however, the worry
that the country demonstrates to the method of
evaluation that needs to be effective and fair to
reflect the reality of both emerging as the elite
student. As a result of the foregoing, Cheng [3]
mentions researches has been conducted and
implemented several new education policy, both for
higher education and for the secondary. In Brazil, the
government's intention is to transform the national
productive system in order to make the country an
international leader in science and technology. As
OECD [4, p.90]: "At the same time the Brazilian
government is committed to promoting universal
access to public goods such as education, health and
housing, along with greater social inclusion and
better employment opportunities."
According to Ertmer et al. [5] for more than three
decades, numerous studies have been conducted with
a view to integrating technology into the classroom
in a meaningful way. Much has been discussed by
educators and numerous integration strategies have
been recommended in order to contribute to the
success of the teaching-learning process. After all,
the use of technology in school, whether in the
classroom mode, distance or blended learning, must
go beyond the simple use of integrated academic
management, integrated learning management
systems or technological resources that reproduce the
traditional practice of teaching [6].
Despite this fact, it is observed that the modalities
blended learning or distance learning, in general, the
courses adopt traditional approaches of assessment
Copyright IICE-2014 Published by Infonomics Society ISBN 978-1-908320-25-4 41
when give more weight to face exams at the expense
of any other form of assessment. Added to this, the
students monitoring way precarious that does not
provide a simple and efficient channel of
communication between teacher-student in order to
assist the student to overcome their difficulties and
review the teacher's teaching practice. Such behavior
so present in our reality raises the challenge of
seeking new means of communication, monitoring
and assessment, which are fairer, to assist the student
to overcome their difficulties and thus to achieve
learning success.
However, just having the science of teaching
practice is not enough to think about new practices
for communication, monitoring and assessment. It is
necessary to understand the beliefs of teachers
regarding the integration of technology into their
practice, to then assist them to effectively use this
technology to facilitate learning. As well as
understand the students needs about his monitoring,
assessment and teacher-student communication
process.
Thus, it is necessary to take the teacher as a
socializing agent that creates interpersonal contexts
that influence the levels of quality, motivation and
engagement of students, directly influencing their
learning. Hence, communication (regulation)
teacher-student plays an important role because it
directly influences the teacher-student relationship
and consequently the performance of the student.
According to Wentzel [7, p.19]: There is growing
consensus that the nature and quality of childrens
relationships with their teachers play a critical and
central role in motivating and engaging students to
learn. Effective teachers are typically described as
those who develop relationships with students that
are emotionally close, safe, and trusting, who
provide access to instrumental help, and who foster a
more general ethos of community and caring in
classrooms. These relationship qualities are believed
to support the development of students motivational
orientations for social and academic outcomes,
aspects of motivation related to emotional well being
and a positive sense of self, and levels of engagement
in positive social and academic activities. They also
provide a context for communicating positive and
high expectations for performance and for teaching
students what they need to know to become
knowledgeable and productive citizens.
Given the above, the aim of this paper is to
present the study's conclusion of an ongoing research
literature, and open space for reflection on the
evidence, the limitations and difficulties of
monitoring the student individually, towards the
integral formation. The evidence emerging from the
literature review allowed designing a Students
Individual Monitoring Model, here called Social
Regulation.
The designed model considers the following
elements: teacher, student, assessment, learning,
communication, reflection and feedback in a virtual
learning environment (VLE), to minimize the
inaccuracy and vulnerability of the assessment
process in blended learning modality.
This paper is organized as follows: section 2
presents a literature review that addresses the
assessment of learning in the learning modalities;
however, the blended learning modality is
emphasized. Further, the technologies for monitoring
and assessment of learning are presented. Section 3
presents the concept of social regulation. In section 4
the proposal of student's individual monitoring
model in blended learning modality is displayed.
Finally, the section 5 evidences considerations and
presents the next steps of this research.

2. Literature Review

2.1. Learning Assessment
According to Tardiff and Lessard [8] the
assessment of the student, besides assess the impact
of teaching on learning, provides the faculty to
reflect about their work with the students, an
overview of the progress of students and classroom,
concerning the learning about the subject. On the
other hand, for Perrenoud [9], the review aims to
help students learn and teachers teach. This view of
the assessment as a tool for the development of
collaborative teacher / student (regulation) is based
on an assessment approach that allows, the student,
the control and monitoring of their learning process,
and the teacher, perform their work with quality,
following the performance of students throughout the
subject and, thus, to be able to reflect and enhance
their practice.
Given the foregoing, and with so many
implications both for the student and for the teacher,
the assessment can be viewed as an essential
component for effective learning, as stated by
Gikandi et al. [10]. These authors agree with [8] and
[9] for believing that the teaching learning process
needs to be focused on the evaluation, in order to
provide opportunities for students to demonstrate the
development of their skills and receive support to
enhance their learning.
Throughout the history of education the
summative assessment approach predominated;
however emerged new assessments forms of, such
as diagnostic, formative and ongoing. Despite the
benefits arising from new forms of assessment, still
predominates the summative assessment [6], [11],
[12]. Regarding formative assessment, Gikandi et al.
Copyright IICE-2014 Published by Infonomics Society ISBN 978-1-908320-25-4 42
[10] states that it is an interactive process to establish
what, how much and how well students have learned
considering the previously defined objectives and
expected results, and thus provide feedback and
support learning . It is a pedagogical strategy that is
more productive when shared between the teacher,
the student and their peers. The convergence of
formative assessment with technological
perspectives results in the concept of online
formative assessment.
It is known that formative assessment on learning
is one of the many challenges of computer science
applied to education. The discussion about the
importance of teacher-student relationship - named
in this research as social regulation - for successful
learning and development of students, according to
Wubbels et al. [13], has gained the attention of many
researchers, as well as the discussion about the
efficiency of educational methods regarding teaching
practice evaluation.
When it comes to formative assessment, Gikandi
et al. [10] claims that this is not only restricted to
monitoring the progress of the student, but it should
also enable the student to develop more effective
learning strategies. In this case, Gikandi et al. [10]
makes one realize that teachers can play a key role
when establishing a relationship of trust and, thus,
can stimulate the students to overcome challenges
and to develop themselves in fully way. Therefore,
this scenario directs you to understand how
important is the teacher-student communication
(regulation) to the teaching-learning process.
The authors Milrad et al. [14] highlights that such
discussions are magnified by the current scenario,
where mobile and ubiquitous technology, when
coupled, can support the learning experience, making
it richer and more attractive, and it can occur in
different contexts. The authors add that these
technologies are presented and have been used as
mediators that expand the possibilities, scenarios and
forms of interaction, both for the teacher and for the
student. No longer restricted to the classroom and
expanding itself beyond the academic realm.
Thus, an important aspect is the feedback. In
concordance with the authors above, Litto and
Formiga [15] state and add that it is fundamentally
important the feedback given to students, the teacher
and the system, as this enables redirections needed to
teaching. However, this feedback is most effective
when the learning objectives to be achieved are
clearly identified and known.
In line with the discussion Libneo [16]
highlights the complexity and vulnerability of the
assessment methods and states that this cannot be
restricted to tests and grades, as there is a need to
qualitatively assess the data that are presented
quantitatively. This reinforces the need to enhance
communication (regulation) between teachers and
students, so that monitoring of the student
contributes to the success of the teaching learning
process. Thus, in line with the global picture, there is
a growing pedagogical concern from those who
make education in Brazil, with the efficiency of
communication, monitoring and assessment of the
student, especially when considering the current
technological scenario that requires a new way of
thinking about teacher-student assessment and
communication (regulation). According to Wubbels
et al. [13, p.1]: "clearly, the positive teacher-student
relationship strongly contributes to student learning.
Educators, parents and students understand that
problematic relationships can be detrimental to
student outcomes and development. Productive
learning environments are characterized by warm
and supportive interactions throughout the class:
teacher-student and student-student. [...] While The
Importance of interpersonal relationships in
education has been appreciated for decades,
research in this field is still young, with an increase
increasing number of studies appearing in journals
and books."
Thus, an exhaustive discussion of this complex
subject - where regulation directly influences the
assessment and outcome of the student - happens
regardless teaching modality, and reflects the
pedagogical concern of everyone involved in finding
ways to ensure that assessments are more
comprehensive , reliable and really contribute to the
success of the teaching-learning process.
2.2. Technologies of Monitoring and
Assessment of Learning
The use of educational technologies in the
classroom, from the pencil to the ICT resources in
teaching practice has been the subject of study and
research since the beginning of education.
In this sense, arise VLEs, whose main focus is the
management functionality and content organization,
and assessment. However, the administrative
functions are being incorporated into the
environment, in order to assist in the monitoring and
assessment process of the student. Overall, among
the functionality present in this type of environment
can be cited: content management, frequency
recording, production of the student, date and time of
access to the environment, as well as date and time
of access other features and tools present in the
environment. As well as access to registration data,
results of evaluations, schedule of activities,
deadlines for activities requested and the messages
exchanged between students, teachers and tutors of a
course.
It is a fact that there is a genuine concern in
adapting and using new technological resources
Copyright IICE-2014 Published by Infonomics Society ISBN 978-1-908320-25-4 43
effectively in favor of education. After all, the new
media and different media challenge those who make
education fall within the current technological
context, in order to provide formal or informal
education quality that arouses the interest of learners
among many technological stimuli and
communication. Thus, one cannot deny that
technological development has impacted and
continues to impact education, as well as the most
diverse areas of human knowledge. Milrad et al. [14,
p.98] note that: "The rapid development of these
technologies combined with access to content in a
wide variety of settings Allows learners to experience
new learning situations beyond the classroom.
Cross-contextual learning can enable a continuous
learning experience across different settings, such as
home, school, or workplace-college ".
In this scenario, several studies have been
performed and many tools have been created in order
to assist the monitoring and assessment of the
student, for instance:
interROODA It was developed in order to
assist in the assessment of distance learning process.
It was modeled in order to enable the visualization of
interactions in the virtual learning environment
ROODA. According to Bassani and Behar [17], in
this tool, the assessment of learning at the individual
level focuses on the actions and results of the subject
being evaluated. And knowledge is a personal
construction that arises from the interaction of the
individual and his environment. In turn, the
environment is constituted by the interaction
between subjects, objects and rules.
According to Bassani and Behar [17] "the
proposed model includes the interactions that
constitute themselves, from different contexts of
analysis involving subject virtual learning
environment, subject tool and subject
discipline, considering the presence of other subjects
and the rules governing relationships within these
environments. In this perspective, he presents a
reflection on the assessment of learning in VLEs in
individual and among individual plans, from a
quantitative and qualitative approach. The
quantitative approach of interaction refers to what is
possible to present quantifiable information, such as
number of accesses to the environment, the number
of accesses to certain activities, quantity of work
submitted or the number of contributions in a certain
tool. Qualitative focus of interaction provides the
visualization of content and the mapping of the
individual contributions of the participants and their
interconnection with the contributions of other
participants. "
According to Bassani and Behar [17], the
assessment of learning in AVA, comprising: a)
assessment through online tests; b) assessment of
individual student production; c) analysis of the
interactions between students from postings /
exchanged through various communication tools.
However, he underscores the concern of the review
be limited to such aspects, and proposes that the
evaluation goes beyond the online tests, which are
limited to the individual level, and he also suggests
that should be noted the scope of collective
interactions, considering both quantitative and
qualitative aspects .
SeeAll - "An interactive authoring system based on
skills, in order to support the planning of the teacher
and track individual student learning" Venancio and
Lopes [18, p.2]. In this tool, users can register, while
the system is in charge of organizing and storing
records, which may be related to the following
aspects: The Skills that are described by teachers and
are related to the competencies and attitudes
required. Attitudes that are associated with how to
act in different situations of everyday life. The
Learning Experiences comprising activities,
research, visits, games, among others; and, finally,
the skills that are related to the performance of the
student in the sense that their knowledge has been
built or is under development or has not yet been
built.
The authors Venancio and Lopes [18] believe
that the student must be monitored at any time and
space, in the progress of their specific skills to
develop skills through learning experiences and
attitudes they entail. And it is necessary the existence
of tools that contribute to the planning and
monitoring of learning.
GENOME - "a tool elaborated with evaluation
purposes with the standpoint of participation and
management of notes to the virtual environment
Moodle tool used by Digital Metropolis Institute of
the Federal University of Rio Grande do Norte
(UFRN). This tool came from the need of an
assessment standard of student participation in order
to encourage interaction between students and tutors
and quantify this participation." Gomes et al. [19,
p.1].
To the authors Gomes et al. [19], the most active
participation in AVA is a desirable requirement,
which can increase the interest of the student, and
therefore improve their performance in the course.
Thus, they believe that the establishment of
assessment and mechanisms that includes online
participation are increasingly important for the
understanding of the learning process in the
construction of knowledge.
Note that regardless of which technology is
directed to monitoring and evaluation of learning,
Milrad et al. [14] emphasize that this should be able
Copyright IICE-2014 Published by Infonomics Society ISBN 978-1-908320-25-4 44
to provide the student the ability to explore the
continuous learning, going beyond the execution of
tasks requested by teachers and the ability to self-
regulate their learning. Those students are able to
take advantage of the numerous opportunities for
learning, not limited to the goals set by teachers, or
even the available resources. As for the teacher, that
allows reflection and reviews their practice
continually, and assist in monitoring and evaluating
the individual student.
Thus, despite efforts in the design of tools to aid
the monitoring and assessment of the student, such as
the aforementioned tools Bassani and Behar [17],
Venancio and Lopes [18], Gomes et al. [19]. There is
a gap on communication between faculty and
students regarding the regulation, the individual
monitoring and assessment of learning. It is
necessary, therefore, the existence of a mechanism to
reduce the distance between teacher-student that
provides and stimulates an effective feedback
regulation.

3. Social Regulation

According to Michinov et al. [20]: In generally,
the social regulation is used to explain the
phenomenon of participation in learning activities, its
dynamic and relational nature. The processes of
social regulation such as negotiation, confrontation
and externalization of ideas, explanation and
questioning can be observed through interaction.
The author of the research questions how to
encourage the students to actively participate in the
process of social regulation. This question reflects
the importance that author gives teacher-student
communication for the development of social and
academic skills of students, which is enhanced by
Wentzel [7, p.26]: "[...] that students will come to
value and subsequently Pursue academic and social
goals valued by teachers When They perceive Their
interactions and relationships with those providing
clear expectations them Concerning That Should be
Achieved goals; Facilitating the achievement of the
goals by providing Their help, advice, and
instruction; being the safe and responsive to Their
goal strivings. "
Wentzel [7] adds that many researches have been
conducted aiming to find alternatives that assist
teachers in difficult to communicate, monitor and
assess their students, in order to improve the learning
and interest of the student, through the current
technological diversity, making it responsible for
their learning. And he adds that he believes to be of
paramount importance the quality and clarity of the
relationship between teacher and student.
It is therefore important to set clear expectations
and goals to be achieved by students. And the
teacher reflects and reviews their practice towards
the integral formation of their students. The clarity
and directness of this relationship are closely related
to the following elements: teacher, student,
assessment, teaching and learning process,
communication, reflection and feedback.

4. Proposed Model of Social Regulation
in Blended Learning

The proposed model of social regulation - shown
in Figure 1 - considers the following elements:
teacher, student, assessment, teaching and learning
process, communication, reflection and feedback.
And it aims, as described earlier in this paper, to
minimize inaccuracy and vulnerability assessment
process in blended learning modality, to contribute to
the integral formation.

Figure 1. Student's individual monitoring model
It is important to understand that "social
regulation", treated here, is related to the "monitoring
of individual student" by the teacher; cycle
comprising: assessment as a communication tool
between teachers and students, because it is able to
generate feedback to the student, directly impacting
learning, and provide reflection on their teaching
practice. It is worth noting that these aspects are in
line with [2], [7], [8], [9], [10], [13], [14], [15], [20].
Analyzing the propositions of the authors
presented here, it is raised the hypothesis of
communication (regulation) student-teacher to be a
relevant factor to the engagement and inspiration of
the student to learn, since their proximity helps in
overcoming difficulties in stimulus to overcome new
challenges and inspiration for self-transcendence.
Thus, the issues dealt with in this paper do believe
in the importance of developing a tool able to assist
the teachers in individual monitoring student process,
reducing the distance between teacher-student, that
originates an effective feedback and encourage social
regulation.

5. Conclusions

This paper is based on the paradigm of the
reflective teacher, student-centered and that values
communication teacher-student (regulation), in order
to achieve success in the teaching-learning process.
To this end, the proposed model of social regulation,
considers the practice of effective feedback as a way
to help the students to overcome their difficulties,
Copyright IICE-2014 Published by Infonomics Society ISBN 978-1-908320-25-4 45
encourage them to self-regulation and to practice
continuous learning in various contexts.
As for teachers, they aim to find ways to help to
accompany individual development of the student
and intervene in order to help them to overcome their
difficulties - along the teaching-learning process and
not just at the end - with a view to achieving the aims
of instruction specifically agreed in advance.
Importantly, the work presented here fulfills the
proposed objective in its introduction and concludes
the first stage of the research that is ongoing.
From the results that are represented in the Model
of Social Regulation, the next step is the design of a
computational tool for monitoring the student to
blended learning modality. Its design will be based
on ethnographic research conducted with teachers,
students and administrators of vocational education
institutions.
This, in turn, aims to enhance and support
communication between teacher and student in the
practice of formative and summative assessment.
Whereas, therefore, the regulation and feedback.
Such processes are seen as very important for the
practice of evaluation by researchers from French
and Anglo-Saxon tradition, represented by Perrenoud
[9] and Wiliam [2] respectively.

6. References

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