Math-Bridge European Remedial Content for Mathematics

1. 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/

2. Why Math-Bridge? • Numbers of graduated engineers insufficient • Germany 1996: 52.278 • 2002: 31.000

3. 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

4. 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

5. 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

6. Goal: Math-Bridge Service vanDriesch

7. 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

8. 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

9. 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

11. 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

12. Contents

13. Internationalized TEL Platform ActiveMath„Book“ Creation: English

14. German

15. Chinese

16. Русский (Russian)

17. Français (and Spanish . . . .)

18. ActiveMath MatheFührerschein Mathematics „Drivers Licence“

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

20. 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

21. 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

22. 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

23. Multi-lingual access • Basis for language-dependent access • Language adjustments of search/access • Supported translation • Tool for the language gap detection

24. Interactive exercises • Interoperability of content/mathematical expressions • Interoperability of tools for interactive exercises • Further develop domain reasoners for diagnosis • Cross-domain reasoning Thomas Hawk

25. 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

26. 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

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

28. 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

29. 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

30. 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

31. Conclusion We are on track!