QuesTInSitu system and experiments: from tests to assessment routes More info: http://gti.upf.edu/questinsitu-from-tests-to-routes-for-assessment-in-situ-activities/

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GTI – UPF
November 2011
Valladolid

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• QuesTInSitu is a web-based system designed and built to
support assessment in situ activities based on tests.
• Two types of assessment in situ activities:
 Assessment in virtual situ: geolocated questions that
have to be answered interacting with a Web map
 Assessment in real situ: geolocated questions which
have to be answered with a mobile (with GPS and Internet)
following a route

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QuesTInSitu: functionalities
• Creation of QTI v2.1 questions: Multiple Choice, Multiple Response
and True / False
• Geolocated questions in Google Maps Demo
• Automatic correction
• Creation of routes
• Monitorization of routes

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QuesTInSitu Mobile:
functionalities
• QuesTInSitu Mobile Web Interface
• Access to geolocated questions
• History of answered questions
• Add images and comments
• Gallery

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Experiments

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Experiment 1: Discovering
Barcelona!

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A Real Educational Context
• Discovering Barcelona! An experiencie performed with High
school students and their teachers designed with QuesTInSitu and
4SPPices
• The activity was an adaptation of an activity carried out in previous
years where teachers explored with their students a district of
Barcelona (without using any technological solution).
• A mandatory course of Geography and History
• Students learn about town-planning concepts of the Barcelona
city
 The aim was to enhance the activity with enriched
assessment in situ

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Limitations to deal
1. Visiting more than one district
2. Monitoring the work done by the students during the route
3. Introducing a collaborative component into an activity that is been
traditionally individual
4. Introducing the use of technologies (traditionally teachers used
dossiers to guide and support the students)
5. The students lost the opportunity of reflecting about the answers to
the questions in situ

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Discovering Barcelona! Activity
• 34 students and 2 teachers
• 6 groups of students visited 6 districts of Barcelona answered
questions in situ
• 6 researchers acomppanied the students taking observations
• 2 researchers stayed with the teachers monitoring the activity

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Experiment 2: Discovering St.
Llorenç del Munt

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New functionalities:
QuesTInSitu Mobile
• Location based System
• Map with users’ position and
questions’ positions
• In Discovering Barcelona! MScape
was used as a LBS

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Learning Botany at St.Llorenç del Munt
- Students of 1rst course of
Biomedicine studies at UPF
• A botany experience at
Sant Llorenç del Munt with
QuesTInSitu
– Participatory design:
teacher + researcher
designing a Blended
Learning scenario
considering previous
experiences.
– Learning exploring,
touching and observing
the environment!

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QuesTInSitu: designing the activity
• Route: QuesTInSitu + QR-codes
• 1st stretch: QuesTInSitu
+ 3G + GPS
• 2nd stretch (no 3G
signal): QR-codes +
Hotpotatoes Test
• In both cases questions
are automatically corrected
 With QTISM questions
appears automatically and
the history of
answers/scores is saved

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QuesTInSitu: Learning Botany at
St.Llorenç del Munt
• Optional activity: during three weekends in May
• 7 students participated

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Lessons learned

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Lessons Learned
• Open spaces with GPS/Internet signal:
1. Teachers do not need to interact physically with the environment
2. Flow of questions can be easily modified
3. The system can detect where the users are and adapt the activity
considering their positions
4. Automatic apparition of questions confirms that students are
correctly located. It can be used to monitor, in real time the
progress (locations, punctuations achieved) of the students in the
activity
5. Automatic apparition of questions (controlled by the GPS signal)
gives dynamism to the process of reading/answering questions.
This automation get students more “excited” and motivates them
to perform the activity

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Lessons Learned
• Closed spaces (or open spaces without 3G signal)
1. Teachers will have to put manually the tags in the corresponding
locations or prepare a map of the zone with the corresponding
codes
2. When the Internet connection is bad or null, all the material (tests,
images, audios) has to be saved in the mobile device. This fact
increases the tasks that have to be done by the teacher before the
execution of the assessment activity
3. Teachers cannot make changes during the activity or monitor it in
real time
4. The responsibility of reading correctly the questions fall on the
students
5. It is not possible to know the real position of students, then it is
very difficult to send feedback or hints to guide them during the
route.

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Other QuesTInSITU experiences
- ESCOLAB 2011 -UPF :
– 112 studens and 4 teachers
– A demonstration done with students presenting QuesTInSitu functionalities
• Jornada Aprenentatge 3.0 – Learn 3
– QuesTInSitu workshop with 73 participants
- Institut de Sils (October 2011):
- 17 students and 1 teacher
- Students use QTIS to create questions after doing an activity outdoors

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Future work
• QuesTInSitu mobile authoring tool
• Including other learning resources in QuesTInSitu
• Connecting QuesTInSitu activities with IMS LD activities
• Augmented Reality layers
• Exploring good practices for learning in situ
• QuesTInSitu - Wookie widget?
• ...

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Contributions
• Santos, P., Hernández-Leo, D., Pérez-Sanagustín, M., & Blat, J. (2010).
QuesTInSITU: A formative assessment tool to collaboratively create a
web map test. Workshop on Technology-Enhanced Formative
Assessment, Barcelona, Spain.
• Santos, P., Perez-Sanagustín, M., Hernández-Leo, D., & Blat, J. (2011).
Questinsitu: From tests to routes for assessment in situ activities.
Computers & Education, 57(4), 2517 - 2534.

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BDigital – Digital Innovation Awards
• Nomination - Category of universities and institutions
Video:http://youtu.be/INUB6kIPI94

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Questions, comments?

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Muchas gracias
Patricia Santos
patricia.santos.gti@gmail.com
More Info: http://gti.upf.edu/questinsitu