the integration of technological tools in education makes it more practical and reliable. Currently universities around the world use e-learning platforms as an essential tool for teaching. That is why, in the last decade, several projects have been launched in Algeria to set up educational platforms. Distance education is used to enable students and teachers to use these new technologies. The University of Bordj Bou Arreridj, like everywhere else in Algeria, participated in this effort and was involved in a tempus project, funded by the European community, whose first objective was to deploy e-learning platforms and remote laboratories (elabs) which will be accessible online over the three countries of the Maghreb. In this paper, we describe our remote lab platform BBA vlab (virtual laboratory) which is dedicated mainly to students of electrical and computer engineering. In the first part we describe the architecture of BBA vlab with the web services that are needed to manage its various functionalities. In the second part, we present the teaching units that have been deployed on BBA vlab and which are accessible remotely.
Medical care has always presented quite wide ranged and challenging problems. However, machine learning techniques and methods as well as deep learning never stopped evolving and tackling those challenges issued by medicine, medical and health care. In order to have a more close up look on how machine learning and deep learning has been affecting medical care in general, we review in this paper some machine learning and deep learning techniques used in a variety of medical care sections such as medical imaging, medical decision, diagnostic, medical records and big data, and disease prediction.
Classroom Response Systems (CRS) support teachers getting feedback from their students during their lessons, mostly in lessons with large audiences. While this technology is used more and more, it is less known how students really use CRS for feedback. Moreover the aspect of social communication is mostly underestimated. Our research focus on the social communication in modern CRS and provides grounding in the combination of them. We will show how social communication influences learning and feedback. Furthermore we present a classification of CRS learner types based on the results of an evaluation, including the answer which learner type benefits the most of a CRS. In Addition we present a conceptual and technical design of a Social CRS, which is aware of social communication and these learner types.
Classroom Response Systems (CRS) have been used in the last years to support teachers getting feedback from their students, especially in lessons with large audiences. Whereas CRS become more and more popular it is less known how students really use CRS for providing feedback and if social communication on CRS -and as a consequence in the classroom itself - can increase the benefit of CRS. Our research aims to open the discussion for more social communication on courses and lessons on CRS-usage by providing grounding of social communication with CRS. Moreover we outline conceptual and technical insights on an Social CRS implementation.
To prepare German medical students for their state exams, they get short, but intensive lessons about each exam topic. These lessons are all about answering teacher-selected, pivotal multiple choice questions. In the past this has been done by hand raising or hardware clickers, which was time consuming, expensive or both. Nowadays modern Classroom Response Systems (CRS) replace this functionality by using the mobile devices the students already have. Our main objective is an easy-to-use, real-time multiple choice question system in lessons with many medical students. In our study we use the modern CRS "Tweedback" to accomplish this requirement and outline a working setup, expose its advantages and reveal its disadvantages to show a suitable modern CRS usage in medical students exam preparation courses.