 to help people get started:
Open a ticket in the ticketing system - this will serve as a point of contact to the project maintainers.
Either: a. Create a branch of the format RIPPLE-#:ticketId. (eg. RIPPLE-#33 for ticket #33). b. Fork the project and do your work there.
When the work is finished, create a pull request to indicate your changes are ready to be reviewed. In your pull request; document your changes and preferably link to your ticket.
Your code will be reviewed by a project contributor, and will be merged in if it aligns with the projects goals (which was hopefully discussed previously in your ticket).
After your code has been merged in, this documentation will be updated as appropriate.
- Baker et al. (2008) Baker, R., Corbett, A. T., and Aleven, V. 2008. In International Conference on Intelligent Tutoring Systems. Springer, 406–415.
- Banfield and Wilkerson (2014) Banfield, J. and Wilkerson, B. 2014. Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research (Online) 7, 4, 291.
- Biggs (1999) Biggs, J. 1999. What the student does: teaching for enhanced learning. Higher education research & development 18, 1, 57–75.
- Bovill et al. (2011) Bovill, C., Cook-Sather, A., and Felten, P. 2011. Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers. International Journal for Academic Development 16, 2, 133–145.
- Cai et al. (2011) Cai, X., Bain, M., Krzywicki, A., Wobcke, W., Kim, Y. S., Compton, P., and Mahidadia, A. 2011. Learning to make social recommendations: a model-based approach. In International Conference on Advanced Data Mining and Applications. Springer, 124–137.
- Cazella et al. (2010) Cazella, S., Reategui, E., and Behar, P. 2010. Recommendation of learning objects applying collaborative filtering and competencies. In Key Competencies in the Knowledge Society. Springer, 35–43.
- Cechinel et al. (2013) Cechinel, C., Sicilia, M.-Á., SáNchez-Alonso, S., and GarcíA-Barriocanal, E. 2013. Evaluating collaborative filtering recommendations inside large learning object repositories. Information Processing & Management 49, 1, 34–50.
- Cen et al. (2006) Cen, H., Koedinger, K., and Junker, B. 2006. Learning factors analysis-a general method for cognitive model evaluation and improvement. In Intelligent tutoring systems. Vol. 4053. Springer, 164–175.
- Chambers et al. (1983) Chambers, J. M., Cleveland, W. S., Kleiner, B., Tukey, P. A., et al. 1983. Graphical methods for data analysis. Vol. 5. Wadsworth Belmont, CA.
- Chen (2008) Chen, C.-M. 2008. Intelligent web-based learning system with personalized learning path guidance. Computers & Education 51, 2, 787–814.
- Chen and Nayak (2013) Chen, L. and Nayak, R. 2013. A reciprocal collaborative method using relevance feedback and feature importance. In Proceedings of the 2013 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT) - Volume 01. WI-IAT ’13. IEEE Computer Society, Washington, DC, USA, 133–138.
- Cooper and Khosravi (2018) Cooper, K. and Khosravi, H. 2018. Graph-based visual topic dependency models. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge.
- Corbett (2001) Corbett, A. 2001. Cognitive computer tutors: Solving the two-sigma problem. User Modeling 2001, 137–147.
- Corbett and Anderson (1994) Corbett, A. T. and Anderson, J. R. 1994. Knowledge tracing: Modeling the acquisition of procedural knowledge. User modeling and user-adapted interaction 4, 4, 253–278.
- Denny et al. (2008) Denny, P., Hamer, J., Luxton-Reilly, A., and Purchase, H. 2008. Peerwise: students sharing their multiple choice questions. In Proceedings of the fourth international workshop on computing education research. ACM, 51–58.
- Drachsler et al. (2015) Drachsler, H., Verbert, K., Santos, O. C., and Manouselis, N. 2015. Panorama of recommender systems to support learning. In Recommender systems handbook. Springer, 421–451.
- Erdt et al. (2015) Erdt, M., Fernán