Elena Navarro, Víctor López-Jaquero, Francisco Montero Simarro
The rehabilitation of a patient with acquired brain injury begins during the acute treatment phase. It is important to focus on maximizing the patient's capabilities at home and in the community. Positive reinforcement helps recovery by improving self-esteem and promoting independence. In this context, user interface design is very important for several reasons. First of all the more intuitive the user interface the easier it is to use. The better the user interface is the easier it is to train people to use it, reducing training costs. The better your user interface is the more your users will like to use it, increasing their satisfaction with their work. In this paper a Web-based system, namely HABITAT, for the treatment of acquired brain injured is presented, which has been design by means of model-based user interface design techniques to maximize the effectiveness of the treatment activities.
{"title":"HABITAT: A Web Supported Treatment for Acquired Brain Injured","authors":"Elena Navarro, Víctor López-Jaquero, Francisco Montero Simarro","doi":"10.1109/ICALT.2008.151","DOIUrl":"https://doi.org/10.1109/ICALT.2008.151","url":null,"abstract":"The rehabilitation of a patient with acquired brain injury begins during the acute treatment phase. It is important to focus on maximizing the patient's capabilities at home and in the community. Positive reinforcement helps recovery by improving self-esteem and promoting independence. In this context, user interface design is very important for several reasons. First of all the more intuitive the user interface the easier it is to use. The better the user interface is the easier it is to train people to use it, reducing training costs. The better your user interface is the more your users will like to use it, increasing their satisfaction with their work. In this paper a Web-based system, namely HABITAT, for the treatment of acquired brain injured is presented, which has been design by means of model-based user interface design techniques to maximize the effectiveness of the treatment activities.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115695630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online virtual laboratory is important for online science education. CyberLab is a toolkit for online virtual experiments. It is able to handle the creation, exportation, and execution of virtual experiments. We believe CyberLab is the first toolkit that allows instructors, who do not know computer programming, to create their own online virtual experiments. This paper briefly introduces the underlying model and the architecture of CyberLab.
{"title":"CyberLab: An Online Virtual Laboratory Toolkit for Non-Programmers","authors":"K. Zhao, M. Evett","doi":"10.1109/ICALT.2008.206","DOIUrl":"https://doi.org/10.1109/ICALT.2008.206","url":null,"abstract":"Online virtual laboratory is important for online science education. CyberLab is a toolkit for online virtual experiments. It is able to handle the creation, exportation, and execution of virtual experiments. We believe CyberLab is the first toolkit that allows instructors, who do not know computer programming, to create their own online virtual experiments. This paper briefly introduces the underlying model and the architecture of CyberLab.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117259839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents LEA a Web application for summarization exercise development. Appropriate for learners on different summarization ability levels as well as for various learning domains. The summarization environment provides edition facilities and aid tools to support learning. It assists during the summarization task and performs automatic assessment. The automatic summary grading process is based on expert performance, to emulate the evaluation behaviour underneath. Expert criterion is represented by a grading decision making model. In addition, discourse analysis and comprehension measures are modelled by means of natural language processing (NLP) techniques and latent semantic analysis (LSA).
{"title":"LEA: A Summarization Web Environment Based on Human Instructors' Behaviour","authors":"Iraide Zipitria, Ana Arruarte Lasa, J. Elorriaga","doi":"10.1109/ICALT.2008.251","DOIUrl":"https://doi.org/10.1109/ICALT.2008.251","url":null,"abstract":"This paper presents LEA a Web application for summarization exercise development. Appropriate for learners on different summarization ability levels as well as for various learning domains. The summarization environment provides edition facilities and aid tools to support learning. It assists during the summarization task and performs automatic assessment. The automatic summary grading process is based on expert performance, to emulate the evaluation behaviour underneath. Expert criterion is represented by a grading decision making model. In addition, discourse analysis and comprehension measures are modelled by means of natural language processing (NLP) techniques and latent semantic analysis (LSA).","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121241661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Discussion fora from e-learning studentspsila platforms were parsed as collective discourse directed either by a specific task achievement goal or by a communication goal. Agora, a robust tool for French and English, provides ldquoforum tilingrdquo but also ldquodiscussion nestingrdquo. It uses the structure of messages along with stylistic statistical data to segment and organize the content of discourse. No external re-sources are needed. The output of this adaptive parser is a scalable view on collective discussion. Such views are used to browse and navigate in a very large forum, or to compare discussion progress between learners groups. Results are presented and their usefulness is discussed.
{"title":"Robust Adaptive Discourse Parsing for E-Learning Fora","authors":"N. Lucas, Emmanuel Giguet","doi":"10.1109/ICALT.2008.185","DOIUrl":"https://doi.org/10.1109/ICALT.2008.185","url":null,"abstract":"Discussion fora from e-learning studentspsila platforms were parsed as collective discourse directed either by a specific task achievement goal or by a communication goal. Agora, a robust tool for French and English, provides ldquoforum tilingrdquo but also ldquodiscussion nestingrdquo. It uses the structure of messages along with stylistic statistical data to segment and organize the content of discourse. No external re-sources are needed. The output of this adaptive parser is a scalable view on collective discussion. Such views are used to browse and navigate in a very large forum, or to compare discussion progress between learners groups. Results are presented and their usefulness is discussed.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127489343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of Internet-facilitated social networking is not new - we have evidence of the development of the concept and the technologies over decades. However, Web 2.0 technologies and the emergence of social networking sites has expanded accessibility and use beyond levels that may have been thought imaginable just two or three years ago. These developments have been accompanied with calls to integrate the new technologies and experiences of social networks within formal education. Yet, there is limited research on the potential or outcomes of such initiatives. This paper presents a case study that examines the technology and experience in a formal education context.
{"title":"Integrating Social Networking Technologies in Education: A Case Study of a Formal Learning Environment","authors":"Lori Lockyer, J. Patterson","doi":"10.1109/ICALT.2008.67","DOIUrl":"https://doi.org/10.1109/ICALT.2008.67","url":null,"abstract":"The concept of Internet-facilitated social networking is not new - we have evidence of the development of the concept and the technologies over decades. However, Web 2.0 technologies and the emergence of social networking sites has expanded accessibility and use beyond levels that may have been thought imaginable just two or three years ago. These developments have been accompanied with calls to integrate the new technologies and experiences of social networks within formal education. Yet, there is limited research on the potential or outcomes of such initiatives. This paper presents a case study that examines the technology and experience in a formal education context.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"277 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123292665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pei Zhang, D. Millard, G. Wills, Y. Howard, Sue J. Faulds, L. Gilbert, Dan Sparks
Students whose professional qualifications are gained through work placement-based learning are assessed as to their competency to carryout tasks. These students are usually supported by mentors, qualified practitioners who regularly meet with them and give feedback on their progress. This support can be highly variable, affecting the quality of the studentspsila learning experience. Through a process of co-design the mPLAT project has created a mobile toolkit to connect studentspsila placement experiences with the professional competency model that they are assessed against. The toolkit does this by matching their learning requirements to a placement and producing an action plan that acts as a focus for their reflection and for their meetings with their mentors.
{"title":"A Mobile Toolkit for Placement Learning","authors":"Pei Zhang, D. Millard, G. Wills, Y. Howard, Sue J. Faulds, L. Gilbert, Dan Sparks","doi":"10.1109/ICALT.2008.243","DOIUrl":"https://doi.org/10.1109/ICALT.2008.243","url":null,"abstract":"Students whose professional qualifications are gained through work placement-based learning are assessed as to their competency to carryout tasks. These students are usually supported by mentors, qualified practitioners who regularly meet with them and give feedback on their progress. This support can be highly variable, affecting the quality of the studentspsila learning experience. Through a process of co-design the mPLAT project has created a mobile toolkit to connect studentspsila placement experiences with the professional competency model that they are assessed against. The toolkit does this by matching their learning requirements to a placement and producing an action plan that acts as a focus for their reflection and for their meetings with their mentors.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123548853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This poster presents ScenEdit authoring environment, a graphical tool dedicated to design learning scenarios. This environment is based on ISiS goal-oriented framework elaborated to structure the design of learning scenarios and to favour sharing and reuse practices. We detail here the main functionalities of the environment with several examples of use.
{"title":"ScenEdit: An Authoring Environment to Design Learning Scenarios","authors":"Valérie Emin","doi":"10.1109/ICALT.2008.202","DOIUrl":"https://doi.org/10.1109/ICALT.2008.202","url":null,"abstract":"This poster presents ScenEdit authoring environment, a graphical tool dedicated to design learning scenarios. This environment is based on ISiS goal-oriented framework elaborated to structure the design of learning scenarios and to favour sharing and reuse practices. We detail here the main functionalities of the environment with several examples of use.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125395715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the summary of cyber assistant professor (CAP) and the scenario language named cyber person scenario language 3(CPSL3). On teaching the theory, principle or mechanism of science, the most effective teaching material may be an actual video. However, actually it is difficult to take pictures of invisible science phenomena. Moreover the production cost of the actual video may be too large depending on the subject and it is difficult to produce interactive educational contents. Against this situation, CAP provides the capability of producing interactive educational contents which can visualize the invisible science phenomena by using 3D-CG animations, as easy to produce as a Web page on the Internet. And on the modification of scenarios, CAP also provides the capability of changing, revising or extending the story of virtual actorpsilas speech and action or the moving of stage parts on the spot of syllabus planning. This reusability is superior to actual videos. This paper also describes about teaching materials developed by using CPSL3 and the details of virtual experiment using CAP. As a result of our experiment, we are convinced that our system can supply suitable teaching materials of science to the junior high school students.
{"title":"Virtual Chemical Experiment Using Cyber Assistant Professor: CAP","authors":"Hiroshi Matsuda, Y. Shindo","doi":"10.1109/ICALT.2008.109","DOIUrl":"https://doi.org/10.1109/ICALT.2008.109","url":null,"abstract":"This paper describes the summary of cyber assistant professor (CAP) and the scenario language named cyber person scenario language 3(CPSL3). On teaching the theory, principle or mechanism of science, the most effective teaching material may be an actual video. However, actually it is difficult to take pictures of invisible science phenomena. Moreover the production cost of the actual video may be too large depending on the subject and it is difficult to produce interactive educational contents. Against this situation, CAP provides the capability of producing interactive educational contents which can visualize the invisible science phenomena by using 3D-CG animations, as easy to produce as a Web page on the Internet. And on the modification of scenarios, CAP also provides the capability of changing, revising or extending the story of virtual actorpsilas speech and action or the moving of stage parts on the spot of syllabus planning. This reusability is superior to actual videos. This paper also describes about teaching materials developed by using CPSL3 and the details of virtual experiment using CAP. As a result of our experiment, we are convinced that our system can supply suitable teaching materials of science to the junior high school students.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126860903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mobile learning, a natural extension of distance education, supported by wireless mobile technologies is an emerging pedagogical learning model which requires new forms of teaching and learning. Being aware of the importance of this standard, we held a series of educational experiments utilizing mobile devices such as mobile phones and MP3/MP4 players to evaluate the implications of mobile technologies in individual and collaborative learning. The preference for these technologies is the fact that they are in the studentspsila hands and have a great potential in the education system. Among the experiments we highlighted the hearing of Podcasts on curriculum content. In this paper we present data about the studentspsila positive perceptions of Podcasts regarding their usefulness and educational value. These allow us to draw conclusions about the educational potential of these tools.
{"title":"Mobile Learning: Teaching and Learning with Mobile Phones and Podcasts","authors":"Adelina Moura, A. Carvalho","doi":"10.1109/ICALT.2008.294","DOIUrl":"https://doi.org/10.1109/ICALT.2008.294","url":null,"abstract":"Mobile learning, a natural extension of distance education, supported by wireless mobile technologies is an emerging pedagogical learning model which requires new forms of teaching and learning. Being aware of the importance of this standard, we held a series of educational experiments utilizing mobile devices such as mobile phones and MP3/MP4 players to evaluate the implications of mobile technologies in individual and collaborative learning. The preference for these technologies is the fact that they are in the studentspsila hands and have a great potential in the education system. Among the experiments we highlighted the hearing of Podcasts on curriculum content. In this paper we present data about the studentspsila positive perceptions of Podcasts regarding their usefulness and educational value. These allow us to draw conclusions about the educational potential of these tools.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115019101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mercedes Gómez-Albarrán, Susana Bautista-Blasco, Jorge Carrillo de Albornoz
We present an approach for the personalized access and the students' coauthoring in repositories of learning objects (LOs). The personalized access combines content-based and collaborative filtering mechanisms. Students' coauthoring includes the incorporation of assessments of the existing LOs and new LOs which are peer reviewed.
{"title":"Personalized Access and Students' Coauthoring in Repositories of Learning Objects: The Case of a Repository of Programming Examples","authors":"Mercedes Gómez-Albarrán, Susana Bautista-Blasco, Jorge Carrillo de Albornoz","doi":"10.1109/ICALT.2008.180","DOIUrl":"https://doi.org/10.1109/ICALT.2008.180","url":null,"abstract":"We present an approach for the personalized access and the students' coauthoring in repositories of learning objects (LOs). The personalized access combines content-based and collaborative filtering mechanisms. Students' coauthoring includes the incorporation of assessments of the existing LOs and new LOs which are peer reviewed.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122825235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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