During the last years significant research efforts have been conducted looking at how to standardize digital educational content. Due to better connectivity and computational power of mobile devices, new opportunities have emerged for collecting user-generated data based on the context and the environment where the content has been generated. While metadata standards for learning objects such as IEEE LOM make it possible to annotate digital content with pre-defined metadata tags, the ability to store custom user-generated or contextual metadata is not yet fully supported. The need for developing a flexible solution to deal with these problems motivated the design of our activity controller system (ACS), a rapid prototyping system and a task manager, which interprets, reacts to and stores contextual metadata and content extracted during learning activities. This paper presents how ACS facilitates coordination and reusability of user generated data, which we believe is as a valuable feature compared with existing standards and initiatives.
{"title":"Making Use of User-Generated Content and Contextual Metadata Collected during Ubiquitous Learning Activities","authors":"Martin Svensson, O. Pettersson","doi":"10.1109/ICALT.2008.169","DOIUrl":"https://doi.org/10.1109/ICALT.2008.169","url":null,"abstract":"During the last years significant research efforts have been conducted looking at how to standardize digital educational content. Due to better connectivity and computational power of mobile devices, new opportunities have emerged for collecting user-generated data based on the context and the environment where the content has been generated. While metadata standards for learning objects such as IEEE LOM make it possible to annotate digital content with pre-defined metadata tags, the ability to store custom user-generated or contextual metadata is not yet fully supported. The need for developing a flexible solution to deal with these problems motivated the design of our activity controller system (ACS), a rapid prototyping system and a task manager, which interprets, reacts to and stores contextual metadata and content extracted during learning activities. This paper presents how ACS facilitates coordination and reusability of user generated data, which we believe is as a valuable feature compared with existing standards and initiatives.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"553 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113996553","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}
Although the approaches about how to manifest the technology innovation could contribute to the development of innovative learning technologies, the neglect of teacherspsila individual differences in technology applications may interrupt the technology diffusion. In this paper two case studies about teaching with innovative learning technologies (including mobile learning environment and interactive response system) are discussed to show how teachers' characteristics influence their teaching with technology and to display a useful way to help teachers apply the technology in their best way. We expect that considering teachers skills, and attitudes while introducing new technologies for learning will provide wider acceptance of the technology implementation in education.
{"title":"Introducing Learning Technologies into Classroom in Accordance with Teacher's Instructional Approach","authors":"Tzu-Chien Liu, Yi-Chun Lin, M. Bhattacharya","doi":"10.1109/ICALT.2008.311","DOIUrl":"https://doi.org/10.1109/ICALT.2008.311","url":null,"abstract":"Although the approaches about how to manifest the technology innovation could contribute to the development of innovative learning technologies, the neglect of teacherspsila individual differences in technology applications may interrupt the technology diffusion. In this paper two case studies about teaching with innovative learning technologies (including mobile learning environment and interactive response system) are discussed to show how teachers' characteristics influence their teaching with technology and to display a useful way to help teachers apply the technology in their best way. We expect that considering teachers skills, and attitudes while introducing new technologies for learning will provide wider acceptance of the technology implementation in education.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"133 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":"114750286","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}
Self-assessment is a crucial component of learning. Creating effective questions is time-consuming, however, because it may require considerable resources and the skill of critical thinking. Questions need careful construction to accurately represent the intended learning outcome and the subject matter involved. There are very few systems currently available which generate questions automatically, and these are confined to specific domains. This paper presents a system for automatically generating questions from a competency framework, based on question templates, criteria for effective questions, and the instructional content and ability matrix. This makes it possible to guide learners in developing questions for themselves, and to provide authoring templates which speed the creation of new questions for self-assessment.
{"title":"Deriving E-Assessment from a Competency Model","authors":"Onjira Sitthisak, L. Gilbert, H. Davis","doi":"10.1109/ICALT.2008.255","DOIUrl":"https://doi.org/10.1109/ICALT.2008.255","url":null,"abstract":"Self-assessment is a crucial component of learning. Creating effective questions is time-consuming, however, because it may require considerable resources and the skill of critical thinking. Questions need careful construction to accurately represent the intended learning outcome and the subject matter involved. There are very few systems currently available which generate questions automatically, and these are confined to specific domains. This paper presents a system for automatically generating questions from a competency framework, based on question templates, criteria for effective questions, and the instructional content and ability matrix. This makes it possible to guide learners in developing questions for themselves, and to provide authoring templates which speed the creation of new questions for self-assessment.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"55 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":"126366988","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}
In this paper we define some indicators that are useful to analyze the behavior of an individual within a learning community and hypothesize that there must exist some underlying factors relating to the user that explain the result obtained. We analyze the learner behaviors in the Comtella-D learning community and conclude that the actual data do not contradict our hypothesis.
{"title":"Towards a Group Model for Learning Communities. First Steps with the Comtella D Collaborative Learning Community","authors":"R. Conejo, A. Ruiz, B. Barros, Julita Vassileva","doi":"10.1109/ICALT.2008.199","DOIUrl":"https://doi.org/10.1109/ICALT.2008.199","url":null,"abstract":"In this paper we define some indicators that are useful to analyze the behavior of an individual within a learning community and hypothesize that there must exist some underlying factors relating to the user that explain the result obtained. We analyze the learner behaviors in the Comtella-D learning community and conclude that the actual data do not contradict our hypothesis.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"117 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":"122014004","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}
Adaptive learning (AL) systems have long been one of the promising solutions to web-based personalized learning. This paper proposes a framework to solve the problem of integrating knowledge resources on the Web based on Semantic Web languages. As a consequence, knowledge modules of an AL system can be shared and reused on the Internet, resulting a service-based approach to developing distributed AL systems. Based on this framework, a prototype AL system was implemented to demonstrate how the knowledge modules of an AL system can be developed and integrated. Finally, a preliminary prototype evaluation result shows that the performance of the service-based approach is acceptable under light to middle traffics of requests based on current web service implementations.
{"title":"A Knowledge Integration Framework for Adaptive Learning Systems Based on Semantic Web Languages","authors":"Feng-Hsu Wang, Dai Chen","doi":"10.1109/ICALT.2008.217","DOIUrl":"https://doi.org/10.1109/ICALT.2008.217","url":null,"abstract":"Adaptive learning (AL) systems have long been one of the promising solutions to web-based personalized learning. This paper proposes a framework to solve the problem of integrating knowledge resources on the Web based on Semantic Web languages. As a consequence, knowledge modules of an AL system can be shared and reused on the Internet, resulting a service-based approach to developing distributed AL systems. Based on this framework, a prototype AL system was implemented to demonstrate how the knowledge modules of an AL system can be developed and integrated. Finally, a preliminary prototype evaluation result shows that the performance of the service-based approach is acceptable under light to middle traffics of requests based on current web service implementations.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"121 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":"134253576","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}
Ramón Zataraín-Cabada, María Lucía Barrón Estrada, E. Barrientos, J. M. Osorio-Velásquez, C. A. R. García
In this paper, we present an author tool to facilitate the creation of adaptive learning material to be used in handheld devices. The adaptive material uses a pedagogical approach based on multiple intelligence and fuzzy logic theory. Our main contribution is a new author tool which allows instructors to systematically build tutoring systems for groups of mobile learners; everything under a graphic and visual environment.
{"title":"Multiple Intelligence Tutoring Systems for Mobile Learners","authors":"Ramón Zataraín-Cabada, María Lucía Barrón Estrada, E. Barrientos, J. M. Osorio-Velásquez, C. A. R. García","doi":"10.1109/ICALT.2008.219","DOIUrl":"https://doi.org/10.1109/ICALT.2008.219","url":null,"abstract":"In this paper, we present an author tool to facilitate the creation of adaptive learning material to be used in handheld devices. The adaptive material uses a pedagogical approach based on multiple intelligence and fuzzy logic theory. Our main contribution is a new author tool which allows instructors to systematically build tutoring systems for groups of mobile learners; everything under a graphic and visual environment.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"24 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":"134430522","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}
In this paper we describe how to exploit the 3D programmable virtual world provided by second life to create an environment and a location for collaborative learning. To this aim second life objects have been modeled and programmed to support the synchronous role-based collaborative activities required by the jigsaw learning technique in a 3D virtual meeting setting. We have also integrated this approach with Moodle, in such a way to naturally enrich LMS services with meeting management, set-up features, and synchronous collaborative learning.
{"title":"Supporting Jigsaw-Based Collaborative Learning in Second Life","authors":"A. D. Lucia, R. Francese, I. Passero, G. Tortora","doi":"10.1109/ICALT.2008.61","DOIUrl":"https://doi.org/10.1109/ICALT.2008.61","url":null,"abstract":"In this paper we describe how to exploit the 3D programmable virtual world provided by second life to create an environment and a location for collaborative learning. To this aim second life objects have been modeled and programmed to support the synchronous role-based collaborative activities required by the jigsaw learning technique in a 3D virtual meeting setting. We have also integrated this approach with Moodle, in such a way to naturally enrich LMS services with meeting management, set-up features, and synchronous collaborative learning.","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":"133944665","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 technology is expected to attend the learning needs of the students in a personalized and inclusive way. Our approach relies on combining design and runtime adaptations for all with a pervasive use of standards and specifications. However, there is currently insufficient support provided by the specifications. For this reason, we propose a multi-agent architecture to produce dynamic recommendations that complements limitations of the universal design approach. Evaluations with users justify the need of this support.
{"title":"Improving Learners' Satisfaction in Specification-Based Scenarios with Dynamic Inclusive Support","authors":"O. Santos, J. Boticario","doi":"10.1109/ICALT.2008.101","DOIUrl":"https://doi.org/10.1109/ICALT.2008.101","url":null,"abstract":"The technology is expected to attend the learning needs of the students in a personalized and inclusive way. Our approach relies on combining design and runtime adaptations for all with a pervasive use of standards and specifications. However, there is currently insufficient support provided by the specifications. For this reason, we propose a multi-agent architecture to produce dynamic recommendations that complements limitations of the universal design approach. Evaluations with users justify the need of this support.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"20 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":"132619334","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 outlines a methodological approach for a study of the game playing process in an educational RPG (role playing game). Such a game was developed, based on the theme of the OSI model of computer networking, and used to teach this concept to university level computing students who usually find the topic difficult to understand. The overall aim was to examine how gameplay experiences could inform the process of learning: a grounded theory approach influenced the methodology of data collection and analysis and provided a framework for gameplay description and interpretation.
{"title":"Conceptual Development through Gameplay","authors":"M. O'Dea","doi":"10.1109/ICALT.2008.259","DOIUrl":"https://doi.org/10.1109/ICALT.2008.259","url":null,"abstract":"This paper outlines a methodological approach for a study of the game playing process in an educational RPG (role playing game). Such a game was developed, based on the theme of the OSI model of computer networking, and used to teach this concept to university level computing students who usually find the topic difficult to understand. The overall aim was to examine how gameplay experiences could inform the process of learning: a grounded theory approach influenced the methodology of data collection and analysis and provided a framework for gameplay description and interpretation.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"44 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":"131200395","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 purpose of this paper is to show how data mining may offer promise as a strategy for discovering learner's roles in CSCL. At present, there are many researchers who focus on analyzing learner roles based on collaborative learning activities. But most of them subjectively presume the diversity of learnerspsila roles in advance and then verify it based on the statistics of interaction data. In contrast, this paper adopts the data mining technology to explore learnerspsila roles in collaborative learning. Referring to the typical process of data mining, this paper proposes a framework of role analysis based on data mining which data preparation and learner discourse pattern mining are depicted. Furthermore, a case study is conducted to show the mining process and finding as well as discussion on the mining results.
{"title":"Using Data Mining as a Strategy for Discovering User Roles in CSCL","authors":"Jian Liao, Yanyan Li, Pen Chen, Ronghuai Huang","doi":"10.1109/ICALT.2008.215","DOIUrl":"https://doi.org/10.1109/ICALT.2008.215","url":null,"abstract":"The purpose of this paper is to show how data mining may offer promise as a strategy for discovering learner's roles in CSCL. At present, there are many researchers who focus on analyzing learner roles based on collaborative learning activities. But most of them subjectively presume the diversity of learnerspsila roles in advance and then verify it based on the statistics of interaction data. In contrast, this paper adopts the data mining technology to explore learnerspsila roles in collaborative learning. Referring to the typical process of data mining, this paper proposes a framework of role analysis based on data mining which data preparation and learner discourse pattern mining are depicted. Furthermore, a case study is conducted to show the mining process and finding as well as discussion on the mining results.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"29 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":"133327498","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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