P. Petrantonakis, V. Kosmidou, M. Nikolaraizi, Sofia-Marina Koutsogiorgou, L. Hadjileontiadis
An educational software, namely ldquoSEE and SEErdquo, that aims to enhance literacy skills of deaf or hard of hearing children is presented in this paper. The proposed computer-based educational environment, takes into account childrenpsilas visual learning characteristics. The software provides a series of adjustable functionalities to the teacher, so s/he can create visual-kinetic educational information for each pupil. Moreover, pupils have the opportunity to use bilateral presentations of the information content, by evoking sign language video for each text sentence, accompanied with comprehensive diagrams and pictures. A series of test-questions are also incorporated that reflect the contribution of each educational process to the learning curve. The whole activity is logged and archived at a local database that outputs statistic/activity reports and files. ldquoSEE and SEErdquo can prove to be a useful learning object that contributes to the normalization of the educational environment towards the children needs.
{"title":"“SEE and SEE”: An Educational Tool for Kids with Hard of Hearing","authors":"P. Petrantonakis, V. Kosmidou, M. Nikolaraizi, Sofia-Marina Koutsogiorgou, L. Hadjileontiadis","doi":"10.1109/ICALT.2008.45","DOIUrl":"https://doi.org/10.1109/ICALT.2008.45","url":null,"abstract":"An educational software, namely ldquoSEE and SEErdquo, that aims to enhance literacy skills of deaf or hard of hearing children is presented in this paper. The proposed computer-based educational environment, takes into account childrenpsilas visual learning characteristics. The software provides a series of adjustable functionalities to the teacher, so s/he can create visual-kinetic educational information for each pupil. Moreover, pupils have the opportunity to use bilateral presentations of the information content, by evoking sign language video for each text sentence, accompanied with comprehensive diagrams and pictures. A series of test-questions are also incorporated that reflect the contribution of each educational process to the learning curve. The whole activity is logged and archived at a local database that outputs statistic/activity reports and files. ldquoSEE and SEErdquo can prove to be a useful learning object that contributes to the normalization of the educational environment towards the children needs.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"16 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":"131419871","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}
From the review of many literatures, it is considered that there are still prevailing obstacles for second language learners due to insufficient vocabulary. Fortunately, there is a way to increase onepsilas vocabulary by means of extensive reading realizing stories. The research tries to utilize robot as a medium to design a pressure-free and intriguing learning system. It is a learning method imitating TPRS that enables learners to design a personal storytelling robot. The learners proceed with extensive reading during the process of designing a storytelling robot and achieve vocabulary acquisition through designing the movements of robots corresponded to the vocabulary by themselves. Our research is in a preliminary stage of realizing userspsila responses. Ten learners from graduate school students of National Central University Department of Computer Science and Information Engineering, the result of tests and interviews will be the basis of further mass amount experiments and improvement.
{"title":"Improving Vocabulary Acquisition By Designing A Storytelling Robot","authors":"Chun-Cheng Wu, Chih-Wei Chang, Baw-Jhiune Liu, Gwo-Dong Chen","doi":"10.1109/ICALT.2008.111","DOIUrl":"https://doi.org/10.1109/ICALT.2008.111","url":null,"abstract":"From the review of many literatures, it is considered that there are still prevailing obstacles for second language learners due to insufficient vocabulary. Fortunately, there is a way to increase onepsilas vocabulary by means of extensive reading realizing stories. The research tries to utilize robot as a medium to design a pressure-free and intriguing learning system. It is a learning method imitating TPRS that enables learners to design a personal storytelling robot. The learners proceed with extensive reading during the process of designing a storytelling robot and achieve vocabulary acquisition through designing the movements of robots corresponded to the vocabulary by themselves. Our research is in a preliminary stage of realizing userspsila responses. Ten learners from graduate school students of National Central University Department of Computer Science and Information Engineering, the result of tests and interviews will be the basis of further mass amount experiments and improvement.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"3 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":"133847734","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}
When using learning object repositories, it is interesting to have mechanisms to select the more adequate objects for each student. For this kind of adaptation, it is important to have sound models to estimate the relevant features. In this paper we present a student model to account for learning styles, based on the model defined by Felder and Sylverman and implemented using dynamic Bayesian networks. The model is initialized according to the results obtained by the student in the index of learning styles questionnaire, and then fine-tuned during the course of the interaction using the Bayesian model, The model is then used to classify objects in the repository as appropriate or not for a particular student.
{"title":"Designing a Dynamic Bayesian Network for Modeling Students' Learning Styles","authors":"Cristina Carmona, Gladys Castillo, E. Millán","doi":"10.1109/ICALT.2008.116","DOIUrl":"https://doi.org/10.1109/ICALT.2008.116","url":null,"abstract":"When using learning object repositories, it is interesting to have mechanisms to select the more adequate objects for each student. For this kind of adaptation, it is important to have sound models to estimate the relevant features. In this paper we present a student model to account for learning styles, based on the model defined by Felder and Sylverman and implemented using dynamic Bayesian networks. The model is initialized according to the results obtained by the student in the index of learning styles questionnaire, and then fine-tuned during the course of the interaction using the Bayesian model, The model is then used to classify objects in the repository as appropriate or not for a particular student.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"482 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":"114846423","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}
Web-based learning environments are extensively used nowadays. At the moment of designing, implementing and managing e-learning courses, there have to be defined guidelines that guarantee the quality and excellence of these processes as well as controls of evaluation that assure the above mentioned quality. In this respect, in the LMS (learning management systems) the teacher has not got tools for assessing and measuring the performance of the students in their virtual courses. Therefore, we have developed a monitoring and analysis tool for e-learning platforms (MATEP) in the University of Cantabria (Spain) which is described in this paper.
{"title":"MATEP: Monitoring and Analysis Tool for E-Learning Platforms","authors":"M. Zorrilla, Elena Álvarez","doi":"10.1109/ICALT.2008.33","DOIUrl":"https://doi.org/10.1109/ICALT.2008.33","url":null,"abstract":"Web-based learning environments are extensively used nowadays. At the moment of designing, implementing and managing e-learning courses, there have to be defined guidelines that guarantee the quality and excellence of these processes as well as controls of evaluation that assure the above mentioned quality. In this respect, in the LMS (learning management systems) the teacher has not got tools for assessing and measuring the performance of the students in their virtual courses. Therefore, we have developed a monitoring and analysis tool for e-learning platforms (MATEP) in the University of Cantabria (Spain) which is described in this paper.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"72 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":"115120446","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}
John Millar Carroll, Marcela Borge, Lu Xiao, C. Ganoe
Through the past two decades, education in computer and information science and technology (CISE) has moved toward a model that pervasively incorporates programming projects and other engaging student activity. Realistic activities and materials are intrinsically motivating because they vividly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. A realistic activity, however, does not ipso facto reveal its own rationales, deeper lessons, cultural meanings and origins, or its roles in a coherent professional practice. In order for realistic activities to serve as effective learning opportunities, underlying rationale and expert thinking behind problem solving, core concepts and techniques must be made available to students (Collins, 1991; Brown & Collins, 1989).
{"title":"Realistic Learning Activity is Not Enough","authors":"John Millar Carroll, Marcela Borge, Lu Xiao, C. Ganoe","doi":"10.1109/ICALT.2008.310","DOIUrl":"https://doi.org/10.1109/ICALT.2008.310","url":null,"abstract":"Through the past two decades, education in computer and information science and technology (CISE) has moved toward a model that pervasively incorporates programming projects and other engaging student activity. Realistic activities and materials are intrinsically motivating because they vividly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. A realistic activity, however, does not ipso facto reveal its own rationales, deeper lessons, cultural meanings and origins, or its roles in a coherent professional practice. In order for realistic activities to serve as effective learning opportunities, underlying rationale and expert thinking behind problem solving, core concepts and techniques must be made available to students (Collins, 1991; Brown & Collins, 1989).","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":"117275352","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}
Ronald Böck, R. Knauf, Yoshitaka Sakurai, S. Tsuruta
A university study is a flexible but complicated system. Therefore, many students are not able to finish their studies in the designated time. To face this problem, Tokyo Denki University introduced a Dynamic Learning Need Reflection System (DLNRS). Also, a storyboarding concept was introduced to model the network of opportunities to compose subjects towards a complete study. DLNRS supports students in scheduling a semester and storyboarding for long term career planning. Here, we introduce methods to estimate success chances for a path through a storyboard. The methods are based on AI technologies such as Data Mining and Case-Based Reasoning. By classifying the studentspsila given path and calculating an alternative one or a supplement, if necessary, the student gets an estimation of success chances.
{"title":"Methods for Path Evaluation in Dynamic Storyboards","authors":"Ronald Böck, R. Knauf, Yoshitaka Sakurai, S. Tsuruta","doi":"10.1109/ICALT.2008.50","DOIUrl":"https://doi.org/10.1109/ICALT.2008.50","url":null,"abstract":"A university study is a flexible but complicated system. Therefore, many students are not able to finish their studies in the designated time. To face this problem, Tokyo Denki University introduced a Dynamic Learning Need Reflection System (DLNRS). Also, a storyboarding concept was introduced to model the network of opportunities to compose subjects towards a complete study. DLNRS supports students in scheduling a semester and storyboarding for long term career planning. Here, we introduce methods to estimate success chances for a path through a storyboard. The methods are based on AI technologies such as Data Mining and Case-Based Reasoning. By classifying the studentspsila given path and calculating an alternative one or a supplement, if necessary, the student gets an estimation of success chances.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"77 1 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":"116400176","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 recent years, combining the empathic virtual human with the learning system is one of the most popular topics. However, there are few studies on designing pedagogical agents which have different empathic strategies to interact with learners. In this paper, we have described our approach to design an interactive empathic agent with different empathic strategies. We created an empathic interaction model according to Davis' empathic processes and Lester's empathic model. We invited 12 students to participate in this experiment. We had found some interactive suggestions when students suffered some negative or positive emotions during the learning process. These suggestions can make students feeling concerned and more engaged in learning.
{"title":"Design an Interactive Agent by Multi-Empathic Strategies to Reduce Student's Negative Emotion","authors":"Yu-Chia Cheng, Chih-Wei Chang, Gwo-Dong Chen","doi":"10.1109/ICALT.2008.112","DOIUrl":"https://doi.org/10.1109/ICALT.2008.112","url":null,"abstract":"In recent years, combining the empathic virtual human with the learning system is one of the most popular topics. However, there are few studies on designing pedagogical agents which have different empathic strategies to interact with learners. In this paper, we have described our approach to design an interactive empathic agent with different empathic strategies. We created an empathic interaction model according to Davis' empathic processes and Lester's empathic model. We invited 12 students to participate in this experiment. We had found some interactive suggestions when students suffered some negative or positive emotions during the learning process. These suggestions can make students feeling concerned and more engaged in learning.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"47 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":"123508177","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}
E-learning aims to deliver individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge. By incorporating semantic Web technologies, this paper proposes a knowledge portal with underlying distributed learning repositories to effectively support the knowledge process, empowering flexible knowledge acquiring and collecting, knowledge refinement and maintenance, as well as thematic knowledge retrieval. In this way, the knowledge portal serves as an entry point for learners to access and utilize the semantic related knowledge to meet their diverse learning needs.
{"title":"Towards a Knowledge Portal for E-Learning Based on Semantic Web","authors":"Yanyan Li, Mingkai Dong","doi":"10.1109/ICALT.2008.83","DOIUrl":"https://doi.org/10.1109/ICALT.2008.83","url":null,"abstract":"E-learning aims to deliver individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge. By incorporating semantic Web technologies, this paper proposes a knowledge portal with underlying distributed learning repositories to effectively support the knowledge process, empowering flexible knowledge acquiring and collecting, knowledge refinement and maintenance, as well as thematic knowledge retrieval. In this way, the knowledge portal serves as an entry point for learners to access and utilize the semantic related knowledge to meet their diverse learning needs.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"39 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":"117121030","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}
We present in this paper a computational model for controling the gaze direction of a pedagogical agent. We are using a methodogical approach based on digital video corpora. A video corpus was collected. A subset of this corpus was annotated. Rules allowing for controling gaze direction of an agent were then obtained through statistical analysis on the annotations.
{"title":"How Does a Pedagogical Agent Look at a Learner when Providing Evaluation Feedback?","authors":"Mohamed Farouk, Jean-Hugues Réty","doi":"10.1109/ICALT.2008.146","DOIUrl":"https://doi.org/10.1109/ICALT.2008.146","url":null,"abstract":"We present in this paper a computational model for controling the gaze direction of a pedagogical agent. We are using a methodogical approach based on digital video corpora. A video corpus was collected. A subset of this corpus was annotated. Rules allowing for controling gaze direction of an agent were then obtained through statistical analysis on the annotations.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"261 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":"124032836","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 main objective of the CONNECT project is to create a pedagogical framework that attempts to blend informal and formal learning and to situate learning in real-world contexts. The introduction of a technologically advanced approach for learning by connecting a wide range of learning environments (school, home, science museums, research centers, science thematic parks and exhibitions) and the bridging of theoretical and applied aspects of every day personal activities is expected to lead to the development of a new science learning scheme for all. This scheme will demonstrate innovative ways of science communication as well as ways to augment human abilities by capturing, recalling and generalizing from situated events.
{"title":"Technology Enhanced Learning with CONNECT: Visualising the invisible","authors":"A. Lazoudis","doi":"10.1109/ICALT.2008.161","DOIUrl":"https://doi.org/10.1109/ICALT.2008.161","url":null,"abstract":"The main objective of the CONNECT project is to create a pedagogical framework that attempts to blend informal and formal learning and to situate learning in real-world contexts. The introduction of a technologically advanced approach for learning by connecting a wide range of learning environments (school, home, science museums, research centers, science thematic parks and exhibitions) and the bridging of theoretical and applied aspects of every day personal activities is expected to lead to the development of a new science learning scheme for all. This scheme will demonstrate innovative ways of science communication as well as ways to augment human abilities by capturing, recalling and generalizing from situated events.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"4 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":"129696848","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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