During the past years a large amount of science education digital content became available worldwide in the form of science museum collections, digital repositories and libraries. An important factor, in order to make search and retrieval of science education content more efficient is the quality and quantity of educational metadata. Although the IEEE LOM Standard is used for describing educational resources with metadata, it beyond its scope to directly support the description of science curriculum related characteristics. In this paper we target addressing this issue, that is, to propose an IEEE LOM Science Education Application Profile that can be used for tagging science education resources.
{"title":"Enhancing Educational Metadata with Science Education Information","authors":"D. Sampson, P. Zervas","doi":"10.1109/ICALT.2008.31","DOIUrl":"https://doi.org/10.1109/ICALT.2008.31","url":null,"abstract":"During the past years a large amount of science education digital content became available worldwide in the form of science museum collections, digital repositories and libraries. An important factor, in order to make search and retrieval of science education content more efficient is the quality and quantity of educational metadata. Although the IEEE LOM Standard is used for describing educational resources with metadata, it beyond its scope to directly support the description of science curriculum related characteristics. In this paper we target addressing this issue, that is, to propose an IEEE LOM Science Education Application Profile that can be used for tagging science education resources.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"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":"128367466","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 AXEL, a WYSIWYG editor for LMML (Learning Material Markup Language). LMML augments educational content with meta-information about its components, according to Passau Teachware Model (1999). LMML is a complex markup language. AXEL (Advanced XML Editor for Learning material) allows any user to easily exploit it. We also enriched the model with scaffolding components that would otherwise require non-trivial programming abilities.
我们介绍AXEL，一个用于lml(学习材料标记语言)的所见即所得编辑器。根据Passau Teachware Model (1999)， lml通过有关其组件的元信息来增强教育内容。html是一种复杂的标记语言。AXEL(用于学习材料的高级XML编辑器)允许任何用户轻松地利用它。我们还使用脚手架组件丰富了模型，否则这些组件将需要非常重要的编程能力。
{"title":"A User-Oriented Visual Tool for Advanced Editing of Learning Material","authors":"M. De Marsico","doi":"10.1109/ICALT.2008.196","DOIUrl":"https://doi.org/10.1109/ICALT.2008.196","url":null,"abstract":"We present AXEL, a WYSIWYG editor for LMML (Learning Material Markup Language). LMML augments educational content with meta-information about its components, according to Passau Teachware Model (1999). LMML is a complex markup language. AXEL (Advanced XML Editor for Learning material) allows any user to easily exploit it. We also enriched the model with scaffolding components that would otherwise require non-trivial programming abilities.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"17 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":"128541661","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}
Making students aware of their learning styles and presenting them with learning material that incorporates their individual learning styles has potential to make learning easier for students and increase their learning progress. This paper proposes an automatic approach for identifying learning styles with respect to the Felder-Silverman learning style model by inferring their learning styles from their behaviour during they are learning in an online course. The approach was developed for learning management systems, which are commonly used in e-learning. In order to evaluate the proposed approach, a study with 127 students was performed, comparing the results of the automatic approach with those of a learning style questionnaire. The evaluation yielded good results and demonstrated that the proposed approach is suitable for identifying learning styles. By using the proposed approach, studentspsila learning styles can be identified automatically and be used for supporting students by considering their individual learning styles.
{"title":"Identifying Learning Styles in Learning Management Systems by Using Indications from Students' Behaviour","authors":"S. Graf, Kinshuk, Tzu-Chien Liu","doi":"10.1109/ICALT.2008.84","DOIUrl":"https://doi.org/10.1109/ICALT.2008.84","url":null,"abstract":"Making students aware of their learning styles and presenting them with learning material that incorporates their individual learning styles has potential to make learning easier for students and increase their learning progress. This paper proposes an automatic approach for identifying learning styles with respect to the Felder-Silverman learning style model by inferring their learning styles from their behaviour during they are learning in an online course. The approach was developed for learning management systems, which are commonly used in e-learning. In order to evaluate the proposed approach, a study with 127 students was performed, comparing the results of the automatic approach with those of a learning style questionnaire. The evaluation yielded good results and demonstrated that the proposed approach is suitable for identifying learning styles. By using the proposed approach, studentspsila learning styles can be identified automatically and be used for supporting students by considering their individual learning styles.","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":"128271366","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 findings of a comparative study looking at how children with different types of disabilities can take advantage of the use of ICT to support them in their learning experience.
{"title":"Evaluation of Interactive Systems Involving Special Need Children and Experts","authors":"M. Landoni","doi":"10.1109/ICALT.2008.93","DOIUrl":"https://doi.org/10.1109/ICALT.2008.93","url":null,"abstract":"This paper describes the findings of a comparative study looking at how children with different types of disabilities can take advantage of the use of ICT to support them in their learning experience.","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":"128645894","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}
A prerequisite for successful and effective implementation of e-learning systems is careful consideration of underlying pedagogy. However, incorporating pedagogical approaches during the development of Web-based educational systems today remains an issue. The advent of more sophisticated Web-based educational systems has showed the need for an essential contribution of pedagogical principles to their development. In this paper, the importance of integrating learning theories in adaptive hypermedia educational systems (AHES) is examined and a set of attributes that must be incorporated during the development of such systems is proposed. The desired attributes are studied in conjunction with the newly trends of Internet evolution, such as sharing and collaboration, which provide new opportunities in the development of such systems.
{"title":"The Importance of Integrating Learning Theories and Pedagogical Principles in AHES (Adaptive Hypermedia Educational Systems)","authors":"George Zardas","doi":"10.1109/ICALT.2008.204","DOIUrl":"https://doi.org/10.1109/ICALT.2008.204","url":null,"abstract":"A prerequisite for successful and effective implementation of e-learning systems is careful consideration of underlying pedagogy. However, incorporating pedagogical approaches during the development of Web-based educational systems today remains an issue. The advent of more sophisticated Web-based educational systems has showed the need for an essential contribution of pedagogical principles to their development. In this paper, the importance of integrating learning theories in adaptive hypermedia educational systems (AHES) is examined and a set of attributes that must be incorporated during the development of such systems is proposed. The desired attributes are studied in conjunction with the newly trends of Internet evolution, such as sharing and collaboration, which provide new opportunities in the development of such systems.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"13 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":"128682507","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 study aims to explore interface design in its early stages. It also seeks to explain how the designer can actively modify the vision of a multidisciplinary project team in order to promote the transfer of knowledge. This is to ensure that the design activity is focused on users. This reflection is supported by case studies from which we propose a new design model geared to facilitate collaboration and exchange of information amongst contributors. The model permits the appropriation of knowledge, while positioning the user at the center of the design process.
{"title":"Designer as Mediator: An Innovative Model for Designing Interactive Devices within the User-Centered Approach","authors":"M. Zahedi","doi":"10.1109/ICALT.2008.96","DOIUrl":"https://doi.org/10.1109/ICALT.2008.96","url":null,"abstract":"This study aims to explore interface design in its early stages. It also seeks to explain how the designer can actively modify the vision of a multidisciplinary project team in order to promote the transfer of knowledge. This is to ensure that the design activity is focused on users. This reflection is supported by case studies from which we propose a new design model geared to facilitate collaboration and exchange of information amongst contributors. The model permits the appropriation of knowledge, while positioning the user at the center of the design process.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"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":"129564929","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 aim of this paper is to present the design of an adaptive environment supporting understanding and learning from texts in informatics (ADULT). It is a three-stage system. In the first stage examines studentspsila background knowledge using a questionnaire concerning the knowledge in the general domain of the current text. In the second stage the system proposes to the reader the appropriate text according to his score in the background knowledge questionnaire. ADULT uses four versions of a text, orthogonally varying local and global coherence. In the third stage, participantspsila comprehension is assessed through free-recall measure, text-based, bridging-inference and problem solving questions and a sorting task. The system suggests the previous learning sequence; however the student can set his own sequence. The design of such an environment is appropriate for personalized learning and is based on the results of previous studies which demonstrated that high and low knowledge readers benefit from low- and high coherence texts respectively.
{"title":"Adaptive Environment Supporting Understanding and Learning from Texts in Informatics (ADULT)","authors":"A. Gasparinatou, G. Tsaganou, M. Grigoriadou","doi":"10.1109/ICALT.2008.141","DOIUrl":"https://doi.org/10.1109/ICALT.2008.141","url":null,"abstract":"The aim of this paper is to present the design of an adaptive environment supporting understanding and learning from texts in informatics (ADULT). It is a three-stage system. In the first stage examines studentspsila background knowledge using a questionnaire concerning the knowledge in the general domain of the current text. In the second stage the system proposes to the reader the appropriate text according to his score in the background knowledge questionnaire. ADULT uses four versions of a text, orthogonally varying local and global coherence. In the third stage, participantspsila comprehension is assessed through free-recall measure, text-based, bridging-inference and problem solving questions and a sorting task. The system suggests the previous learning sequence; however the student can set his own sequence. The design of such an environment is appropriate for personalized learning and is based on the results of previous studies which demonstrated that high and low knowledge readers benefit from low- and high coherence texts respectively.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"2 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":"129776641","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}
Joseph Price, G. Wills, I. Dror, T. Cherrett, S. Maynard
Work related accidents in the construction industry are at an unacceptably high level. Better education (particularly related to re-training) across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to re-create the dynamic realities of managing health and safety (H&S) on-site. They therefore do not sufficiently engage the students in deeper learning (which results in remembering and using what was learned). Interactive video appears to be one method which can aid this process by better engaging students with the material. This paper describes the development of an interactive video used to teach students about risks in setting out on-street traffic engineering experiments.
{"title":"Risk Assessment Education: Utilizing Interactive Video for Teaching Health and Safety","authors":"Joseph Price, G. Wills, I. Dror, T. Cherrett, S. Maynard","doi":"10.1109/ICALT.2008.245","DOIUrl":"https://doi.org/10.1109/ICALT.2008.245","url":null,"abstract":"Work related accidents in the construction industry are at an unacceptably high level. Better education (particularly related to re-training) across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to re-create the dynamic realities of managing health and safety (H&S) on-site. They therefore do not sufficiently engage the students in deeper learning (which results in remembering and using what was learned). Interactive video appears to be one method which can aid this process by better engaging students with the material. This paper describes the development of an interactive video used to teach students about risks in setting out on-street traffic engineering experiments.","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":"127173293","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}
User modeling is the core component for the majority of personalization services. It has become an important factor in the effort to personalize a diversity of Web resources according to userspsila characteristics and needs. While trying to move a step further and model dynamic users in a range of contexts, life-long user modeling, the ability to model a dynamic and changing user throughout lifetime interactions with a variety of resource providers, appears to be an attractive solution. A scrutable user modeling infrastructure is proposed in this paper, where a first prototype has already been designed and implemented, which blends together some key user modeling dasiaingredientspsila- interoperability, scrutability, user privacy - and attempts to model the various life-long user interactions with a diversity of Web-based systems from the educational, business and social networking domains.
{"title":"Moving Towards Life-Long User Modeling","authors":"D. Kyriacou, H. Davis","doi":"10.1109/ICALT.2008.77","DOIUrl":"https://doi.org/10.1109/ICALT.2008.77","url":null,"abstract":"User modeling is the core component for the majority of personalization services. It has become an important factor in the effort to personalize a diversity of Web resources according to userspsila characteristics and needs. While trying to move a step further and model dynamic users in a range of contexts, life-long user modeling, the ability to model a dynamic and changing user throughout lifetime interactions with a variety of resource providers, appears to be an attractive solution. A scrutable user modeling infrastructure is proposed in this paper, where a first prototype has already been designed and implemented, which blends together some key user modeling dasiaingredientspsila- interoperability, scrutability, user privacy - and attempts to model the various life-long user interactions with a diversity of Web-based systems from the educational, business and social networking domains.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"11 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":"127204236","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}
A. Núñez, Javier Fernández, José Daniel García Sánchez, L. Prada, J. Carretero
In this paper we introduce M-PLAT, an intelligent tutoring system for helping students to learn the basics of programming languages. In fact, the M-PLAT system represents a full collection of intelligent tutoring systems, and due to its modular and hierarchical architecture it can be upgraded to deal with a new programming language that is not yet included in the system. Thus, this tutoring system is not limited to a unique programming language, making M-PLAT a very scalable system. The best important feature of our system is that M-PLAT dynamically adapts itself to the learning style of each student, optimizing the learning time to each student.
{"title":"M-PLAT: Multi-Programming Language Adaptive Tutor","authors":"A. Núñez, Javier Fernández, José Daniel García Sánchez, L. Prada, J. Carretero","doi":"10.1109/ICALT.2008.153","DOIUrl":"https://doi.org/10.1109/ICALT.2008.153","url":null,"abstract":"In this paper we introduce M-PLAT, an intelligent tutoring system for helping students to learn the basics of programming languages. In fact, the M-PLAT system represents a full collection of intelligent tutoring systems, and due to its modular and hierarchical architecture it can be upgraded to deal with a new programming language that is not yet included in the system. Thus, this tutoring system is not limited to a unique programming language, making M-PLAT a very scalable system. The best important feature of our system is that M-PLAT dynamically adapts itself to the learning style of each student, optimizing the learning time to each student.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"6 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":"129130012","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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