Telmo Zarraonandia, P. Díaz, I. Aedo, C. Fernández, J. Dodero
This work aims to provide the instructors of learning process specified by means of an educational language (EML) with a mechanism to modify the process definition during runtime. The paper presents the results of some experiments carried out as part of the evaluation of the envisaged solution. The core of the proposed solution is a model which allows the instructor to describe variations of the original learning process design, as well as to evaluate and monitor the process progress. The model is complemented with a method which organizes the performance of the instructor actions supported by the model, and a mechanism to allow its application on running instances of the process. To state the suitability of the proposed method and the expressivity of the adaptation model, the solution has been applied on three different scenarios. Three real learning processes supported on Moodle platforms have been replicated on Unit of Learning (UoL) versions described by means of IMS Learning Design(IMS LD). The adaptations and monitorizations performed by the instructors in the Moodle versions have been described using the adaptation model elements and applied to UoLs following the proposed method guidelines.
{"title":"Evaluating the Runtime Adaptation of EML-Described Learning Processes","authors":"Telmo Zarraonandia, P. Díaz, I. Aedo, C. Fernández, J. Dodero","doi":"10.1109/ICALT.2008.38","DOIUrl":"https://doi.org/10.1109/ICALT.2008.38","url":null,"abstract":"This work aims to provide the instructors of learning process specified by means of an educational language (EML) with a mechanism to modify the process definition during runtime. The paper presents the results of some experiments carried out as part of the evaluation of the envisaged solution. The core of the proposed solution is a model which allows the instructor to describe variations of the original learning process design, as well as to evaluate and monitor the process progress. The model is complemented with a method which organizes the performance of the instructor actions supported by the model, and a mechanism to allow its application on running instances of the process. To state the suitability of the proposed method and the expressivity of the adaptation model, the solution has been applied on three different scenarios. Three real learning processes supported on Moodle platforms have been replicated on Unit of Learning (UoL) versions described by means of IMS Learning Design(IMS LD). The adaptations and monitorizations performed by the instructors in the Moodle versions have been described using the adaptation model elements and applied to UoLs following the proposed method guidelines.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"78 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":"132830371","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 a study of notetaking in university courses, we found that the large majority of students prefer the paper medium to the computer for taking notes and making annotations. Based on this finding, we developed CoScribe, a system which supports students in making collaborative handwritten annotations on printed lecture slides. It includes mechanisms for the paper-based sharing and semantic tagging of annotations and slides. Moreover, we present a novel visualization of shared handwritten annotations providing an integrated access to annotations from all learners. A user study indicates that the system efficiently supports student annotation and can be easily integrated into current annotation practice.
{"title":"CoScribe: Using Paper for Collaborative Annotations in Lectures","authors":"Jürgen Steimle, Oliver Brdiczka, M. Mühlhäuser","doi":"10.1109/ICALT.2008.39","DOIUrl":"https://doi.org/10.1109/ICALT.2008.39","url":null,"abstract":"In a study of notetaking in university courses, we found that the large majority of students prefer the paper medium to the computer for taking notes and making annotations. Based on this finding, we developed CoScribe, a system which supports students in making collaborative handwritten annotations on printed lecture slides. It includes mechanisms for the paper-based sharing and semantic tagging of annotations and slides. Moreover, we present a novel visualization of shared handwritten annotations providing an integrated access to annotations from all learners. A user study indicates that the system efficiently supports student annotation and can be easily integrated into current annotation practice.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"52 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":"133374035","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}
Y. Takemura, H. Nagumo, H. Tsukamoto, Ken-ichi Matsumoto
In this research, we have analyzed the transition of the motivation of the students in the art design faculty to learn programming using the questionnaire based on the ARCS motivation model. As a result, we have found that the change of the motivation of the students had been more prevalent in the first half of the course than the second half of the course.
{"title":"The Transition of the Motivation of the Students in the Art Faculty to Learn Programming","authors":"Y. Takemura, H. Nagumo, H. Tsukamoto, Ken-ichi Matsumoto","doi":"10.1109/ICALT.2008.244","DOIUrl":"https://doi.org/10.1109/ICALT.2008.244","url":null,"abstract":"In this research, we have analyzed the transition of the motivation of the students in the art design faculty to learn programming using the questionnaire based on the ARCS motivation model. As a result, we have found that the change of the motivation of the students had been more prevalent in the first half of the course than the second half of the course.","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":"122886407","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 a social approach to tagging learning objects with metadata. In this approach learning objectspsila creators use a metadata schema that is extended with new categories as more and more learning objects are tagged. These new categories are made available for the rest of the creatorspsila community. The approach also lets creators restructure metadata schemas. The mechanism is also powerful enough to reify (and therefore to interoperate with) existing metadata specifications (e.g. LOM). We have tested this approach in Chasqui, a system for the production and deployment of repositories of learning objects in specialized domains, where metadata are exploited during navigation and search.
{"title":"Tagging Learning Objects with Evolving Metadata Schemas","authors":"J. Sierra, Alfredo Fernández-Valmayor","doi":"10.1109/ICALT.2008.129","DOIUrl":"https://doi.org/10.1109/ICALT.2008.129","url":null,"abstract":"This paper describes a social approach to tagging learning objects with metadata. In this approach learning objectspsila creators use a metadata schema that is extended with new categories as more and more learning objects are tagged. These new categories are made available for the rest of the creatorspsila community. The approach also lets creators restructure metadata schemas. The mechanism is also powerful enough to reify (and therefore to interoperate with) existing metadata specifications (e.g. LOM). We have tested this approach in Chasqui, a system for the production and deployment of repositories of learning objects in specialized domains, where metadata are exploited during navigation and search.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"28 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":"132555032","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}
Fathi Essalmi, Leila Jemni Ben Ayed, M. Jemni, Kinshuk
Several researches have demonstrated the effectiveness of graphical languages in knowledge representation and the numerous advantages of using graphs in the context of learning. On the other hand, many researches in the e-learning domain have focused on the personalization of learning materials by using adaptive educational hypermedia. However, most adaptive educational hypermedia systems do not benefit from the power of graphics because they do not use an expressive graphical language for presenting educational hypermedia to the learners. Our approach fills the existing gap between current educational hypermedia languages with the learnerspsila requirement of a standard graphical language for the visualization of adaptive hypermedia and the navigation through it. In this way, new possibilities are added to adaptive hypermedia expressiveness such as the presentation of the relations between concepts and the organization of these concepts in compartment allowing the arrangement of their semantics.
{"title":"UML Class Diagram as a Navigational Support for E-Learning","authors":"Fathi Essalmi, Leila Jemni Ben Ayed, M. Jemni, Kinshuk","doi":"10.1109/ICALT.2008.152","DOIUrl":"https://doi.org/10.1109/ICALT.2008.152","url":null,"abstract":"Several researches have demonstrated the effectiveness of graphical languages in knowledge representation and the numerous advantages of using graphs in the context of learning. On the other hand, many researches in the e-learning domain have focused on the personalization of learning materials by using adaptive educational hypermedia. However, most adaptive educational hypermedia systems do not benefit from the power of graphics because they do not use an expressive graphical language for presenting educational hypermedia to the learners. Our approach fills the existing gap between current educational hypermedia languages with the learnerspsila requirement of a standard graphical language for the visualization of adaptive hypermedia and the navigation through it. In this way, new possibilities are added to adaptive hypermedia expressiveness such as the presentation of the relations between concepts and the organization of these concepts in compartment allowing the arrangement of their semantics.","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":"133690050","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 have developed a method for online detection of examinees' aberrant responses. This method uses response time data in e-testing. Unique features of this method are: 1. It includes an outlier detection method using Bayesian predictive distribution. 2. It can be used with small-sample sets. 3. It provides a unified statistical test method of various statistical tests by changing hyper-parameters and provides more accurate test results than commonly used methods. 4. Outlier statistics are estimated by considering both examinee abilities and the difficulty level of items. We evaluated this system, and results of our evaluation show that it is effective.
{"title":"System for Online Detection of Aberrant Responses in E-Testing","authors":"M. Ueno, Toshio Okamoto","doi":"10.1109/ICALT.2008.171","DOIUrl":"https://doi.org/10.1109/ICALT.2008.171","url":null,"abstract":"We have developed a method for online detection of examinees' aberrant responses. This method uses response time data in e-testing. Unique features of this method are: 1. It includes an outlier detection method using Bayesian predictive distribution. 2. It can be used with small-sample sets. 3. It provides a unified statistical test method of various statistical tests by changing hyper-parameters and provides more accurate test results than commonly used methods. 4. Outlier statistics are estimated by considering both examinee abilities and the difficulty level of items. We evaluated this system, and results of our evaluation show that it is effective.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"26 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":"122844402","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}
Many researches are done in the learning-situation observation field. Within a re-engineering context, the observation can be useful to facilitate the pedagogical scenario improvement. We aim to support the pedagogical scenario designer to define his observation needs. In this paper we present both an observation needs model and a 3-step process for the specification of observation needs.
{"title":"Support to the Specification of Observation Needs","authors":"Boubekeur Zendagui, Vincent Barré, P. Laforcade","doi":"10.1109/ICALT.2008.250","DOIUrl":"https://doi.org/10.1109/ICALT.2008.250","url":null,"abstract":"Many researches are done in the learning-situation observation field. Within a re-engineering context, the observation can be useful to facilitate the pedagogical scenario improvement. We aim to support the pedagogical scenario designer to define his observation needs. In this paper we present both an observation needs model and a 3-step process for the specification of observation needs.","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":"116274838","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}
N. A. Abdullah, Raja Hafiz Raja Ahmad Kamaruddin, Z. Razak, Z. Yusoff
The learning content such as educational games has the power of engaging students as it allows them to explore and try out things that they have learned in a save and friendly environment. However, this kind of interactive content is difficult to build. Even though there are some authoring tools available, their development environments are still complicated for someone without any basic computing background. A much simpler to use toolkit is therefore urgently needed. We aim to address this need by designing an authoring tool that can operate as simple as Microsoft Power Point, in order to help teachers to produce and personalize their own game-oriented educational content. In this paper, we propose a framework in designing such toolkit. Based on this framework, a toolkit will be developed to enable teachers in Malaysia to author educational game content for teaching basic Jawi words for young.
像教育游戏这样的学习内容能够吸引学生，因为它允许他们在一个节省且友好的环境中探索和尝试他们所学到的东西。然而，这种互动内容很难构建。尽管有一些创作工具可用，但对于没有任何基本计算背景的人来说，它们的开发环境仍然很复杂。因此，迫切需要一个更简单易用的工具包。我们的目标是通过设计一个创作工具来满足这一需求，该工具可以像Microsoft Power Point一样简单地操作，以帮助教师制作和个性化他们自己的面向游戏的教育内容。在本文中，我们提出了一个设计这种工具箱的框架。基于这个框架，将开发一个工具包，使马来西亚的教师能够编写教育游戏内容，为年轻人教授基本的爪哇语单词。
{"title":"A Toolkit Design Framework for Authoring Multimedia Game-Oriented Educational Content","authors":"N. A. Abdullah, Raja Hafiz Raja Ahmad Kamaruddin, Z. Razak, Z. Yusoff","doi":"10.1109/ICALT.2008.216","DOIUrl":"https://doi.org/10.1109/ICALT.2008.216","url":null,"abstract":"The learning content such as educational games has the power of engaging students as it allows them to explore and try out things that they have learned in a save and friendly environment. However, this kind of interactive content is difficult to build. Even though there are some authoring tools available, their development environments are still complicated for someone without any basic computing background. A much simpler to use toolkit is therefore urgently needed. We aim to address this need by designing an authoring tool that can operate as simple as Microsoft Power Point, in order to help teachers to produce and personalize their own game-oriented educational content. In this paper, we propose a framework in designing such toolkit. Based on this framework, a toolkit will be developed to enable teachers in Malaysia to author educational game content for teaching basic Jawi words for young.","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":"114721212","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 Digital Literacy Area from the Open University of Catalunya participates in the European project eLene-TLC-One of the many outputs of the project is a competency framework of pedagogical and ICT skills for net generation students based on national and international competency frameworks provided by the partners of the project.
{"title":"ICT Competences for Net Generation Students","authors":"M. Guitert, T. Romeu, Ana Guerrero, A. Padrós","doi":"10.1109/ICALT.2008.267","DOIUrl":"https://doi.org/10.1109/ICALT.2008.267","url":null,"abstract":"The Digital Literacy Area from the Open University of Catalunya participates in the European project eLene-TLC-One of the many outputs of the project is a competency framework of pedagogical and ICT skills for net generation students based on national and international competency frameworks provided by the partners of the project.","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":"115213685","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}
There is a strong need for a genuinely open framework for technology enhanced learning in order to foster progress and take-up in this field. A particular problem with most ldquoe-learningrdquo support products is that they assume and encourage a model of learning which is centred on content management and information transfer - mainly because this is easily achieved through simple use of the Web. In contrast to this convenience-driven approach to e-learning development, and in order to support learning as knowledge construction, a means of distributed resource sharing is required. This moves the emphasis from content production and consumption towards interactivity and engagement. Hence the idea of using the Grid - an existing and moderately mature resource sharing framework. This paper reports on experiences with a Grid-based approach to creating a technology enhanced learning framework in the context of a European project.
{"title":"A Grid Based Open Framework for Technology Enhanced Learning","authors":"C. Allison, S. Purdie, R. Michaelson","doi":"10.1109/ICALT.2008.182","DOIUrl":"https://doi.org/10.1109/ICALT.2008.182","url":null,"abstract":"There is a strong need for a genuinely open framework for technology enhanced learning in order to foster progress and take-up in this field. A particular problem with most ldquoe-learningrdquo support products is that they assume and encourage a model of learning which is centred on content management and information transfer - mainly because this is easily achieved through simple use of the Web. In contrast to this convenience-driven approach to e-learning development, and in order to support learning as knowledge construction, a means of distributed resource sharing is required. This moves the emphasis from content production and consumption towards interactivity and engagement. Hence the idea of using the Grid - an existing and moderately mature resource sharing framework. This paper reports on experiences with a Grid-based approach to creating a technology enhanced learning framework in the context of a European project.","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":"115477076","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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