Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360589
Thomas Nagunwa, E. Lwoga
This paper explores the development of eLearning technologies as a new tool to implement competency-based curricula in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences (MUHAS). The paper provides the background of eLearning aspects and the early attempt of adopting eLearning in 2006 at MUHAS and its challenges leading to failure, next it presents the strategic re-establishment of eLearning to support the new competency-based curricula introduced in 2009. Finally, the paper discusses the challenges faced along the implementation process and provides an overview of lessons learnt. This paper observes that if used effectively, eLearning can enhance ubiquity, equity and quality in medical education and the development of appropriate skills in the developing countries' medical care systems. The paper suggests that in order to improve the quality of medical education under limited resource settings, universities in developing countries should effectively make use of innovative and emerging technologies which are relevant to their respective environments. A successful implementation of eLearning requires a strategic approach which should be embedded by the university management, academic staff and students. The approach should at least take into account significant issues including pedagogy, ICT infrastructure, appropriate technologies, human resources, eLearning policy, training of faculty and students, integration of eLearning and information literacy into university's curricula and partnerships.
{"title":"Developing an eLearning strategy to implement medical competency based curricula: Experiences from Muhimbili University of Health and Allied Sciences","authors":"Thomas Nagunwa, E. Lwoga","doi":"10.1109/ICEELI.2012.6360589","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360589","url":null,"abstract":"This paper explores the development of eLearning technologies as a new tool to implement competency-based curricula in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences (MUHAS). The paper provides the background of eLearning aspects and the early attempt of adopting eLearning in 2006 at MUHAS and its challenges leading to failure, next it presents the strategic re-establishment of eLearning to support the new competency-based curricula introduced in 2009. Finally, the paper discusses the challenges faced along the implementation process and provides an overview of lessons learnt. This paper observes that if used effectively, eLearning can enhance ubiquity, equity and quality in medical education and the development of appropriate skills in the developing countries' medical care systems. The paper suggests that in order to improve the quality of medical education under limited resource settings, universities in developing countries should effectively make use of innovative and emerging technologies which are relevant to their respective environments. A successful implementation of eLearning requires a strategic approach which should be embedded by the university management, academic staff and students. The approach should at least take into account significant issues including pedagogy, ICT infrastructure, appropriate technologies, human resources, eLearning policy, training of faculty and students, integration of eLearning and information literacy into university's curricula and partnerships.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127503216","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360629
N. Aloui, F. Gargouri
In this paper, we present an approach to adapt and reuse learning annotations and contexts by describing the process to capitalization and reuse of learning annotations and associated learning contexts. This is to provide to the actor, an appropriate learning which is reviewed or validated previously by others, with similar learning contexts. The modeling and the formalization of learning annotations and learning contexts will allow to define functions for their comparison and their evaluations, in order to reuse them. We propose our method for of measuring similarities allowing to provide learning annotations dedicated to a given and well-defined pedagogical goal. An alignment between the two types of ontology, respectively that of the annotation and that of the context will provide us with a learning based on annotations according to the current context which requires a pertinent criterion of similarity between the learning contexts and the learning annotations.
{"title":"An ontology-based approach for learning annotations reuse","authors":"N. Aloui, F. Gargouri","doi":"10.1109/ICEELI.2012.6360629","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360629","url":null,"abstract":"In this paper, we present an approach to adapt and reuse learning annotations and contexts by describing the process to capitalization and reuse of learning annotations and associated learning contexts. This is to provide to the actor, an appropriate learning which is reviewed or validated previously by others, with similar learning contexts. The modeling and the formalization of learning annotations and learning contexts will allow to define functions for their comparison and their evaluations, in order to reuse them. We propose our method for of measuring similarities allowing to provide learning annotations dedicated to a given and well-defined pedagogical goal. An alignment between the two types of ontology, respectively that of the annotation and that of the context will provide us with a learning based on annotations according to the current context which requires a pertinent criterion of similarity between the learning contexts and the learning annotations.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127020565","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360578
T. Winterstein, F. Greiner, H. Schlaak, L. Pullich
In this paper we present the blended-learning concept of a basic course attended by about 1000 students of various courses of study each semester. The traditionally organized course with lecture and exercise is afflicted by different time tables and knowledge background of the students, as well as being a subject with high degree of abstraction. Adding lecture and exercise recordings, interactive animations, videos, tests and a quiz as mandatory and voluntary teaching material allows an autonomous learning process at individual speed. Evaluation results and access statics show a very good acceptance of the new elements, especially lecture recordings and weekly online-tests.
{"title":"A blended-learning concept for basic lectures in electrical engineering: A practical report","authors":"T. Winterstein, F. Greiner, H. Schlaak, L. Pullich","doi":"10.1109/ICEELI.2012.6360578","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360578","url":null,"abstract":"In this paper we present the blended-learning concept of a basic course attended by about 1000 students of various courses of study each semester. The traditionally organized course with lecture and exercise is afflicted by different time tables and knowledge background of the students, as well as being a subject with high degree of abstraction. Adding lecture and exercise recordings, interactive animations, videos, tests and a quiz as mandatory and voluntary teaching material allows an autonomous learning process at individual speed. Evaluation results and access statics show a very good acceptance of the new elements, especially lecture recordings and weekly online-tests.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129076759","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}
Pub Date : 2012-07-01DOI: 10.11591/CLOSER.V1I3.586
F. Abidi, H. J. Abidi, S. Armani
Libraries all over the world suffer from common problems like flexibility associated with the digital data, lower levels of efficiency, and huge cost involved in managing the entire IT infrastructure themselves. Few options are available when it comes to collaborating with other libraries as well which is the prime reason for subordinate levels of efficiency. Cloud computing would help us in bridging the gap between digital libraries and IT. Sharing of data among the libraries will in principle reduce the overall cost and increase the efficiency. Capital expenditure done on infrastructure will chiefly be converted into operational expenditure. It will also enhance the users' experience and will help in making the libraries a lot more scalable.
{"title":"Cloud libraries: A novel application of cloud computing","authors":"F. Abidi, H. J. Abidi, S. Armani","doi":"10.11591/CLOSER.V1I3.586","DOIUrl":"https://doi.org/10.11591/CLOSER.V1I3.586","url":null,"abstract":"Libraries all over the world suffer from common problems like flexibility associated with the digital data, lower levels of efficiency, and huge cost involved in managing the entire IT infrastructure themselves. Few options are available when it comes to collaborating with other libraries as well which is the prime reason for subordinate levels of efficiency. Cloud computing would help us in bridging the gap between digital libraries and IT. Sharing of data among the libraries will in principle reduce the overall cost and increase the efficiency. Capital expenditure done on infrastructure will chiefly be converted into operational expenditure. It will also enhance the users' experience and will help in making the libraries a lot more scalable.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129278194","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360653
M. Ameur, T. Abdellatif
With the expansion of Web servers and cloud infrastructures, collaborative Web applications are increasingly used. For instance, the e-learning is a field where students, tutors and professors share remote electronic resources and processing. Nevertheless, interference between information may occur that is data can illicitly flow to not authorized users either explicitly or implicitly. Therefore, one challenge in collaborative applications is to ensure an end-to-end security preserving user's privacy and verifying information integrity. We propose a practical solution to secure standard Web servers and isolate user's information. A use case of a classical meeting application, typically used in e-learning environment, shows the efficiency of our approach.
{"title":"Securing collaborative Web applications","authors":"M. Ameur, T. Abdellatif","doi":"10.1109/ICEELI.2012.6360653","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360653","url":null,"abstract":"With the expansion of Web servers and cloud infrastructures, collaborative Web applications are increasingly used. For instance, the e-learning is a field where students, tutors and professors share remote electronic resources and processing. Nevertheless, interference between information may occur that is data can illicitly flow to not authorized users either explicitly or implicitly. Therefore, one challenge in collaborative applications is to ensure an end-to-end security preserving user's privacy and verifying information integrity. We propose a practical solution to secure standard Web servers and isolate user's information. A use case of a classical meeting application, typically used in e-learning environment, shows the efficiency of our approach.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"AES-6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126506687","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360623
K. Nesrine, T. Bouhadada
With the sprawl of information on the web, came the need for mechanisms increasingly able to organize and maintain information to provide structured responses and more accurate response to user requests. Based on ontologies, the development of the semantic web offers new opportunities and challenges in the design of a generation of adaptative systems, where user modeling is a key element for personalized interaction. This is the result that the idea of semantic referencing of the learner to provide the learning system of relevant information to customize and tailor learning. It is within this context that the scope of our work to integrate a new vision of modeling and model management learning in distributed environments and open, on three different aspects of this model; first the cognitive and knowledge representation of the learner by offering a semantic learning of the actor, and the notion of skills after the appearance interoperability that will be processed by the web services and semantic web languages and end the scalability aspect of this model.
{"title":"Une modélisation de l'apprenant basée web sémantique et web services","authors":"K. Nesrine, T. Bouhadada","doi":"10.1109/ICEELI.2012.6360623","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360623","url":null,"abstract":"With the sprawl of information on the web, came the need for mechanisms increasingly able to organize and maintain information to provide structured responses and more accurate response to user requests. Based on ontologies, the development of the semantic web offers new opportunities and challenges in the design of a generation of adaptative systems, where user modeling is a key element for personalized interaction. This is the result that the idea of semantic referencing of the learner to provide the learning system of relevant information to customize and tailor learning. It is within this context that the scope of our work to integrate a new vision of modeling and model management learning in distributed environments and open, on three different aspects of this model; first the cognitive and knowledge representation of the learner by offering a semantic learning of the actor, and the notion of skills after the appearance interoperability that will be processed by the web services and semantic web languages and end the scalability aspect of this model.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129671481","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360643
Siham Amrouch, S. Mostefai
Les ontologies deviennent, de plus en plus, des modèles de représentations et de stockage d'informations très efficaces facilitant le traitement et la gestion de connaissances à travers les techniques de l'IA, et offrant le potentiel d'assemblage d'une grande quantité d'informations à travers ce qu'on appelle « la fusion d'ontologies ». Préalablement chaque source de données ou BDD peut faire l'objet d'une construction ontologique. La contribution adressée dans ce papier et de concevoir un algorithme lexico-sémantique pour la fusion semi-automatique d'ontologies. Le caractère semi-automatique est assuré par l'intervention humaine où l'Ingénieur de Connaissances intervient pour valider les résultats obtenus par le module de calcul de similarités. Ce dernier est basé sur un algorithme lexico-sémantique qui combine des mesures de similarité lexicale et sémantique pour identifier les concepts similaires entre deux ontologies différentes. Les concepts jugés similaires à base de la combinaison des mesures de similarités lexicales et sémantiques, et après la validation par l'Ingénieur de Conaissances seront par la suite fusionnés en un seul concept dans l'ontologie résultat de la fusion. Nous avons opté pour cette combinaison pour renforcer la faiblesse des mesures lexicales notamment pour les synonymes et les homonymes. Les deux parties, lexicale et sémantique, du module de calcul de similarités sont basées sur la technique de la recherche d'informations (Information Retreival). La partie lexicale est basée sur le calcul de la distance entre les deux concepts en entrée, alors que la partie sémantique est basée sur le modèle d'extension des deux ontologies à partir de wordNet. Ensuite la similarité sémantique entre les deux synsets des deux concepts en question est calculée. Après la combinaison des deux résultats, l'Ingénieur de Connaissances accepte ou rejette la similarité en utilisant son background sur le domaine d'application et en se basant sur ses propres besoins. Les concepts acceptés comme similaires sont fusionnés en un seul concept. En fin, une comparaison de l'algorithme avec les outils qui existent dans la littérature aura lieu.
{"title":"Un algorithme semi-automatique pour la fusion d'ontologies basé sur la combinaison de stratégies","authors":"Siham Amrouch, S. Mostefai","doi":"10.1109/ICEELI.2012.6360643","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360643","url":null,"abstract":"Les ontologies deviennent, de plus en plus, des modèles de représentations et de stockage d'informations très efficaces facilitant le traitement et la gestion de connaissances à travers les techniques de l'IA, et offrant le potentiel d'assemblage d'une grande quantité d'informations à travers ce qu'on appelle « la fusion d'ontologies ». Préalablement chaque source de données ou BDD peut faire l'objet d'une construction ontologique. La contribution adressée dans ce papier et de concevoir un algorithme lexico-sémantique pour la fusion semi-automatique d'ontologies. Le caractère semi-automatique est assuré par l'intervention humaine où l'Ingénieur de Connaissances intervient pour valider les résultats obtenus par le module de calcul de similarités. Ce dernier est basé sur un algorithme lexico-sémantique qui combine des mesures de similarité lexicale et sémantique pour identifier les concepts similaires entre deux ontologies différentes. Les concepts jugés similaires à base de la combinaison des mesures de similarités lexicales et sémantiques, et après la validation par l'Ingénieur de Conaissances seront par la suite fusionnés en un seul concept dans l'ontologie résultat de la fusion. Nous avons opté pour cette combinaison pour renforcer la faiblesse des mesures lexicales notamment pour les synonymes et les homonymes. Les deux parties, lexicale et sémantique, du module de calcul de similarités sont basées sur la technique de la recherche d'informations (Information Retreival). La partie lexicale est basée sur le calcul de la distance entre les deux concepts en entrée, alors que la partie sémantique est basée sur le modèle d'extension des deux ontologies à partir de wordNet. Ensuite la similarité sémantique entre les deux synsets des deux concepts en question est calculée. Après la combinaison des deux résultats, l'Ingénieur de Connaissances accepte ou rejette la similarité en utilisant son background sur le domaine d'application et en se basant sur ses propres besoins. Les concepts acceptés comme similaires sont fusionnés en un seul concept. En fin, une comparaison de l'algorithme avec les outils qui existent dans la littérature aura lieu.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130326277","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360592
Latifa Ben Arfa Rabai, N. Rjaibi, Anis Ben Aissa
As the reach of the internet expands to cover ever broader aspects of our economic and social welfare, cyber security is emerging as a major concern for researchers and practitioners, dealing as it does with privacy, confidentiality, user authentication, etc. E-learning systems epitomize computing systems and networks of the internet generation, since they involve multiple stakeholders, geographically distributed resources and data, and special requirements for confidentiality, authentication, and privacy. In this paper, we discuss the application of a cyber security metric to E-learning systems, in light of their standard architecture, their well-defined classes of stakeholders, and their specific security requirements.
{"title":"Quantifying security threats for E-learning systems","authors":"Latifa Ben Arfa Rabai, N. Rjaibi, Anis Ben Aissa","doi":"10.1109/ICEELI.2012.6360592","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360592","url":null,"abstract":"As the reach of the internet expands to cover ever broader aspects of our economic and social welfare, cyber security is emerging as a major concern for researchers and practitioners, dealing as it does with privacy, confidentiality, user authentication, etc. E-learning systems epitomize computing systems and networks of the internet generation, since they involve multiple stakeholders, geographically distributed resources and data, and special requirements for confidentiality, authentication, and privacy. In this paper, we discuss the application of a cyber security metric to E-learning systems, in light of their standard architecture, their well-defined classes of stakeholders, and their specific security requirements.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121832886","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360573
D. Al-Jumeily, A. Hussain, H. Tawfik
The main focus of this paper is to investigate the use of Technology Acceptance Model to understand the factors that affect people's acceptance of E-Learning Systems and Websites, including cultural factors. E-Learning Technologies are in general considered to be useful and important to the learning process. Despite this perceived usefulness, some people are still not adopting the use of E-Learning and considering it to be still not one of the best options for Learning.
{"title":"Investigating the factors that affect peoples' acceptance of E-Learning Systems and Websites","authors":"D. Al-Jumeily, A. Hussain, H. Tawfik","doi":"10.1109/ICEELI.2012.6360573","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360573","url":null,"abstract":"The main focus of this paper is to investigate the use of Technology Acceptance Model to understand the factors that affect people's acceptance of E-Learning Systems and Websites, including cultural factors. E-Learning Technologies are in general considered to be useful and important to the learning process. Despite this perceived usefulness, some people are still not adopting the use of E-Learning and considering it to be still not one of the best options for Learning.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"363 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116691436","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360645
O. Allognon, F. Touré, E. Aimeur
Considerable research in the field of Intelligent Tutoring Systems (ITS) has focused on helping students increase learning by taking advantage of technological progress. As the use of social media by learners continues to increase, however, ITS should go beyond teaching based on isolated environments (platforms) and turn toward community-based learning within social networks. In this paper we introduce a new approach to learning based on social networks. This approach takes advantage of the increasing enthusiasm among learners for spending time in social networks. The goal is to use some of that time for learning, by replacing one of the various social game applications with an Intelligent Tutoring Systems (ITS). During a learning session, learners are encouraged to improve their scores by challenging either a score predefined by the system or the scores posted by their Facebook friends. In this paper, we describe a new system called LBC (Learning By Challenging) that enables the user to learn and to share their knowledge and resources in a social environment. It also provides an environment that protects the learner's privacy if he or she so desires.
智能辅导系统(ITS)领域的大量研究都集中在利用技术进步帮助学生提高学习效率上。然而，随着学习者对社交媒体的使用不断增加，ITS应该超越基于孤立环境(平台)的教学，转向在社交网络中以社区为基础的学习。本文介绍了一种新的基于社会网络的学习方法。这种方法利用了学习者在社交网络上花费时间的日益增长的热情。我们的目标是通过智能辅导系统(ITS)取代各种社交游戏应用程序，将部分时间用于学习。在学习过程中，学习者被鼓励通过挑战系统预定义的分数或Facebook好友发布的分数来提高分数。在本文中，我们描述了一个名为LBC (Learning By challenge)的新系统，使用户能够在社会环境中学习和共享他们的知识和资源。它还提供了一个保护学习者隐私的环境，如果他或她愿意的话。
{"title":"Learning by challenging: A social network and privacy based approach","authors":"O. Allognon, F. Touré, E. Aimeur","doi":"10.1109/ICEELI.2012.6360645","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360645","url":null,"abstract":"Considerable research in the field of Intelligent Tutoring Systems (ITS) has focused on helping students increase learning by taking advantage of technological progress. As the use of social media by learners continues to increase, however, ITS should go beyond teaching based on isolated environments (platforms) and turn toward community-based learning within social networks. In this paper we introduce a new approach to learning based on social networks. This approach takes advantage of the increasing enthusiasm among learners for spending time in social networks. The goal is to use some of that time for learning, by replacing one of the various social game applications with an Intelligent Tutoring Systems (ITS). During a learning session, learners are encouraged to improve their scores by challenging either a score predefined by the system or the scores posted by their Facebook friends. In this paper, we describe a new system called LBC (Learning By Challenging) that enables the user to learn and to share their knowledge and resources in a social environment. It also provides an environment that protects the learner's privacy if he or she so desires.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116597518","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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