135 research outputs found

    Enhancing Free-text Interactions in a Communication Skills Learning Environment

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    Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs

    Blending MOOC in Face-to-Face Teaching and Studies

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    ICE-B 2010:proceedings of the International Conference on e-Business

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    The International Conference on e-Business, ICE-B 2010, aims at bringing together researchers and practitioners who are interested in e-Business technology and its current applications. The mentioned technology relates not only to more low-level technological issues, such as technology platforms and web services, but also to some higher-level issues, such as context awareness and enterprise models, and also the peculiarities of different possible applications of such technology. These are all areas of theoretical and practical importance within the broad scope of e-Business, whose growing importance can be seen from the increasing interest of the IT research community. The areas of the current conference are: (i) e-Business applications; (ii) Enterprise engineering; (iii) Mobility; (iv) Business collaboration and e-Services; (v) Technology platforms. Contributions vary from research-driven to being more practical oriented, reflecting innovative results in the mentioned areas. ICE-B 2010 received 66 submissions, of which 9% were accepted as full papers. Additionally, 27% were presented as short papers and 17% as posters. All papers presented at the conference venue were included in the SciTePress Digital Library. Revised best papers are published by Springer-Verlag in a CCIS Series book

    Digital Technologies and Analytics: An Investigation on University Academic Staff Perceptions of the Role ‘Big Data and Analytics’ might play in Teaching and Learning.

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    Abstract This thesis investigates variation in how academics account for Big Data (BD) in teaching and learning in higher education from a single institution in the United Kingdom (UK). The study adopted a phenomenographic research approach in order to elicit and give a detailed qualitatively different ways in which academic staff experienced Big Data and Analytics in teaching and learning. These phenomenographic results were based on a purposive sample of thirty-six academic staff as participants who ranged from gender, age, academic positions, and careers across the nine schools in the university. Semi structured interviews were used for data gathering in this study and these were subjected to a rigorous phenomenographic analysis. In this study the analysis revealed qualitative differences in academic staff accounts of their experience with Big Data which constituted five hierarchical descriptions of categories in the role that Big Data emerges which included (1) no knowledge, (2) large amount of data, (3) evidence of student support, (4) structured information, (5) evidence of professional development. These findings highlighted the fact that academic staff hold on views about Big Data to an extent that has not always been acknowledged in existing literature in teaching and learning in higher education. This research gives a more comprehensive picture of the way academic staff experience the role that Big Data plays in teaching and learning, however the research also revealed the incompleteness of this world picture and suggests the need to carry out further research on the topic to enhance the existing knowledge
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