A task-driven design model for collaborative AmI systems

Proceedings of the CAISE*06 Workshop on Ubiquitous Mobile Information and Collaboration Systems UMICS '06. Luxemburg, June 5-9, 2006.The proceedings of this workshop also appeared in printed version In T. Latour and M. Petit (eds), Proceedings of Workshops and Doctoral Consortium, The 18th International Conference on Advanced Information Systems Engineering - Trusted Information Systems (CAiSE'06), June 5-9, 2006, Presses Universitaires de Namur, 2006, ISBN 2-87037-525.Also published online by CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073)Ambient intelligence (AmI) is a promising paradigm for humancentred interaction based on mobile and context-aware computing, natural interfaces and collaborative work. AMENITIES (a conceptual and methodological framework based on task-based models) has been specially devised for collaborative systems and is the starting point for a new design proposal for application to AmI systems. This paper proposes a task-based model for designing collaborative AmI systems, which attempts to gather the computational representation of the concepts involved (tasks, laws, etc.) and the relationships between them in order to develop a complete functional environment in relation with the features of AmI systems (collaborative, context-aware, dynamic, proactive, etc.). The research has been applied to an e-learning environment and is implemented using a blackboard model.This research is partially supported by a Spanish R&D Project TIN2004-03140, Ubiquitous Collaborative Adaptive Training (U-CAT)

Toward a script theory of guidance in computer-supported collaborative learning

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions

Towards engineering ontologies for cognitive profiling of agents on the semantic web

Research shows that most agent-based collaborations suffer from lack of flexibility. This is due to the fact that most agent-based applications assume pre-defined knowledge of agents’ capabilities and/or neglect basic cognitive and interactional requirements in multi-agent collaboration. The highlight of this paper is that it brings cognitive models (inspired from cognitive sciences and HCI) proposing architectural and knowledge-based requirements for agents to structure ontological models for cognitive profiling in order to increase cognitive awareness between themselves, which in turn promotes flexibility, reusability and predictability of agent behavior; thus contributing towards minimizing cognitive overload incurred on humans. The semantic web is used as an action mediating space, where shared knowledge base in the form of ontological models provides affordances for improving cognitive awareness

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning