3 research outputs found
Apoyo psicoeducativo y afectivo en entornos virtuales de aprendizaje
Los estudiantes con discapacidad, eligen la modalidad de educaci贸n a distancia debido a la necesidad de disponer de contenidos y servicios accesibles, y apoyo de naturaleza psicoeducativa. Para dar respuesta a estas necesidades se ha generado un marco general de apoyo (flujo de aprendizaje, recursos y servicios) integrado en un curso facilitado a trav茅s de un entorno virtual de aprendizaje (VLE), con una arquitectura abierta, que puede ser integrada en las distintas plataformas actuales de aprendizaje para apoyar un proceso de aprendizaje inclusivo en el 谩mbito de la Educaci贸n Superior. A partir de los resultados de la evaluaci贸n de estos servicios en distintas universidades, se constata la necesidad de ampliar el 谩mbito en el que se facilita apoyo psicoeducativo, mediante la inclusi贸n de los aspectos afectivos en el modelo de usuario. Para ello, se desarrollan nuevas aproximaciones metodol贸gicas, enriqueciendo el proceso de adaptaci贸n y personalizaci贸n, a partir de la investigaci贸n sobre detecci贸n, reconocimiento y etiquetado de estados emocionales. Esta informaci贸n, ser谩 posteriormente utilizada como indicadores, para licitar recomendaciones afectivas a lo largo del flujo de aprendizaje. Finalmente se describen los objetivos del trabajo actual que se desarrolla para mejorar la provisi贸n de apoyo afectivo en entornos reales de aprendizaje.The students with disability are choosing either distance or blended learning are in the need of accessible learning contents and services, as well as of psycho-educational support. To cope with their needs, a support framework (learning flow, adapted resources and services) integrated into a course delivered through a virtual learning environment (VLE) through a standards-based open architecture focused on supporting inclusive learning at Higher Education has been developed. The results obtained from the evaluation of the mentioned services in different large, medium and small universities, showed the need of to extend the scope of the psycho-educational support provided through the inclusion of affective issues into the user profile. In order to achieve this objective, new methodological approaches are being developed enriching the adaptation and personalization process. This information can be used as additional indicators guiding the elicitation of affective recommendations along the learning flow. Finally, the research objectives and present on-going work towards understanding the affective support needed in real educational scenarios have been described.peerReviewe
Panorama of Recommender Systems to Support Learning
This chapter presents an analysis of recommender systems in TechnologyEnhanced
Learning along their 15 years existence (2000-2014). All recommender
systems considered for the review aim to support educational stakeholders by personalising the learning process. In this meta-review 82 recommender systems from
35 different countries have been investigated and categorised according to a given
classification framework. The reviewed systems have been classified into 7 clusters
according to their characteristics and analysed for their contribution to the evolution
of the RecSysTEL research field. Current challenges have been identified to lead the work of the forthcoming years.Hendrik Drachsler has been partly supported by the FP7 EU Project LACE (619424).
Katrien Verbert is a post-doctoral fellow of the Research Foundation Flanders
(FWO). Olga C. Santos would like to acknowledge that her contributions to this
work have been carried out within the project Multimodal approaches for Affective
Modelling in Inclusive Personalized Educational scenarios in intelligent Contexts
(MAMIPEC -TIN2011-29221-C03-01). Nikos Manouselis has been partially supported
with funding CIP-PSP Open Discovery Space (297229