A Hybrid Recommender Strategy on an Expanded Content Manager in Formal Learning

The main topic of this paper is to find ways to improve learning in a formal Higher Education Area. In this environment, the teacher publishes or suggests contents that support learners in a given course, as supplement of classroom training. Generally, these materials are pre-stored and not changeable. These contents are typically published in learning management systems (the Moodle platform emerges as one of the main choices) or in sites created and maintained on the web by teachers themselves. These scenarios typically include a specific group of students (class) and a given period of time (semester or school year). Contents reutilization often needs replication and its update requires new edition and new submission by teachers. Normally, these systems do not allow learners to add new materials, or to edit existing ones. The paper presents our motivations, and some related concepts and works. We describe the concepts of sequencing and navigation in adaptive learning systems, followed by a short presentation of some of these systems. We then discuss the effects of social interaction on the learners’ choices. Finally, we refer some more related recommender systems and their applicability in supporting learning. One central idea from our proposal is that we believe that students with the same goals and with similar formal study time can benefit from contents' assessments made by learners that already have completed the same courses and have studied the same contents. We present a model for personalized recommendation of learning activities to learners in a formal learning context that considers two systems. In the extended content management system, learners can add new materials, select materials from teachers and from other learners, evaluate and define the time spent studying them. Based on learner profiles and a hybrid recommendation strategy, combining conditional and collaborative filtering, our second system will predict learning activities scores and offers adaptive and suitable sequencing learning contents to learners. We propose that similarities between learners can be based on their evaluation interests and their recent learning history. The recommender support subsystem aims to assist learners at each step suggesting one suitable ordered list of LOs, by decreasing order of relevance. The proposed model has been implemented in the Moodle Learning Management System (LMS), and we present the system’s architecture and design. We will evaluate it in a real higher education formal course and we intend to present experimental results in the near future

News Session-Based Recommendations using Deep Neural Networks

News recommender systems are aimed to personalize users experiences and help them to discover relevant articles from a large and dynamic search space. Therefore, news domain is a challenging scenario for recommendations, due to its sparse user profiling, fast growing number of items, accelerated item's value decay, and users preferences dynamic shift. Some promising results have been recently achieved by the usage of Deep Learning techniques on Recommender Systems, specially for item's feature extraction and for session-based recommendations with Recurrent Neural Networks. In this paper, it is proposed an instantiation of the CHAMELEON -- a Deep Learning Meta-Architecture for News Recommender Systems. This architecture is composed of two modules, the first responsible to learn news articles representations, based on their text and metadata, and the second module aimed to provide session-based recommendations using Recurrent Neural Networks. The recommendation task addressed in this work is next-item prediction for users sessions: "what is the next most likely article a user might read in a session?" Users sessions context is leveraged by the architecture to provide additional information in such extreme cold-start scenario of news recommendation. Users' behavior and item features are both merged in an hybrid recommendation approach. A temporal offline evaluation method is also proposed as a complementary contribution, for a more realistic evaluation of such task, considering dynamic factors that affect global readership interests like popularity, recency, and seasonality. Experiments with an extensive number of session-based recommendation methods were performed and the proposed instantiation of CHAMELEON meta-architecture obtained a significant relative improvement in top-n accuracy and ranking metrics (10% on Hit Rate and 13% on MRR) over the best benchmark methods.Comment: Accepted for the Third Workshop on Deep Learning for Recommender Systems - DLRS 2018, October 02-07, 2018, Vancouver, Canada. https://recsys.acm.org/recsys18/dlrs

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

Entity Personalized Talent Search Models with Tree Interaction Features

Talent Search systems aim to recommend potential candidates who are a good match to the hiring needs of a recruiter expressed in terms of the recruiter's search query or job posting. Past work in this domain has focused on linear and nonlinear models which lack preference personalization in the user-level due to being trained only with globally collected recruiter activity data. In this paper, we propose an entity-personalized Talent Search model which utilizes a combination of generalized linear mixed (GLMix) models and gradient boosted decision tree (GBDT) models, and provides personalized talent recommendations using nonlinear tree interaction features generated by the GBDT. We also present the offline and online system architecture for the productionization of this hybrid model approach in our Talent Search systems. Finally, we provide offline and online experiment results benchmarking our entity-personalized model with tree interaction features, which demonstrate significant improvements in our precision metrics compared to globally trained non-personalized models.Comment: This paper has been accepted for publication at ACM WWW 201

A Personalized System for Conversational Recommendations

Searching for and making decisions about information is becoming increasingly difficult as the amount of information and number of choices increases. Recommendation systems help users find items of interest of a particular type, such as movies or restaurants, but are still somewhat awkward to use. Our solution is to take advantage of the complementary strengths of personalized recommendation systems and dialogue systems, creating personalized aides. We present a system -- the Adaptive Place Advisor -- that treats item selection as an interactive, conversational process, with the program inquiring about item attributes and the user responding. Individual, long-term user preferences are unobtrusively obtained in the course of normal recommendation dialogues and used to direct future conversations with the same user. We present a novel user model that influences both item search and the questions asked during a conversation. We demonstrate the effectiveness of our system in significantly reducing the time and number of interactions required to find a satisfactory item, as compared to a control group of users interacting with a non-adaptive version of the system

Context-Aware Systems for Sequential Item Recommendation

Quizlet is the most popular online learning tool in the United States, and is used by over 2/3 of high school students, and 1/2 of college students. With more than 95% of Quizlet users reporting improved grades as a result, the platform has become the de-facto tool used in millions of classrooms. In this paper, we explore the task of recommending suitable content for a student to study, given their prior interests, as well as what their peers are studying. We propose a novel approach, i.e. Neural Educational Recommendation Engine (NERE), to recommend educational content by leveraging student behaviors rather than ratings. We have found that this approach better captures social factors that are more aligned with learning. NERE is based on a recurrent neural network that includes collaborative and content-based approaches for recommendation, and takes into account any particular student's speed, mastery, and experience to recommend the appropriate task. We train NERE by jointly learning the user embeddings and content embeddings, and attempt to predict the content embedding for the final timestamp. We also develop a confidence estimator for our neural network, which is a crucial requirement for productionizing this model. We apply NERE to Quizlet's proprietary dataset, and present our results. We achieved an R^2 score of 0.81 in the content embedding space, and a recall score of 54% on our 100 nearest neighbors. This vastly exceeds the recall@100 score of 12% that a standard matrix-factorization approach provides. We conclude with a discussion on how NERE will be deployed, and position our work as one of the first educational recommender systems for the K-12 space