Content-driven design and architecture of E-learning applications

E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications – content-driven design and architecture – is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering

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

Deep HMResNet Model for Human Activity-Aware Robotic Systems

Endowing the robotic systems with cognitive capabilities for recognizing daily activities of humans is an important challenge, which requires sophisticated and novel approaches. Most of the proposed approaches explore pattern recognition techniques which are generally based on hand-crafted features or learned features. In this paper, a novel Hierarchal Multichannel Deep Residual Network (HMResNet) model is proposed for robotic systems to recognize daily human activities in the ambient environments. The introduced model is comprised of multilevel fusion layers. The proposed Multichannel 1D Deep Residual Network model is, at the features level, combined with a Bottleneck MLP neural network to automatically extract robust features regardless of the hardware configuration and, at the decision level, is fully connected with an MLP neural network to recognize daily human activities. Empirical experiments on real-world datasets and an online demonstration are used for validating the proposed model. Results demonstrated that the proposed model outperforms the baseline models in daily human activity recognition.Comment: Presented at AI-HRI AAAI-FSS, 2018 (arXiv:1809.06606

An IoT based Virtual Coaching System (VSC) for Assisting Activities of Daily Life

Nowadays aging of the population is becoming one of the main concerns of theworld. It is estimated that the number of people aged over 65 will increase from 461million to 2 billion in 2050. This substantial increment in the elderly population willhave significant consequences in the social and health care system. Therefore, in thecontext of Ambient Intelligence (AmI), the Ambient Assisted Living (AAL) has beenemerging as a new research area to address problems related to the aging of the population. AAL technologies based on embedded devices have demonstrated to be effectivein alleviating the social- and health-care issues related to the continuous growing of theaverage age of the population. Many smart applications, devices and systems have beendeveloped to monitor the health status of elderly, substitute them in the accomplishment of activities of the daily life (especially in presence of some impairment or disability),alert their caregivers in case of necessity and help them in recognizing risky situations.Such assistive technologies basically rely on the communication and interaction be-tween body sensors, smart environments and smart devices. However, in such contextless effort has been spent in designing smart solutions for empowering and supportingthe self-efficacy of people with neurodegenerative diseases and elderly in general. Thisthesis fills in the gap by presenting a low-cost, non intrusive, and ubiquitous VirtualCoaching System (VCS) to support people in the acquisition of new behaviors (e.g.,taking pills, drinking water, finding the right key, avoiding motor blocks) necessary tocope with needs derived from a change in their health status and a degradation of theircognitive capabilities as they age. VCS is based on the concept of extended mind intro-duced by Clark and Chalmers in 1998. They proposed the idea that objects within theenvironment function as a part of the mind. In my revisiting of the concept of extendedmind, the VCS is composed of a set of smart objects that exploit the Internet of Things(IoT) technology and machine learning-based algorithms, in order to identify the needsof the users and react accordingly. In particular, the system exploits smart tags to trans-form objects commonly used by people (e.g., pillbox, bottle of water, keys) into smartobjects, it monitors their usage according to their needs, and it incrementally guidesthem in the acquisition of new behaviors related to their needs. To implement VCS, thisthesis explores different research directions and challenges. First of all, it addresses thedefinition of a ubiquitous, non-invasive and low-cost indoor monitoring architecture byexploiting the IoT paradigm. Secondly, it deals with the necessity of developing solu-tions for implementing coaching actions and consequently monitoring human activitiesby analyzing the interaction between people and smart objects. Finally, it focuses on the design of low-cost localization systems for indoor environment, since knowing theposition of a person provides VCS with essential information to acquire information onperformed activities and to prevent risky situations. In the end, the outcomes of theseresearch directions have been integrated into a healthcare application scenario to imple-ment a wearable system that prevents freezing of gait in people affected by Parkinson\u2019sDisease

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Designing web-based adaptive learning environment : distils as an example

In this study, two components are developed for the Web-based adaptive learning: an online Intelligent Tutoring Tool (ITT) and an Adaptive Lecture Guidance (ALG). The ITT provides students timely problem-solving help in a dynamic Web environment. The ALG prevents students from being disoriented when a new domain is presented using Web technology. A prototype, Distributed Intelligent Learning System (DISTILS), has been implemented in a general chemistry laboratory domain. In DISTILS, students interact with the ITT through a Web browser. When a student selects a problem, the problem is formatted and displayed in the user interface for the student to solve. On the other side, the ITT begins to solve the problem simultaneously. The student can then request help from the ITT through the interface. The ITT interacts with the student, verifying those solution activities in an ascending order of the student knowledge status. In DISTILS, a Web page is associated with a HTML Learning Model (HLM) to describe its knowledge content. The ALG extracts the HLM, collects the status of students\u27 knowledge in HLM, and presents a knowledge map illustrating where the student is, how much proficiency he/she already has and where he/she is encouraged to explore. In this way, the ALG helps students to navigate the Web-based course material, protecting them from being disoriented and giving them guidance in need. Both the ITT and ALG components are developed under a generic Common Object Request Broker Architecture (CORBA)-driven framework. Under this framework, knowledge objects model domain expertise, a student modeler assesses student\u27s knowledge progress, an instruction engine includes two tutoring components, such as the ITT and the ALG, and the CORBA-compatible middleware serves as the communication infrastructure. The advantage of such a framework is that it promotes the development of modular and reusable intelligent educational objects. In DISTILS, a collection of knowledge objects were developed under CORBA to model general chemistry laboratory domain expertise. It was shown that these objects can be easily assembled in a plug-and-play manner to produce several exercises for different laboratory experiments. Given the platform independence of CORBA, tutoring objects developed under such a framework have the potential to be easily reused in different applications. Preliminary results showed that DISTILS effectively enhanced learning in Web environment. Three high school students and twenty-two NJIT students participated in the evaluation of DISTILS. In the final quiz of seven questions, the average correct answers of the students who studied in a Web environment with DISTILS (DISTILS Group) was 5.3, and the average correct answers of those who studied in the same Web environment without DISTILS (NoDISTILS Group) was 2.75. A t-test conducted on this small sample showed that the DISTILS group students significantly scored better than the NoDISTILS group students

Activity Theory Analysis of Heart Failure Self-Care

The management of chronic health conditions such as heart failure is a complex process emerging from the activity of a network of individuals and artifacts. This article presents an Activity Theory-based secondary analysis of data from a geriatric heart failure management study. Twenty-one patients' interviews and clinic visit observations were analyzed to uncover eight configurations of roles and activities involving patients, clinicians, and others in the sociotechnical network. For each configuration or activity pattern, we identify points of tension and propose guidelines for developing interventions for future computer-supported healthcare systems

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach