Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

A survey of UK university web management: staffing, systems and issues

Purpose: The purpose of the paper is to summarize the findings of a survey of UK universities about how their web site is managed and resourced, which technologies are in use and what are seen as the main issues and priorities. Methodology/approach: The paper is based on a web based questionnaire distributed in summer 2006, and which received 104 usable responses from 87 insitutions. Findings: The survey showed that some web teams were based in IT and some in external relations, yet in both cases the site typically served internal and external audiences. The role of web manager is partly management of resources, time and people, partly about marketing and liaison and partly also concerned with more technical aspects including interface design and HTML. But it is a diverse role with a wide spread of responsibilities. On the whole web teams were relatively small. Three quarters of responding institutions had a CMS, but specific systems in use were diverse. 60% had a portal. There was evidence of increasing use of blogs and wikis. The key driver for the web site is student recruitment, with instituitional reputation and information to stakeholders also being important. The biggest perceived weaknesses were maintaining consistency with devolved content creation and currency of content; lack of resourcing a key threat while comprehensiveness was a key strength. Current and wished for projects pointed again to the diversity of the sector. Research implications/limitations: The lack of comparative data and difficulties of interpreting responses to closed questions where respondents could have quite different status (partly reflecting divergent patterns of governance of the web across the sector) create issues with the reliability of the research. Practical implications: Data about resourcing of web management, technology in use etc at comparable institutions is invaluable for practitioners in their efforts to gain resource in their own context. Originality/value of paper: The paper adds more systematic, current data to our limited knowledge about how university web sites are managed

Mobile recommender apps with privacy management for accessible and usable technologies

The paper presents the preliminary results of an ongoing survey of the use of computers and mobile devices, interest in recommender apps and knowledge and concerns about privacy issues amongst English and Italian speaking disabled people. Participants were found to be regular users of computers and mobile devices for a range of applications. They were interested in recommender apps for household items, computer software and apps that met their accessibility and other requirements. They showed greater concerns about controlling access to personal data of different types than this data being retained by the computer or mobile device. They were also willing to make tradeoffs to improve device performance

Chatbots for learning: A review of educational chatbots for the Facebook Messenger

With the exponential growth in the mobile device market over the last decade, chatbots are becoming an increasingly popular option to interact with users, and their popularity and adoption are rapidly spreading. These mobile devices change the way we communicate and allow ever-present learning in various environments. This study examined educational chatbots for Facebook Messenger to support learning. The independent web directory was screened to assess chatbots for this study resulting in the identification of 89 unique chatbots. Each chatbot was classified by language, subject matter and developer's platform. Finally, we evaluated 47 educational chatbots using the Facebook Messenger platform based on the analytic hierarchy process against the quality attributes of teaching, humanity, affect, and accessibility. We found that educational chatbots on the Facebook Messenger platform vary from the basic level of sending personalized messages to recommending learning content. Results show that chatbots which are part of the instant messaging application are still in its early stages to become artificial intelligence teaching assistants. The findings provide tips for teachers to integrate chatbots into classroom practice and advice what types of chatbots they can try out.Web of Science151art. no. 10386

Ethics and Design in the Brazilian Context

Often driven by practical and immediate requirements, more and more people are incorporating technology into a variety of aspects of their lives, often without reflecting on the consequences of using them. On the other hand, studies on interactive system development that lead to behavioral change have been gaining ground on the agenda of large HCI conferences. This movement brings to the forefront the fundamental issues of ethics in design and technology use. A designer’s intentions, when directing certain actions or behaviors, are not always explicit or desired by the stakeholders affected by the use of the technology. Systems that induce an undesired purchase, or even those that use conditioning strategies to cause a behavioral change are examples of such intentions. The challenge proposed is therefore about the relationship between design and personal freedom in a way that these technology users do not become victims, either passively or submissively, of the effects of its use. This advance allows for the redefinition of the relationship between man and technology, and the application of new forms of designing and developing interactive systems that take into account the ethical aspects of this relationship

An investigation into the perspectives of providers and learners on MOOC accessibility

An effective open eLearning environment should consider the target learner’s abilities, learning goals, where learning takes place, and which specific device(s) the learner uses. MOOC platforms struggle to take these factors into account and typically are not accessible, inhibiting access to environments that are intended to be open to all. A series of research initiatives are described that are intended to benefit MOOC providers in achieving greater accessibility and disabled learners to improve their lifelong learning and re-skilling. In this paper, we first outline the rationale, the research questions, and the methodology. The research approach includes interviews, online surveys and a MOOC accessibility audit; we also include factors such the risk management of the research programme and ethical considerations when conducting research with vulnerable learners. Preliminary results are presented from interviews with providers and experts and from analysis of surveys of learners. Finally, we outline the future research opportunities. This paper is framed within the context of the Doctoral Consortium organised at the TEEM'17 conference

A systematic literature review of cloud computing in eHealth

Cloud computing in eHealth is an emerging area for only few years. There needs to identify the state of the art and pinpoint challenges and possible directions for researchers and applications developers. Based on this need, we have conducted a systematic review of cloud computing in eHealth. We searched ACM Digital Library, IEEE Xplore, Inspec, ISI Web of Science and Springer as well as relevant open-access journals for relevant articles. A total of 237 studies were first searched, of which 44 papers met the Include Criteria. The studies identified three types of studied areas about cloud computing in eHealth, namely (1) cloud-based eHealth framework design (n=13); (2) applications of cloud computing (n=17); and (3) security or privacy control mechanisms of healthcare data in the cloud (n=14). Most of the studies in the review were about designs and concept-proof. Only very few studies have evaluated their research in the real world, which may indicate that the application of cloud computing in eHealth is still very immature. However, our presented review could pinpoint that a hybrid cloud platform with mixed access control and security protection mechanisms will be a main research area for developing citizen centred home-based healthcare applications