Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

Web Service Trust: Towards A Dynamic Assessment Framework

Trust in software services is a key prerequisite for the success and wide adoption of services-oriented computing (SOC) in an open Internet world. However, trust is poorly assessed by existing methods and technologies, especially in dynamically composed and deployed SOC systems. In this paper, we discuss current methods for assessing trust in service-oriented computing and identify gaps of current platforms, in particular with regards to runtime trust assessment. To address these gaps, we propose a model of runtime trust assessment of software services and introduce a framework for realizing the model. A key characteristic of our approach is the support that it offers for customizable assessment of trust based on evidence collected during the operation of software services and its ability to combine this evidence with subjective assessments coming from service clients

The systemic implications of constructive alignment of higher education level learning outcomes and employer or professional body based competency frameworks

The past 50 years has seen the development of schemes in higher education, employment and professional work that either identify what people should know and/or what they should be able to do with what they have learned and experienced. Within higher education this is usually equated with the learning outcomes students are expected to achieve at the end of studying a course, module or qualification and increasingly the teaching, learning and assessment strategies of those courses, modules or qualifications are being designed to align with those learning outcomes. In employment, there has been the emergence of job and role specifications setting out the knowledge and skills required of incumbent and recruits alike. Where professional bodies confer (often statutorily recognised) status in employment sectors they also increasingly set out their expectations of members through competency frameworks. This paper explores the varied relationships between these three means of measuring knowledge and skills within people including the nature of the knowledge and skills being measured as well as the specificity of the knowledge and skills being measured, using the case study of environmental management in the UK. It then argues that there needs to be a more constructive alignment between these three forms of measurement, achieved through a dynamic conversation between all concerned, but also that such alignment needs both to recognise the importance of less tangible ‘systems thinking’ abilities alongside the more tangible ‘technical’ and ‘managerial’ abilities and that some abilities emerge from the trajectories of praxis and cannot readily be specified as an outcome in advance

Commentary on "Optimal monetary policy under uncertainty: a Markov jump-linear-quadratic approach"

Econometric models ; Monetary policy

Complexity-based learning and teaching: a case study in higher education

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation

A modified theoretical framework to assess implementation fidelity of adaptive public health interventions

Background: One of the major debates in implementation research turns around fidelity and adaptation. Fidelity is the degree to which an intervention is implemented as intended by its developers. It is meant to ensure that the intervention maintains its intended effects. Adaptation is the process of implementers or users bringing changes to the original design of an intervention. Depending on the nature of the modifications brought, adaptation could either be potentially positive or could carry the risk of threatening the theoretical basis of the intervention, resulting in a negative effect on expected outcomes. Adaptive interventions are those for which adaptation is allowed or even encouraged. Classical fidelity dimensions and conceptual frameworks do not address the issue of how to adapt an intervention while still maintaining its effectiveness. Discussion: We support the idea that fidelity and adaptation co-exist and that adaptations can impact either positively or negatively on the intervention's effectiveness. For adaptive interventions, research should answer the question how an adequate fidelity-adaptation balance can be reached. One way to address this issue is by looking systematically at the aspects of an intervention that are being adapted. We conducted fidelity research on the implementation of an empowerment strategy for dengue prevention in Cuba. In view of the adaptive nature of the strategy, we anticipated that the classical fidelity dimensions would be of limited use for assessing adaptations. The typology we used in the assessment-implemented, not-implemented, modified, or added components of the strategy-also had limitations. It did not allow us to answer the question which of the modifications introduced in the strategy contributed to or distracted from outcomes. We confronted our empirical research with existing literature on fidelity, and as a result, considered that the framework for implementation fidelity proposed by Carroll et al. in 2007 could potentially meet our concerns. We propose modifications to the framework to assess both fidelity and adaptation. Summary: The modified Carroll et al.'s framework we propose may permit a comprehensive assessment of the implementation fidelity-adaptation balance required when implementing adaptive interventions, but more empirical research is needed to validate it

Convex mixture regression for quantitative risk assessment

There is wide interest in studying how the distribution of a continuous response changes with a predictor. We are motivated by environmental applications in which the predictor is the dose of an exposure and the response is a health outcome. A main focus in these studies is inference on dose levels associated with a given increase in risk relative to a baseline. In addressing this goal, popular methods either dichotomize the continuous response or focus on modeling changes with the dose in the expectation of the outcome. Such choices may lead to information loss and provide inaccurate inference on dose-response relationships. We instead propose a Bayesian convex mixture regression model that allows the entire distribution of the health outcome to be unknown and changing with the dose. To balance flexibility and parsimony, we rely on a mixture model for the density at the extreme doses, and express the conditional density at each intermediate dose via a convex combination of these extremal densities. This representation generalizes classical dose-response models for quantitative outcomes, and provides a more parsimonious, but still powerful, formulation compared to nonparametric methods, thereby improving interpretability and efficiency in inference on risk functions. A Markov chain Monte Carlo algorithm for posterior inference is developed, and the benefits of our methods are outlined in simulations, along with a study on the impact of dde exposure on gestational age