Integrating DGSs and GATPs in an Adaptative and Collaborative Blended-Learning Web-Environment

The area of geometry with its very strong and appealing visual contents and its also strong and appealing connection between the visual content and its formal specification, is an area where computational tools can enhance, in a significant way, the learning environments. The dynamic geometry software systems (DGSs) can be used to explore the visual contents of geometry. This already mature tools allows an easy construction of geometric figures build from free objects and elementary constructions. The geometric automated theorem provers (GATPs) allows formal deductive reasoning about geometric constructions, extending the reasoning via concrete instances in a given model to formal deductive reasoning in a geometric theory. An adaptative and collaborative blended-learning environment where the DGS and GATP features could be fully explored would be, in our opinion a very rich and challenging learning environment for teachers and students. In this text we will describe the Web Geometry Laboratory a Web environment incorporating a DGS and a repository of geometric problems, that can be used in a synchronous and asynchronous fashion and with some adaptative and collaborative features. As future work we want to enhance the adaptative and collaborative aspects of the environment and also to incorporate a GATP, constructing a dynamic and individualised learning environment for geometry.Comment: In Proceedings THedu'11, arXiv:1202.453

Generic adaptation framework for unifying adaptive web-based systems

The Generic Adaptation Framework (GAF) research project first and foremost creates a common formal framework for describing current and future adaptive hypermedia (AHS) and adaptive webbased systems in general. It provides a commonly agreed upon taxonomy and a reference model that encompasses the most general architectures of the present and future, including conventional AHS, and different types of personalization-enabling systems and applications such as recommender systems (RS) personalized web search, semantic web enabled applications used in personalized information delivery, adaptive e-Learning applications and many more. At the same time GAF is trying to bring together two (seemingly not intersecting) views on the adaptation: a classical pre-authored type, with conventional domain and overlay user models and data-driven adaptation which includes a set of data mining, machine learning and information retrieval tools. To bring these research fields together we conducted a number GAF compliance studies including RS, AHS, and other applications combining adaptation, recommendation and search. We also performed a number of real systems’ case-studies to prove the point and perform a detailed analysis and evaluation of the framework. Secondly it introduces a number of new ideas in the field of AH, such as the Generic Adaptation Process (GAP) which aligns with a layered (data-oriented) architecture and serves as a reference adaptation process. This also helps to understand the compliance features mentioned earlier. Besides that GAF deals with important and novel aspects of adaptation enabling and leveraging technologies such as provenance and versioning. The existence of such a reference basis should stimulate AHS research and enable researchers to demonstrate ideas for new adaptation methods much more quickly than if they had to start from scratch. GAF will thus help bootstrap any adaptive web-based system research, design, analysis and evaluation

Combining Inclusion and Individually Adaptive Learning in an Educational Game for Preschool Children

Digital educational games have been around for a long time and have shown to be pedagogically valuable. Unfortunately most games do not utilize technology to the extent that is possible. Not the least this applies to mathematical educational games for younger children. This work aims to combine several educational scientific approaches using current technologies, which traditionally had been very difficult or not economically viable in the non-digital context. Especially we focus on combining Inclusion with Adaptive Learning while simultaneously use the beneficial properties that Learning by Teaching offers and find additional synergies to improve mathematical learning in preschool children. No studies have yet been carried out with this system, but it has opened up for several potential studies and offers a mean to carry out cost effective studies, including cross-cultural studies

Analysis of Data Aggregation Techniques of IOT

The internet of things is the self configuring network in which sensor nodes can join or leave the network when they want. The security, data aggregation are the two major issues of IOT. In the previous years various techniques are designed to improve data aggregation rate of IOT. The clustering is the technique which can increase data aggregation rate and reduce lifetime of the network. In this paper, various techniques are reviewed to improve lifetime of the network and increase data aggregation rate

Personalised learning materials based on dyslexia types: ontological approach

In recent years, e-learning systems have played an increasingly important role in higher education and, in particular, in enhancing learning experiences for individuals who have learning difficulties. However, it appears that many of the people involved in the development and implementation of e-learning tools overlook the needs of dyslexic students. As such, these students lack access to the resources on offer to other students and this leads to a disability divide. In order for educational initiatives to be effective, learning experiences need to be tailored to the individual needs of each student and the materials and tools employed should be aligned with the student’s needs, capabilities and learning objectives. The objective of this research was to propose an ontology that will facilitate the development of learning methods and technologies that are aligned with dyslexia types and symptoms. The paper commences with a discussion of domain ontology and examines how learning objectives that take into consideration a student’s capabilities and needs can be matched with appropriate assistive technology in order to deliver effective e-learning experiences and educational resources that can be consistently employed. The ontology employed within this study was developed using Ontology Web Language (OWL), an information processing system that allows applications to handle both the content and the presentation of the information available on the web. Two characteristics were employed within this research to describe each resource: dyslexia type and the features of assistive technologies that were deemed to be most appropriate for educational experiences targeted at each dyslexia type

Personalised learning materials based on dyslexia types: ontological approach

In recent years, e-learning systems have played an increasingly important role in higher education and, in particular, in enhancing learning experiences for individuals who have learning difficulties. However, it appears that many of the people involved in the development and implementation of e-learning tools overlook the needs of dyslexic students. As such, these students lack access to the resources on offer to other students and this leads to a disability divide. In order for educational initiatives to be effective, learning experiences need to be tailored to the individual needs of each student and the materials and tools employed should be aligned with the student’s needs, capabilities and learning objectives. The objective of this research was to propose an ontology that will facilitate the development of learning methods and technologies that are aligned with dyslexia types and symptoms. The paper commences with a discussion of domain ontology and examines how learning objectives that take into consideration a student’s capabilities and needs can be matched with appropriate assistive technology in order to deliver effective e-learning experiences and educational resources that can be consistently employed. The ontology employed within this study was developed using Ontology Web Language (OWL), an information processing system that allows applications to handle both the content and the presentation of the information available on the web. Two characteristics were employed within this research to describe each resource: dyslexia type and the features of assistive technologies that were deemed to be most appropriate for educational experiences targeted at each dyslexia type

Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

Situational Leadership Theory as a Foundation for a Blended Learning Framework

Ultimately with the raise of computer technology, blended learning has found its way into teaching. The technology continues to evolve, challenging teachers and lecturers alike. Most studies on blended learning focus on the practical or applied side and use essentially pedagogical concepts. This study demonstrates that the leadership sciences can enrich pedagogy in building a framework for teaching in a blended learning setting. At the core, the study transforms situational leadership theory (Hersey, Blanchard and Johnson, 2008) into a framework for blended learning. The model presented helps in organizing a situationally correct employment of blended learning and crystallizes appropriate teaching methods for specific learning goals. Keywords: blended learning; situational leadership; teaching; adult educatio

Design and evaluation of advanced collusion attacks on collaborative intrusion detection networks in practice

Joint 15th IEEE International Conference on Trust, Security and Privacy in Computing and Communications, 10th IEEE International Conference on Big Data Science and Engineering and 14th IEEE International Symposium on Parallel and Distributed Processing with Applications, IEEE TrustCom/BigDataSE/ISPA 2016, Tianjin, China, 23-26 August 2016To encourage collaboration among single intrusion detection systems (IDSs), collaborative intrusion detection networks (CIDNs) have been developed that enable different IDS nodes to communicate information with each other. This distributed network infrastructure aims to improve the detection performance of a single IDS, but may suffer from various insider attacks like collusion attacks, where several malicious nodes can collaborate to perform adversary actions. To defend against insider threats, challenge-based trust mechanisms have been proposed in the literature and proven to be robust against collusion attacks. However, we identify that such mechanisms depend heavily on an assumption of malicious nodes, which is not likely to be realistic and may lead to a weak threat model in practical scenarios. In this paper, we analyze the robustness of challenge-based CIDNs in real-world applications and present an advanced collusion attack, called random poisoning attack, which derives from the existing attacks. In the evaluation, we investigate the attack performance in both simulated and real CIDN environments. Experimental results demonstrate that our attack can enables a malicious node to send untruthful information without decreasing its trust value at large. Our research attempts to stimulate more research in designing more robust CIDN framework in practice.Department of Computing2016-2017 > Academic research: refereed > Refereed conference paperbcw