A Plugable Web Based Intelligent Tutoring System

With the development of WWW technology, web-based ITSs are becoming mainstream area of research and development. The major benefit of web-based ITS is that, the ITS installed and supported in one place can be used by thousands of learners all over the world. Although many web-based educational systems appeared recently, most of them emerged from their predecessor legacy standalone systems. Therefore, they not only restrict themselves in functionality, but also fail to take advantage of distributed nature of Internet. This paper describes an open architecture based adaptable web-based intelligent tutoring system with pluggable domain modules. The system is based client/server architecture and has distinct and separable domain modules and a generic module. Such architecture not only provides salability in the Internet environment but also allows the same architecture to be used for multiple subject domains

ПРО ПІДХІД ДО СТВОРЕННЯ МОДЕЛІ КОРИСТУВАЧА В АДАПТИВНІЙ СИСТЕМІ НАВЧАННЯ

This article represents analysis of existing methods of creation and adjustment of model of the user for the adaptive learning system. It’s represent main engines of creation of the adaptive interface are described.Сделан анализ существующих методов создания и корректировки модели пользователя для адаптивной обучающей системы. Описаны основные механизмы создания адаптивного интерфейса.Зроблено аналіз існуючих методів створення та корекції моделі користувача для адаптивної навчаючої системи. Описані основні механізми створення адаптивного інтерфейсу

Ανάπτυξη προσαρμοστικών εκπαιδευτικών σεναρίων για την πλατφόρμα Moodle

Η παρούσα εργασία πραγματεύεται το σχεδιασμό και την υλοποίηση προσαρμοστικών εκπαιδευτικών σεναρίων στην πλατφόρμα διαχείρισης μαθημάτων Moodle. Συγκεκριμένα, προτείνονται τρία εκπαιδευτικά σενάρια για πρωτοβάθμια εκπαίδευση, τα οποία αναλύονται με βάση το πλαίσιο της Τεχνολογικής Παιδαγωγικής Γνώσης Περιεχομένου (ΤΠΓΠ-TPACK) ως προς τις διαστάσεις της γνώσης περιεχομένου που σχετίζεται με το γνωστικό αντικείμενο, την τεχνολογική γνώση αναφορικά με την ένταξη των ΤΠΕ στο μάθημα, και τις κατάλληλες διδακτικές τεχνικές, καθώς και τις μεταξύ τους αλληλεπιδράσεις. Το πρώτο σενάριο περιλαμβάνει τμήμα από το μάθημα της Ιστορίας της Γ’ Τάξης Δημοτικού, τους Άθλους του Ηρακλή από τη μυθολογία. Το δεύτερο σενάριο αφορά το μάθημα της Γεωγραφίας της Ε’ Τάξης Δημοτικού, συγκεκριμένα την ενότητα που αναφέρεται στους ποταμούς της Ελλάδας. Το τρίτο σενάριο περιλαμβάνει μια ενότητα από το μάθημα της Μελέτης Περιβάλλοντος της Β΄ Τάξης Δημοτικού Σχολείου, η οποία αφορά τα μέσα μεταφοράς. Τα τρία σενάρια περιγράφονται μέσω των αξόνων του πλαισίου TPACK, ως προς την προσαρμοστικότητα που διαθέτουν, καθώς και ως προς τα χαρακτηριστικά τους. Τα συμπεράσματα της εργασίας είναι ότι η εξατομικευμένη μάθηση που μπορεί να υποστηρίξουν σενάρια τα οποία λαμβάνουν υπόψη τους τις γνώσεις, τις προτιμήσεις και τα χαρακτηριστικά του κάθε μαθητή, όπως είναι το στυλ μάθησης, αποτελεί μια σημαντική πρόκληση για τον εκπαιδευτικό. Το πλαίσιο TPACK μπορεί να αποτελέσει ένα πλαίσιο σχεδιασμού εκπαιδευτικών προσαρμοστικών σεναρίων. Η πλατφόρμα Moodle που χρησιμοποιήθηκε για την υλοποίηση του σεναρίου, έχει σημαντικές δυνατότητες και κάποιους περιορισμούς αναφορικά με την υλοποίηση της προσαρμοστικότητας στα σενάρια, οι οποίες σχολιάζονται.This dissertation addresses the design and implementation of adaptive learning scenarios in the Moodle course management platform. In particular, three educational scenarios for primary education are proposed, which are analyzed according to the framework of the Technological Pedagogical Content Knowledge (TPACK) with regard to the dimensions of the knowledge of content related to the subject, the technological knowledge regarding the integration of ICT in the class, and the appropriate pedagogical techniques, as well as the interactions between them. The first scenario includes a part of History of Grade 3 of Primary School, Heracles Feasts of Mythology. The second scenario is related to the curriculum of Geography of 5thElementary Class, namely the module referring to the rivers of Greece. The third scenario includes a module from the lesson of the Environmental Study of the Primary School Grade 2, which concerns transportation. The three scenarios and their adaptive characteristics, are described through the TPACK framework. The conclusions of this work are that personalized learning that can be supported by the proposed scenarios which take into account the knowledge, preferences and the characteristics, of each student, such as the learning style, is an important challenge for the teacher. The TPACK framework can be used for designing educational adaptive scenarios. The Moodle platform used has appropriate tools and some limitations regarding the realization of the scenarios’ adaptation that are discussed

Özel öğrenme güçlüğü yaşayan öğrenciler için web destekli uyarlanabilir öğretim sistemi tasarımı

06.03.2018 tarihli ve 30352 sayılı Resmi Gazetede yayımlanan “Yükseköğretim Kanunu İle Bazı Kanun Ve Kanun Hükmünde Kararnamelerde Değişiklik Yapılması Hakkında Kanun” ile 18.06.2018 tarihli “Lisansüstü Tezlerin Elektronik Ortamda Toplanması, Düzenlenmesi ve Erişime Açılmasına İlişkin Yönerge” gereğince tam metin erişime açılmıştır.Özel öğrenme güçlüğü yaşayan (disleksi, diskalkuli, disgrafi) ilköğretim 1.-3. sınıf öğrencilerine yönelik web destekli bir öğretim sisteminin bulunmaması ve öğrencilerin yüz yüze rehberlik hizmetlerinden yeterli düzeyde destek alamamaları nedeniyle öğrenme güçlüğü kapsamında belirlenen değişkenlere göre web destekli uyarlanabilir bir öğrenme sistemi için öğretim tasarımı gerçekleştirilmiştir. Bu çalışmada, özel öğrenme güçlüklerinden yalnızca disleksi, diskalkuli ve disgrafi çalışma kapsamına alınmıştır. Araştırma ihtiyaç analizi, öğrenen analizi, iş analizi/ öğretim hedefleri/ içerik sıralama, öğretim stratejileri/mesaj tasarımı/öğretimin sunumu ve biçimlendirmeye yönelik değerlendirme adımlarından oluşmaktadır. Öğretim tasarımı için 2011-2012 ve 2012-2013 eğitim öğretim yılı içerisinde yedi konu alanı uzmanı (KAU), 15 veli, 6 sınıf öğretmeni, dört eğitim teknoloğu (ET), bir ölçme değerlendirme uzmanı (ÖD) ve dört özel öğrenme güçlüğü yaşayan öğrenciden veri toplanmıştır. Bu araştırmada,KAU görüşme formu, sınıf öğretmeni ve veli anketi, öğrenen analizi formu, uzman değerlendirme formu ve örnek etkinlik olmak üzere altı farklı veri toplama aracı kullanılmıştır. İhtiyaç analizinde toplanan verilerin bütüncül bir şekilde incelenebilmesi ve çalışmanın inandırıcılık, tutarlılık ve teyit edilebilirliğini göstermek için matris diyagramı hazırlanmıştır. Veliler, KAU?lar ve sınıf öğretmenlerinden toplanan verilerden ulaşılan bulgular özel öğrenme güçlüğü konusunda bilgi/ilgi eksikliği, Türkiye MEB Özel Öğrenme Güçlüğü Destek Eğitim Programı?nın yetersizliği ve sınıf içi/dışı uygulamaların yetersizliği olmak üzere üç ana düzlemde ele alınmıştır. Öğrenen analizinde toplanan veriler tablolaştırılarak yorumlanmıştır. Biçimlendirmeye yönelik değerlendirme uzman değerlendirme formu için kapsam geçerlik oranları ve kapsam geçerlik indeksleri hesaplanmıştır. Ayrıca, iki ayrı uzman değerlendirme formu için frekans, ortalama ve standart sapma hesaplanmıştır. Biçimlendirmeye yönelik değerlendirme verileri yani video kayıtları ve kayıt altına alınan gözlem notları uzmanlarla birlikte analiz edilerek; tasarımlanan modeldeki etkinliklerin öğrenciler tarafından kullanım durumları belirlenmiştir. İhtiyaç analizi özel öğrenme güçlüğü yaşayan öğrencilerin web destekli bir sisteme gereksinim duyduklarını ve bu sistemin çok sayıda bireye hizmet verebilmesi için uyarlanabilir olması gerektiği sonucunu ortaya koymaktadır. Öğrenen analizi öğrencilerin özelliklerinin oldukça farklılaştığını ve bu farklı özelliklere uyarlanabilir sistemlerin yanıt verebileceği; iş analizi/ öğretim hedefleri/ içerik sıralama beceri analizi diyagramının becerilerin analiz edilmesini, ön koşulluk ve diğer beceriler arasındaki ilişkilerin belirlenmesini sağlamada oldukça yararlı olduğunu göstermektedir. Öğretim stratejileri/ mesaj tasarımı/öğretimin sunumu uyarlanabilir web tabanlı etkinliklerin geliştirilmesinin hem alanyazına hem de uygulamacılara katkı sağlayacağı düşünülmektedir. Biçimlendirmeye yönelik değerlendirme sonucunda öğrencilerin görüşleri olumlu olmuştur. Uzmanların, öğretim tasarımının uygun olduğu görüşünde oldukları belirlenmiştir. Bu çalışma ile özel öğrenme güçlüğü yaşayan öğrencilerin öğrenme ihtiyacının giderilmesinde akademik çalışma ve fiziksel düzenlenmelerin yanı sıra günümüz teknolojilerin de sürece katkı sağlaması gerektiği ve ürün geliştirmeye yönelik çalışmalara gereksinim vurgulanmaktadır. Anahtar Kelimeler: Öğretim Tasarımı, Web Destekli Uyarlanabilir Sistemler, Özel Öğrenme Güçlüğü, Disleksi, Diskalkuli, DisgrafDue to the lack of a web-assisted learning system for the students in 1st -3rd grades in primary schools who have some learning disabilities (such as dyslexia, dyscalculia, dysgraphia) and because they don?t take sufficient support about the face to face guidance services, an instructional design is practiced to make an adaptive web-assisted learning system according to the variables which are specified in the learning disabilities. In this study, only dyslexia, dyscalculia and dysgraphia are analyzed. This research consists of these steps; needs analysis, learner analysis, task analysis/ instructional objectivities/ content sequencing, instructional strategies/ designing the message/, instructional delivery and formative evaluation. The data are collected from seven subject matter expert, 15 parents, six elementary school teachers, four educational technology experts, an expert in assessment and evaluation and four students who have specific learning disabilities in 2011-2012 and 2012-2013 academic years. In this research, six different data collection tools, such as subject matter expert interview form, elementary school teachers and parents survey, the learner analysis form, expert evaluation form and sample activity, are used. In needs analysis, the matrix diagram is prepared to examine the data in a holistic manner and shows the persuasiveness, consistency and availability of the study. The data, which are gathered from parents, subject matter experts and the elementary school teachers, are discussed in three different aspects such as the lack of interest/ information about the specific learning disabilities; deficiency of Education Support Program for Specific Learning Disabilities by Turkey Ministry of Education; and deficiency of the activities in/out classroom. The data gathered in the learner analysis are commented with a table. The formative evaluation, the content validity rates for the expert?s evaluation form and indexes content validity are calculated. In addition, frequency, mean and standard deviation are calculated for two separate experts? evaluating forms. The data of formative evaulation, in other words, video recordings and recorded observation notes are analyzed by experts; and the use case of the activities in design are determined by the students. Need analysis shows that the students with specific learning disabilities need to a web-assisted system and this system must be adaptive to serve much more people. Learner analysis shows that the characteristics of the students are quite different and an adaptive system can answer these different characteristics; and this will be quite useful to analyze the task analysis/ instructional objectivities/content sequencing and the skills analysis diagram and to determine the relationship between prerequisites and the other skills. It is thought that instructional strategies/ designing the message/ instructional delivery and the development of the adaptive web-based activities will contribute to both the literature and the practitioners. As a result of the evaluation the students? feedbacks have been positive about formative evaulation. And it is determined that this instructional design is accepted as appropriate by the experts. With this study it is emphasized that the contribution of the today?s technologies and, in addition, the regulations of the academic studies and physical elements are essential for the students? needs who have specific learning disabilities; and it is a necessary that some people must study to develop the products about it. Keywords: Instructional Design, Web Assisted Adaptive Systems, Specific Learning Disabilities, Dyslexia, Dyscalculia, Dysgraphi

Информационно-аналитическая система контроля и оценки учебной деятельности студентов вузов

Монографія присвячена проблемам інформатизації ВНЗ в умовах кредитно-модульного навчання та інтеграції вищої освіти України у європейський освітній простір. Розглянуто методи і засоби організації контролю навчальної діяльності студентів ВНЗ, структуру та призначення основних компонент інформаційно-аналітичної системи, що забезпечує об’єктивізований контроль та оцінювання навчальних досягнень студентів у середовищі електронного навчання, статистичну обробку результатів різних видів контролю з навчальних дисциплін, а також надає можливість приймати рішення керівникам навчальних підрозділів ВНЗ щодо підвищення ефективності навчального процесу, удосконалення навчальних програм дисциплін та основних компонент їх методичних систем навчання. Для фахівців у галузі інформаційних технологій в освіті, керівників, викладачів, аспірантів і студентів комп’ютерних спеціальностей вищих навчальних закладів.The book deals with the problems of information institutions in a credit-module training and integration of higher education Ukraine into the European educational space. The methods and means of control of educational activity of university students, the structure and purpose of the main components of information-analytical system that provides objectify monitoring and evaluation of educational achievements of students in e-learning environment, statistical analysis of the results of different types of control disciplines, and provides managers to make decisions university education departments to improve the efficiency of the educational process, improvement of curriculum subjects and teaching them basic component of learning. For professionals in the field of information technology in education, leaders, teachers and students of computer specialties of higher educational institutions.Монография посвящена проблемам информатизации вузов в условиях кредитно-модульного обучения и интеграции высшего образования Украины в европейское образовательное пространство. Рассмотрены методы и средства организации контроля учебной деятельности студентов вузов, структуру и назначение основных компонент информационно-аналитической системы, обеспечивающей объективизированный контроль и оценку учебных достижений студентов в среде электронного обучения, статистическую обработку результатов различных видов контроля по учебным дисциплинам, а также предоставляет возможность принимать решения руководителям учебных подразделений вузов по повышению эффективности учебного процесса, совершенствование учебных программ дисциплин и основных компонент их методических систем обучения. Для специалистов в области информационных технологий в образовании, руководителей, преподавателей, аспирантов и студентов компьютерных специальностей высших учебных заведений

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning