63,730 research outputs found
Adapting Progress Feedback and Emotional Support to Learner Personality
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Consideration of building a common platform of collaborative learning environment
This paper reports on considerations about a common and basic functions/components for building a collaborative learning environment. We make efforts to specify the technological issues towards the future standardization of this environment through our research experiences. The problem of standardization includes many embarrassed aspects, however it will extend and widen the field of applications possible within the collaborative learning paradigm, and will make possible the usage of the fruits of years of research and individual implementations of the concept of collaborative learning, from many researches, developments and experiences. So we would like to locate this problem as building a common platform
Learning relationships from theory to design
This paper attempts to bridge the psychological and anthropological views of situated learning by focusing on the concept of a learning relationship, and by exploiting this concept in our framework for the design of learning technology. We employ Wenger's (1998) concept of communities of practice to give emphasis to social identification as a central aspect of learning, which should crucially influence our thinking about the design of learning environments. We describe learning relationships in terms of form (one‐to‐one, one‐to‐many etc.), nature (explorative, formative and comparative), distance (first‐, second‐order), and context, and we describe a first attempt at an empirical approach to their identification and measurement
Mean-Field Theory of Meta-Learning
We discuss here the mean-field theory for a cellular automata model of
meta-learning. The meta-learning is the process of combining outcomes of
individual learning procedures in order to determine the final decision with
higher accuracy than any single learning method. Our method is constructed from
an ensemble of interacting, learning agents, that acquire and process incoming
information using various types, or different versions of machine learning
algorithms. The abstract learning space, where all agents are located, is
constructed here using a fully connected model that couples all agents with
random strength values. The cellular automata network simulates the higher
level integration of information acquired from the independent learning trials.
The final classification of incoming input data is therefore defined as the
stationary state of the meta-learning system using simple majority rule, yet
the minority clusters that share opposite classification outcome can be
observed in the system. Therefore, the probability of selecting proper class
for a given input data, can be estimated even without the prior knowledge of
its affiliation. The fuzzy logic can be easily introduced into the system, even
if learning agents are build from simple binary classification machine learning
algorithms by calculating the percentage of agreeing agents.Comment: 23 page
Collaborative hybrid agent provision of learner needs using ontology based semantic technology
© Springer International Publishing AG 2017. This paper describes the use of Intelligent Agents and Ontologies to implement knowledge navigation and learner choice when interacting with complex information locations. The paper is in two parts: the first looks at how Agent Based Semantic Technology can be used to give users a more personalised experience as an individual. The paper then looks to generalise this technology to allow users to work with agents in hybrid group scenarios. In the context of University Learners, the paper outlines how we employ an Ontology of Student Characteristics to personalise information retrieval specifically suited to an individual’s needs. Choice is not a simple “show me your hand and make me a match” but a deliberative artificial intelligence (AI) that uses an ontologically informed agent society to consider the weighted solution paths before choosing the appropriate best. The aim is to enrich the student experience and significantly re-route the student’s journey. The paper uses knowledge-level interoperation of agents to personalise the learning space of students and deliver to them the information and knowledge to suite them best. The aim is to personalise their learning in the presentation/format that is most appropriate for their needs. The paper then generalises this Semantic Technology Framework using shared vocabulary libraries that enable individuals to work in groups with other agents, which might be other people or actually be AIs. The task they undertake is a formal assessment but the interaction mode is one of informal collaboration. Pedagogically this addresses issues of ensuring fairness between students since we can ensure each has the same experience (as provided by the same set of Agents) as each other and an individual mark may be gained. This is achieved by forming a hybrid group of learner and AI Software Agents. Different agent architectures are discussed and a worked example presented. The work here thus aims at fulfilling the student’s needs both in the context of matching their needs but also in allowing them to work in an Agent Based Synthetic Group. This in turn opens us new areas of potential collaborative technology
Data mining technology for the evaluation of learning content interaction
Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results
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