Next Generation Teaching and Learning ??? Technologies and Trends

The landscape of teaching and learning has been radically shifted in the last 15 years by the advent of web technologies, which enabled the emergence of Learning Management Systems (LMS). These systems changed the educational paradigm by extending the classroom borders, capturing and persisting course content and giving instructors more flexibility and access to students and other resources. However, they also constrained and limited the evolution of teaching and learning by imposing a traditional, instructional framework. With the advent of Web 2.0 technologies, participation and collaboration have become predominant experiences on the Web. The teaching and learning community, as a whole, has been late to capitalize on these technologies in the classroom. Part of this trend is due to constraints in the technology (LMS), and part is due to the fact that participatory media tools require an additional shift in educational paradigms, from instructional, on-the-pulpit type of teaching, to a student-centered, adaptive environment where students can contribute to the course material and learn from one another. This panel will discuss the next generation of teaching and learning, involving more lightweight, modular systems to empower instructors to be flexible, explore new student-centered paradigms, and plug and play tools as needed. We will also discuss how the iSchools are and should be increasingly involved in studying these new forms, formulating best practices and supporting the needs of teachers as they move toward more collaborative learning environments

Applying an evolutionary approach for learning path optimization in the next-generation e-learning systems

Learning analytics is targeted to better understand and optimize the process of learning and its environments through the measurement, collection and analysis of learners' data and contexts. To advise people's learning in a specific subject, most intelligent e-learning systems would require course instructors to explicitly input some prior knowledge about the subject such as all the pre-requisite requirements between course modules. Yet human experts may sometimes have conflicting views leading to less desirable learning outcomes. In a previous study, we proposed a complete system framework of learning analytics to perform an explicit semantic analysis on the course materials, followed by a heuristic-based concept clustering algorithm to group relevant concepts before finding their relationship measures, and lastly employing a simple yet efficient evolutionary approach to return the optimal learning sequence. In this paper, we carefully consider to enhance the original evolutionary optimizer with the hill-climbing heuristic, and also critically evaluate the impacts of various experts' recommended learning sequences possibly with conflicting views to optimize the learning paths for the next-generation e-learning systems. More importantly, the integration of heuristics can make our proposed framework more self-adaptive to less structured knowledge domains with conflicting views. To demonstrate the feasibility of our prototype, we implemented a prototype of the proposed e-learning system framework for learning analytics. Our empirical evaluation clearly revealed many possible advantages of our proposal with interesting directions for future investigation. © 2013 IEEE.published_or_final_versio

A memetic algorithm with adaptive hill climbing strategy for dynamic optimization problems

Copyright @ Springer-Verlag 2008Dynamic optimization problems challenge traditional evolutionary algorithms seriously since they, once converged, cannot adapt quickly to environmental changes. This paper investigates the application of memetic algorithms, a class of hybrid evolutionary algorithms, for dynamic optimization problems. An adaptive hill climbing method is proposed as the local search technique in the framework of memetic algorithms, which combines the features of greedy crossover-based hill climbing and steepest mutation-based hill climbing. In order to address the convergence problem, two diversity maintaining methods, called adaptive dual mapping and triggered random immigrants, respectively, are also introduced into the proposed memetic algorithm for dynamic optimization problems. Based on a series of dynamic problems generated from several stationary benchmark problems, experiments are carried out to investigate the performance of the proposed memetic algorithm in comparison with some peer evolutionary algorithms. The experimental results show the efficiency of the proposed memetic algorithm in dynamic environments.This work was supported by the National Nature Science Foundation of China (NSFC) under Grant Nos. 70431003 and 70671020, the National Innovation Research Community Science Foundation of China under Grant No. 60521003, and the National Support Plan of China under Grant No. 2006BAH02A09 and the Engineering and Physical Sciences Research Council (EPSRC) of UK under Grant EP/E060722/01

Automatic generation of audio content for open learning resources

This paper describes how digital talking books (DTBs) with embedded functionality for learners can be generated from content structured according to the OU OpenLearn schema. It includes examples showing how a software transformation developed from open source components can be used to remix OpenLearn content, and discusses issues concerning the generation of synthesised speech for educational purposes. Factors which may affect the quality of a learner's experience with open educational audio resources are identified, and in conclusion plans for testing the effect of these factors are outlined

Adaptive hypermedia for education and training

Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)

Model-driven transformation and validation of adaptive educational hypermedia using CAVIAr

Authoring of Adaptive Educational Hypermedia is a complex activity requiring the combination of a range of design and validation techniques.We demonstrate how Adaptive Educational Hypermedia can be transformed into CAVIAr courseware validation models allowing for its validation. The model-based representation and analysis of different concerns and model-based mappings and transformations are key contributors to this integrated solution. We illustrate the benefits of Model Driven Engineering methodologies that allow for interoperability between CAVIAr and a well known Adaptive Educational Hypermedia framework. By allowing for the validation of Adaptive Educational Hypermedia, the course creator limits the risk of pedagogical problems in migrating to Adaptive Educational Hypermedia from static courseware

Ontology technology for the development and deployment of learning technology systems - a survey

The World-Wide Web is undergoing dramatic changes at the moment. The Semantic Web is an initiative to bring meaning to the Web. The Semantic Web is based on ontology technology – a knowledge representation framework – at its core. We illustrate the importance of this evolutionary development. We survey five scenarios demonstrating different forms of applications of ontology technologies in the development and deployment of learning technology systems. Ontology technologies are highly useful to organise, personalise, and publish learning content and to discover, generate, and compose learning objects

Adaptive online deployment for resource constrained mobile smart clients

Nowadays mobile devices are more and more used as a platform for applications. Contrary to prior generation handheld devices configured with a predefined set of applications, today leading edge devices provide a platform for flexible and customized application deployment. However, these applications have to deal with the limitations (e.g. CPU speed, memory) of these mobile devices and thus cannot handle complex tasks. In order to cope with the handheld limitations and the ever changing device context (e.g. network connections, remaining battery time, etc.) we present a middleware solution that dynamically offloads parts of the software to the most appropriate server. Without a priori knowledge of the application, the optimal deployment is calculated, that lowers the cpu usage at the mobile client, whilst keeping the used bandwidth minimal. The information needed to calculate this optimum is gathered on the fly from runtime information. Experimental results show that the proposed solution enables effective execution of complex applications in a constrained environment. Moreover, we demonstrate that the overhead from the middleware components is below 2%

Shuffled Complex-Self Adaptive Hybrid EvoLution (SC-SAHEL) optimization framework

Simplicity and flexibility of meta-heuristic optimization algorithms have attracted lots of attention in the field of optimization. Different optimization methods, however, hold algorithm-specific strengths and limitations, and selecting the best-performing algorithm for a specific problem is a tedious task. We introduce a new hybrid optimization framework, entitled Shuffled Complex-Self Adaptive Hybrid EvoLution (SC-SAHEL), which combines the strengths of different evolutionary algorithms (EAs) in a parallel computing scheme. SC-SAHEL explores performance of different EAs, such as the capability to escape local attractions, speed, convergence, etc., during population evolution as each individual EA suits differently to various response surfaces. The SC-SAHEL algorithm is benchmarked over 29 conceptual test functions, and a real-world hydropower reservoir model case study. Results show that the hybrid SC-SAHEL algorithm is rigorous and effective in finding global optimum for a majority of test cases, and that it is computationally efficient in comparison to algorithms with individual EA