Adaptive activities for inclusive learning using multitouch tabletops: An approach

Proceedings of the International Workshop on Personalization Approaches in Learning Environments. Girona, Spain, July 15, 2011.Also published online by CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073)People with cognitive disabilities have some difficulties with memory, literacy skills, attention and problem solving. Computers and specifically, adaptation mechanisms can be used to improve their learning. The adaptation allows fitting the learning process to each user. This paper presents a proposal to adapt learning activities while people are interacting using multitouch tabletops. The adaptation mechanism takes into account structural aspects, content adaptation and the interaction provided.This work has been funded by the Spanish Government (ASIES Project - Ministerio de Ciencia e Innovación de España, TIN2010-17344). The D2-Player has been funded by Fundación Sindrome de Down Madrid

Supporting personalization in a web-based course through the definition of role-based access policies

Role-based access policies model the users domain by means of complex structures where roles, which represent jobs or responsibilities assumed by users, are specialized into more concrete subroles which inherit properties and authorizations from their parents. Such an approach can be applied within the context of educational applications, where different roles are easily identified each of which has different views of the same information items and different capabilities to modify them. Moreover, even though this approach, has only been oriented towards modeling security requirements, it can be extended to support personalized access to the information. In this paper, we describe how to combine the basic principles of RBAC policies and adaptation with a view of providing personalized access to the different types of users of a web-based course. Moreover, we also present Courba, a platform to generate personalized web-based courses using XML to support the definition of access policies.Role-based access policies model the users domain by means of complex structures where roles, which represent jobs or responsibilities assumed by users, are specialized into more concrete subroles which inherit properties and authorizations from their parents. Such an approach can be applied within the context of educational applications, where different roles are easily identified each of which has different views of the same information items and different capabilities to modify them. Moreover, even though this approach, has only been oriented towards modeling security requirements, it can be extended to support personalized access to the information. In this paper, we describe how to combine the basic principles of RBAC policies and adaptation with a view of providing personalized access to the different types of users of a web-based course. Moreover, we also present Courba, a platform to generate personalized web-based courses using XML to support the definition of access policies

Survey of Personalized Learning Software Systems: A Taxonomy of Environments, Learning Content, and User Models

This paper presents a comprehensive systematic review of personalized learning software systems. All the systems under review are designed to aid educational stakeholders by personalizing one or more facets of the learning process. This is achieved by exploring and analyzing the common architectural attributes among personalized learning software systems. A literature-driven taxonomy is recognized and built to categorize and analyze the reviewed literature. Relevant papers are filtered to produce a final set of full systems to be reviewed and analyzed. In this meta-review, a set of 72 selected personalized learning software systems have been reviewed and categorized based on the proposed personalized learning taxonomy. The proposed taxonomy outlines the three main architectural components of any personalized learning software system: learning environment, learner model, and content. It further defines the different realizations and attributions of each component. Surveyed systems have been analyzed under the proposed taxonomy according to their architectural components, usage, strengths, and weaknesses. Then, the role of these systems in the development of the field of personalized learning systems is discussed. This review sheds light on the field’s current challenges that need to be resolved in the upcoming years

Supporting personalization in a web-based course through the definition of role-based access policies

Role-based access policies model the users domain by means of complex structures where roles, which represent jobs or responsibilities assumed by users, are specialized into more concrete subroles which inherit properties and authorizations from their parents. Such an approach can be applied within the context of educational applications, where different roles are easily identified each of which has different views of the same information items and different capabilities to modify them. Moreover, even though this approach, has only been oriented towards modeling security requirements, it can be extended to support personalized access to the information. In this paper, we describe how to combine the basic principles of RBAC policies and adaptation with a view of providing personalized access to the different types of users of a web-based course. Moreover, we also present Courba, a platform to generate personalized web-based courses using XML to support the definition of access policies.Role-based access policies model the users domain by means of complex structures where roles, which represent jobs or responsibilities assumed by users, are specialized into more concrete subroles which inherit properties and authorizations from their parents. Such an approach can be applied within the context of educational applications, where different roles are easily identified each of which has different views of the same information items and different capabilities to modify them. Moreover, even though this approach, has only been oriented towards modeling security requirements, it can be extended to support personalized access to the information. In this paper, we describe how to combine the basic principles of RBAC policies and adaptation with a view of providing personalized access to the different types of users of a web-based course. Moreover, we also present Courba, a platform to generate personalized web-based courses using XML to support the definition of access policies

An investigation on the relationship between the user model and graphic representations for the automated generation of multimedia presentations.

This thesis investigates a possible solution to adapting an automatically generated presentation to an anonymous user. We will explore the field of User Modeling, specifically Adaptive Hypermedia, to find suitable methods. In our case study, we combine the methods we find to develop a concept for generating user-adapted multimedia presentations about the virtual collection of the Rijksmuseum of Amsterdam in their websit

DIGITAL TECHNOLOGIES AND LEARNING PROCESSES. THE ETERNAL GOLDEN GARLAND

none1noBeyond any possible rhetorical division between those who are for or against a more or less massive use of technologies, it is undeniable that technologies always have effects on cognitive, relational, and autonomy processes of individuals, in every season of life and by virtue of the quantity and quality of the use to which we are exposed. The experience of the pandemic caused by Covid19 definitely amplified and highlighted this fact, making the advantages and disadvantages of online life, to which many were forced, immediately apparent. The data on the learning process, in particular on the exclusions that online education has generated, is evident, although very patchy. The difference was determined by the technological skills of learners and teachers, by the possibilities of access to appropriate infrastructures and devices, and by the style of conducting teaching. With regard to this last point, pre-Covid teaching methods were an important factor: digital teaching has often amplified, for better or for worse, what was already being done in the traditional way, with the evidence, however, that some changes that were less evident in frontal teaching were urgent in mediated teaching. The speed of the lesson, for example, the didactic rhythm, the anchorage to the concrete and the levels of personalization were some of the conditions that compromised the success of online training. Technological teaching has also concerned the population of pupils in difficult, disabled, and disadvantaged situations, for whom the impact with the ICT world has been accompanied, as research has shown, by other risk factors (Ianes, 2020), again linked mainly to pre-Covid elements, and referring above all too experienced integration, practiced as a cultural model for schools or as a routine afterthought. The United Nations Convention on the Rights of Persons with Disabilities, recognizes new technologies as an essential contextual element for the promotion of the person's functioning, becoming tools capable of compensating for deficits, facilitating independent living, or, conversely, an obstacle and depriving environment/tool. For this reason, they find a specific place within the Environmental Factors of the ICF (WHO, 2001) and the assessment that must be made of them in view of individualized educational planning. International research (Woodward et al .,2001) based on evidence that tries to define what works in the ICT world for children with special educational needs, taking into account a plurality of variables, amount and type of feedback, practical experience, evaluation systems, motivation, teaching strategies - comes to the conclusion that the fact that software has been validated on the research level, does not guarantee that it works in practice (ibid., p. 21). The contribute aims to go in this direction and intends to provide some general reference criteria for evaluating and choosing technological opportunities.Pinnelli StefaniaPinnelli, Stefani

Accessible lifelong learning at higher education:outcomes and lessons Learned at two different PilotSites in the EU4ALL Project

[EN] The EU4ALL project (IST-FP6-034778) has developed a general framework to address the needs of accessible lifelong learning at Higher Education level consisting of several standards-based interoperable components integrated into an open web service architecture aimed at supporting adapted interaction to guarantee students' accessibility needs. Its flexibility has supported the project implementation at several sites with different settings and various learning management systems. Large-scale evaluations involving hundreds of users, considering diverse disability types, and key staff roles have allowed obtaining valuable lessons with respect to "how to adopt or enhance eLearning accessibility" at university. The project was evaluated at four higher education institutions, two of the largest in Europe and two mediumsized. In this paper, we focus on describing the implementation and main conclusions at the largest project evaluation site (UNED), which was involved in the project from the beginning, and thus, in the design process, and a medium-sized university that adopted the EU4ALL approach (UPV). This implies dealing with two well-known open source learning environments (i.e. dotLRN and Sakai), and considering a wide variety of stakeholders and requirements. Thus the results of this evaluation serve to illustrate the coverage of both the approach and developments.The authors would like to thank the European Commission for the financial support of the EU4ALL project (IST-2006-034478). The work at aDeNu is also supported by the Spanish Ministry of Science and Innovation (TIN2008-06862-C04-01/TSI “A2UN@”). Authors would also like to thank all the EU4ALL partners for their collaboration.Boticario, JG.; Rodriguez-Ascaso, A.; Santos, OC.; Raffenne, E.; Montandon, L.; Roldán Martínez, D.; Buendía García, F. (2012). Accessible lifelong learning at higher education:outcomes and lessons Learned at two different PilotSites in the EU4ALL Project. Journal of Universal Computer Science. 18(1):62-85. http://hdl.handle.net/10251/37117628518

A Preliminary Study of Integrating Flipped Classroom strategy for Classical Chinese Learning

[[abstract]]This is a multiphase study which aims to investigate how to provide learners with an method to acquire classical Chinese through integrating mobile technology with the flipped classroom approach. Currently, in the first phase of study, the researcher adopts informant design through questionnaire survey to understand students' and instructors' perceptions of using mobile learning devices for classical Chinese learning, and afterwards the researcher constructs the system based on the pilot results. The pilot questionnaire results, structure of the developed mobile learning system and the practical application of the developed system for classical Chinese teaching and learning are described in the paper.[[notice]]補正完

Ontology-based personalisation of e-learning resources for disabled students

Students with disabilities are often expected to use e-learning systems to access learning materials but most systems do not provide appropriate adaptation or personalisation to meet their needs.The difficulties related to inadaptability of current learning environments can now be resolved using semantic web technologies such as web ontologies which have been successfully used to drive e-learning personalisation. Nevertheless, e-learning personalisation for students with disabilities has mainly targeted those with single disabilities such as dyslexia or visual impairment, often neglecting those with multiple disabilities due to the difficulty of designing for a combination of disabilities.This thesis argues that it is possible to personalise learning materials for learners with disabilities, including those with multiple disabilities. This is achieved by developing a model that allows the learning environment to present the student with learning materials in suitable formats while considering their disability and learning needs through an ontology-driven and disability-aware personalised e-learning system model (ONTODAPS). A disability ontology known as the Abilities and Disabilities Ontology for Online LEarning and Services (ADOOLES) is developed and used to drive this model. To test the above hypothesis, some case studies are employed to show how the model functions for various individuals with and without disabilities and then the implemented visual interface is experimentally evaluated by eighteen students with disabilities and heuristically by ten lecturers. The results are collected and statistically analysed.The results obtained confirm the above hypothesis and suggest that ONTODAPS can be effectively employed to personalise learning and to manage learning resources. The student participants found that ONTODAPS could aid their learning experience and all agreed that they would like to use this functionality in an existing learning environment. The results also suggest that ONTODAPS provides a platform where students with disabilities can have equivalent learning experience with their peers without disabilities. For the results to be generalised, this study could be extended through further experiments with more diverse groups of students with disabilities and across multiple educational institutions