Intelligent tutoring systems for systems engineering methodologies

The general goal is to provide the technology required to build systems that can provide intelligent tutoring in IDEF (Integrated Computer Aided Manufacturing Definition Method) modeling. The following subject areas are covered: intelligent tutoring systems for systems analysis methodologies; IDEF tutor architecture and components; developing cognitive skills for IDEF modeling; experimental software; and PC based prototype

Adaptive Layout for Interactive Documents

This thesis presents a novel approach to create automated layouts for rich illustrative material that could adapt according to the screen size and contextual requirements. The adaption not only considers global layout but also deals with the content and layout adaptation of individual illustrations in the layout. An unique solution has been developed that integrates constraint-based and force-directed techniques to create adaptive grid-based and non-grid layouts. A set of annotation layouts are developed which adapt the annotated illustrations to match the contextual requirements over time

Model-Based Systems Engineering Pilot Program at NASA Langley

NASA Langley Research Center conducted a pilot program to evaluate the benefits of using a Model-Based Systems Engineering (MBSE) approach during the early phase of the Materials International Space Station Experiment-X (MISSE-X) project. The goal of the pilot was to leverage MBSE tools and methods, including the Systems Modeling Language (SysML), to understand the net gain of utilizing this approach on a moderate size flight project. The System Requirements Review (SRR) success criteria were used to guide the work products desired from the pilot. This paper discusses the pilot project implementation, provides SysML model examples, identifies lessons learned, and describes plans for further use on MBSE on MISSE-X

Capturing and Shaping Shifting Requirements using XML and XSLT: A Field Study

This paper explores Extensible Mark-up Language (XML) and Extensible Stylesheet Language Transformations (XSLT) for authoring, presenting and managing system requirements. A field study is presented that explores the influence of XML schema and XSLT rendering and modeling templates on stakeholder communications. The study is of an e-commerce project where an evolving business model and changing partnerships forced the requirements team to continually adapt XML and XSLT tools to capture requirements. Coding procedures categorized resulting repositories of XML documents, XML schema, XSLT templates, stakeholder interviews, field notes, e-mails, and business documents. Qualitative techniques are applied to derive a model summarizing the influence of XML schema, and XSLT rendering and modeling templates. Implications for researchers and practitioners are discussed, including how XML tools support stakeholders by customizing presentations, assisting negotiations and enhancing traceability

The use of tagging to support the authoring of personalisable learning content

This research project is interested in the area of personalised and adaptable learning and in particular within an e-learning context. Brusilovsky (1996) and Santally (2005) stress the importance of adaptive systems within e-learning. Karagiannikis and Sampson et al. (2004) argue that personalised learning systems can be defined by their capability to adapt automatically to the changing attitudes of the “learning experience” which can, in turn, be defined by the individual learner characteristics, for example the type of learning material. The project evolved to cover areas including personalised learning, e-learning environments, authoring tools, tagging, learning objects, learning theories and learning styles. The main focus at the start of the project was to provide a personalised and adaptable learning environment for students based on their learning style. During the research, this led to a specific interest about how an academic can create, tag and author learning objects to provide the capability of personalised adaptable e-learning for a learner. Research undertaken was designed to gain an understanding of personalised and adaptive learning techniques, e-learning tools and learning styles. Important findings of this research showed that e-learning platforms do not offer much in the way of a personalised learning experience for a learner. Additionally, the research showed that general adaptive systems and adaptive systems incorporating learning styles are not commonly used or available due to issues with flexibility, reuse and integration. The concept of tagging was investigated during the research and it was found that tagging is underused within e-learning, although the research shows that it could be a good ‘fit’ within e-learning. This therefore led to the decision to create a general purpose discriminatory tagging methodology to allow authors to tag learning objects for personalisation and reuse. The main focus for the evaluation of this tagging methodology was the authoring side of the tagging. It was found that other research projects have evaluated the personalisation of learning content based on a learner’s learning style (see Graf and Kinshuk (2007)). It was therefore felt that there was a sufficient body of existing evidence in this area whereas there was limited research available on the authoring side. The evaluation of the discriminatory tagging methodology demonstrated that the methodology could allow for any discrimination between learners to be used. The example demonstrated within this thesis includes discriminating according to a learner’s learning style and accessibility type. This type of platform independent flexible discriminatory methodology does not exist within current e-learning platforms or other e-learning systems. Therefore, the main contribution of this thesis is therefore a platform independent general-purpose discriminatory tagging methodology

Different strategies for assessing reading comprehension in adults. From Alpha to Omega.

Comprehension constitutes the main purpose of reading, one of the most important human skills. Furthermore, reading and therefore comprehension are perplexing procedures, that are built through the interaction of the cognitive functions. Comprehension occurs in a cognitive and metacognitve level. Meta-comprehension indeed, constitutes an important interpretive factor of learning, especially in the field of text comprehension. The present review study attempts to emphasizes and interpret a variety of research protocols, which have as an ultimate goal text comprehension evaluation and improvement in adult population. Implications for integrating different comprehension-monitoring experimental designs to improve text comprehension in adults are discussed

The perceptual and attentive impact of delay and jitter in multimedia delivery

In this paper we present the results of a study that examines the user’s perception—understood as both information assimilation and subjective satisfaction—of multimedia quality, when impacted by varying network-level parameters (delay and jitter). In addition, we integrate eye-tracking assessment to provide a more complete understanding of user perception of multimedia quality. Results show that delay and jitter significantly affect user satisfaction; variation in video eye path when either no single/obvious point of focus exists or when the point of attention changes dramatically. Lastly, results showed that content variation significantly affected user satisfaction, as well as user information assimilation

Using Film as a Multimodal Text in the Language Classroom

Film is a powerful medium for language acquisition; Not only does viewing films allow learners to experience language used in various real-life contexts, but the medium of film itself is a form of communication. Through the active viewing of films, students can explore how people with diverse backgrounds, accents, and cultures communicate using multiple modes such as gestures, images, and sounds. When learners are familiar with the techniques used by filmmakers to convey meaning, they can use the medium of film themselves to tell their stories and share their perspectives through filmmaking projects. Such projects can be collaborative and engaging and build on the four skills as well 21st century skills. This thesis establishes a theoretical foundation by introducing key theories related to the use of film for language learning and how they can be beneficial if implemented effectively. The author then examines teacher preparedness for implementing film viewing and filmmaking in the classroom, first by reviewing the literature of studies that have been done, then goes on to discuss the results and implications of original research conducted by the author of teachers and their experiences and perceptions of using film in their classrooms. The paper concludes with the lessons learned from the design and delivery of multiple iterations of a professional development workshop for educators interested in using film