Belief Exploration in a Multiple-Media Open Learner Model for Basic Harmony

Abstract. This paper focuses on whether learners of basic music theory may find a multiple-media independent open learner model useful to explore their knowledge of harmony concepts. Learners were given the option to explore example beliefs held in their learner model as music notation, audio or text, and shown how their beliefs compared to those of an expert. Results suggest users are both willing and make use of the open learner model, and show individual preferences for media format in which to view their beliefs. Participants mostly explored incorrect knowledge even though more correct knowledge was present in the model, and made greater use of the views specific to the music domain (music notation, audio) when their model showed “incorrect knowledge”. Results indicate the potential to include multi-media information in open learner models in appropriate domains

Analysis and Comparison of Open Student Models

[EN] This article is focused on the study of Open Student Models, area that takes on the opening of Student Models¿ characteristics in Technology Based Learning Systems. In this work a review of the state of the art on Open Student Models is performed. Different approximations of the literature are compared against an opening guide that authors have defined. This guide is formulated on three main parts: learning domain, learning state and progress and student profile.Este trabajo está cofinanciado por la Universidad del País Vasco/Euskal Herriko Unibertsitatea (EHU09/09), el Ministerio de Ciencia y Tecnología a través del programa CICYT (TIN2009-14380) y el Gobierno Vasco (IT421-10).Rueda Molina, U.; Calvo Fabo, I.; Arruarte Lasa, A.; Elorriaga Arandia, JA. (2011). Análisis y Comparación de Modelos de Estudiante Abiertos. Rita -IEEE-. 6(1):19-27. http://hdl.handle.net/10251/30170S19276

Design of interactive visualization of models and students data

This document reports the design of the interactive visualizations of open student models that will be performed in GRAPPLE. The visualizations will be based on data stored in the domain model and student model, and aim at supporting learners to be more engaged in the learning process, and instructors in assisting the learners

Automatic generation of students’ conceptual models from answers in plain text

Abstract In this paper, we present an automatic procedure to generate students &apos

Ontology-Based Open-Corpus Personalization for E-Learning

Conventional closed-corpus adaptive information systems control limited sets of documents in predefined domains and cannot provide access to the external content. Such restrictions contradict the requirements of today, when most of the information systems are implemented in the open document space of the World Wide Web and are expected to operate on the open-corpus content. In order to provide personalized access to open-corpus documents, an adaptive system should be able to maintain modeling of new documents in terms of domain knowledge automatically and dynamically. This dissertation explores the problem of open-corpus personalization and semantic modeling of open-corpus content in the context of e-Learning. Information on the World Wide Web is not without structure. Many collections of online instructional material (tutorials, electronic books, digital libraries, etc.) have been provided with implicit knowledge models encoded in form of tables of content, indexes, headers of chapters, links between pages, and different styles of text fragments. The main dissertation approach tries to leverage this layer of hidden semantics by extracting and representing it as coarse-grained models of content collections. A central domain ontology is used to maintain overlay modeling of students’ knowledge and serves as a reference point for multiple collections of external instructional material. In order to establish the link between the ontology and the open-corpus content models a special ontology mapping algorithm has been developed. The proposed approach has been applied in the Ontology-based Open-corpus Personalization Service that recommends and adaptively annotates online reading material. The domain of Java programming has been chosen for the proof-of-concept implementation. A controlled experiment has been organized to evaluate the developed adaptive system and the proposed approach overall. The results of the evaluation have demonstrated several significant learning effects of the implemented open-corpus personalization. The analysis of log-based data has also shown that the open-corpus version of the system is capable of providing personalization of similar quality to the close-corpus one. Such results indicate that the proposed approach successfully supports open-corpus personalization for e-Learning. Further research is required to verify if the approach remains effective in other subject domains and with other types of instructional content

Una metodología para gestión de la interacción entre los estudiantes, los profesores y el contenido en aplicaciones en línea de aprendizaje hibrido usando modelos conceptuales

Tesis doctoral inédita. Universidad Autónoma de Madrid, Escuela Politécnica Superior, junio de 200