8 research outputs found
Individual and peer comparison open learner model visualisations to identify what to work on next
Open learner models (OLM) can support self-regulated learning, collaborative interaction, and navigation in adaptive educational systems. Previous research has found that learners have a range of preferences for learner model visualisation. However, research has focused mainly on visualisations that are available in a single system, meaning that not all visualisations have been compared to each other. We present a study using screen shots of OLM visualisations for individuals and for comparing one's own learner model to the models of other individuals or the group, to define visualisations that students would be able to use to identify their next steps, across a wider range of options
Hacia una educaci贸n inclusiva y personalizada mediante el uso de los sistemas de di谩logo multimodal
Los continuos avances en el desarrollo de tecnolog铆as de la informaci贸n han dado lugar actualmente a la posibilidad de acceder a los contenidos educativos desde cualquier lugar, en cualquier momento y de forma casi instant谩nea. Sin embargo, la accesibilidad no es siempre considerada como criterio principal en el dise帽o de aplicaciones educativas, especialmente para facilitar su utilizaci贸n por parte de personas con discapacidad. Diferentes tecnolog铆as han surgido recientemente para fomentar la accesibilidad a las nuevas tecnolog铆as y dispositivos m贸viles, favoreciendo una comunicaci贸n m谩s natural con los sistemas educativos. En este art铆culo se describe el uso innovador de los sistemas de di谩logo multimodales en el campo de la educaci贸n, con un especial 茅nfasis en la descripci贸n de las ventajas que ofrecen para la creaci贸n de aplicaciones educativas inclusivas y adaptadas a la evoluci贸n de los estudiantes.Continuous advances in the development of information technologies have currently led to the possibility of accessing learning contents from anywhere, at anytime and almost instantaneously. However, accessibility is not always the main objective in the design of educative applications, specifically to facilitate their adoption by disabled people. Different technologies have recently emerged to foster the accessibility of computers and new mobile devices favouring a more natural communication between the student and the developed educative systems. This paper describes innovative uses of multimodal dialog systems in education, with special emphasis in the advantages that they provide for creating inclusive applications and adapted to the students specific evolution.Trabajo parcialmente financiado por los proyectos MINECO TEC2012-37832-C02-01, CICYT TEC2011-28626-C02-02, CAM CONTEXTS (S2009/TIC-1485) y TRA2010-20225-C03-01.Publicad
La plataforma EDUCAGENT: agentes conversacionales inteligentes y entornos virtuales aplicados a la docencia
El desarrollo de la Web 2.0 y el gran inter茅s alcanzado por las redes sociales ha posibilitado la introducci贸n de un gran n煤mero de aplicaciones y entornos educativos que posibilitan nuevas formas de comunicaci贸n e interacci贸n entre sus usuarios. En este contexto, los mundos virtuales y los agentes conversacionales facilitan la creaci贸n de entornos educativos que intensifican la percepci贸n entre sus usuarios y que proporcionan una comunicaci贸n m谩s natural y adaptada a las caracter铆sticas y preferencias espec铆ficas de cada usuario. En este art铆culo describimos un sistema multiagente desarrollado para el apoyo a la docencia y el aprendizaje aut贸nomo de los alumnos. A trav茅s del sistema, se presenta a los alumnos casos y problemas que deben resolver, y que posibilitan adem谩s la autoevaluaci贸n de su aprendizaje, especialmente en iniciativas de tele-educaci贸n y realizaci贸n de cursos on-line. La plataforma EducAgent se ha desarrollado en la Universidad Carlos III de Madrid dentro de la Convocatoria de Apoyo a Experiencias de Innovaci贸n e Internacionalizaci贸n Docente. El objetivo principal del proyecto es la creaci贸n de un espacio virtual innovador basado en los postulados del Espacio Europeo de Educaci贸n Superior, que haga de las asignaturas y cursos on-line un espacio m谩s flexible, participativo y atractivoWith the development of so-called Web 2.0 and the great interest and extension that social
networks have now reached, a large number of e-learning environments and applications that originate new
forms of communication and interaction among users have been quickly introduced. Within this
framework, virtual worlds and conversational agents facilitate the creation of educative applications that
intensify the perception between their users and provide a more natural communication adapted to the
characteristics and specific preferences of each user. In this paper, we describe a multi-agent system
developed for teaching support and student鈥檚 self-learning. The main objective of the EducAgent platform
is the creation of an innovative virtual space following the principles of the European Higher Education
Area to make subjects and e-learning initiatives to become a more flexible, participatory and attractive
space. One of the most important characteristics of the developed platform is to facilitate a more natural
interaction between the system and students by means of conversational agents. We describe the main
features of the EducAgent platform and its application in the new European Computer Science Degree at
the Carlos III University of Madrid.Trabajo llevado a cabo dentro de la 9陋
Convocatoria de Apoyo a Experiencias de
Innovaci贸n e Internacionalizaci贸n Docente de la
Universidad Carlos III de Madrid y financiado
parcialmente por los Proyectos CICYT
TIN2008-06742-C02-02/TSI, CICYT TEC2008-
06732-C02-02/TEC, CAM CONTEXTS
(S2009/TIC-1485) y DPS2008-07029-C02-02.Publicad