Collaborative online learning of user generated content

Ministry of Education, Singapore under its Academic Research Funding Tier

Second Life virtual universities: A visual analysis

General academic objectives include producing an educational experience that is engaging, interactive, collaborative, experiential and productive. The goal is to promote learner engagement through the visual power of a newly adopted medium in education – universities in the multi-user virtual environment (MUVE) of Second Life. Attributes of the virtual reality aid visual learning in the online environment: (1) computer-generated content, (2) three-dimensional graphics, and (3) interactivity. Visual renditions of campus buildings and fellow students as avatars emotionally connect students to feel a sense of presence and community within the virtual learning platform. Additionally, the ability to see and hear their classmates’ avatars, despite geographical distances, further encourages collaborative efforts of innovative experiments with others. Second Life’s non-linear media model presents a mediated environment where 3D animations replicate natural movements and scenery to visually render the abstract, creating a sense of realistic connection, ultimately fostering learner engagement and interactio

Providing accurate course/video recommendations in E-Learning environment using association rule mining and collaborative filtering

Internet has huge number of learning resources, reason why students fail to take benefit of those is because they don't know where to look for resources, and more importantly which of these will be ideal for their respective academics. To provide related content to students most of the institutes uses different E-Learning solutions which acts as a repository of learning resources for students.These E-learning solutions often don't provide personalized recommendations to users. We propose an E-Learning solution which provides users with recommendations based on his/her preferences and content consumed by similar students, further more system we propose provide all the facilities like course sharing between two universities, online tests, analytics etc. in one software. Collaborative filtering and its modifications is one of the most commonly used recommendation algorithm. Collaborative Filtering find people with similar interests, analyze their behavior derived from their ratings, and recommend target user the same items. As online social networks are growing, users can now make friends, share thoughts, images etc. on the Internet and express different level of trust on their web friends. Recommendations generated by the trusted friends are more relevant than other users. This paper proposes a video recommendation system that generates recommendations from the collaboration of trusted friends of the target user and uses association rule mining to capture current trends of users in the network

Genetic Programming for Smart Phone Personalisation

Personalisation in smart phones requires adaptability to dynamic context based on user mobility, application usage and sensor inputs. Current personalisation approaches, which rely on static logic that is developed a priori, do not provide sufficient adaptability to dynamic and unexpected context. This paper proposes genetic programming (GP), which can evolve program logic in realtime, as an online learning method to deal with the highly dynamic context in smart phone personalisation. We introduce the concept of collaborative smart phone personalisation through the GP Island Model, in order to exploit shared context among co-located phone users and reduce convergence time. We implement these concepts on real smartphones to demonstrate the capability of personalisation through GP and to explore the benefits of the Island Model. Our empirical evaluations on two example applications confirm that the Island Model can reduce convergence time by up to two-thirds over standalone GP personalisation.Comment: 43 pages, 11 figure

ePortfolios: models and implementation

This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these needs. The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high)

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions: supplementary materials

These supplementary materials accompany the report ‘Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions’, which is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from the commissioned literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom

Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between ‘Closed’ and ‘Open’ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOU´s structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging

Algorithms and Architecture for Real-time Recommendations at News UK

Recommendation systems are recognised as being hugely important in industry, and the area is now well understood. At News UK, there is a requirement to be able to quickly generate recommendations for users on news items as they are published. However, little has been published about systems that can generate recommendations in response to changes in recommendable items and user behaviour in a very short space of time. In this paper we describe a new algorithm for updating collaborative filtering models incrementally, and demonstrate its effectiveness on clickstream data from The Times. We also describe the architecture that allows recommendations to be generated on the fly, and how we have made each component scalable. The system is currently being used in production at News UK.Comment: Accepted for presentation at AI-2017 Thirty-seventh SGAI International Conference on Artificial Intelligence. Cambridge, England 12-14 December 201