Dialogue as Data in Learning Analytics for Productive Educational Dialogue

This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances have the potential to foster effective dialogue using learning analytic techniques that scaffold, give feedback on, and provide pedagogic contexts promoting such dialogue. However, the translation of much prior learning science research to online contexts is complex, requiring the operationalization of constructs theorized in different contexts (often face-to-face), and based on different datasets and structures (often spoken dialogue). In this paper, we explore what could constitute the effective analysis of productive online dialogues, arguing that it requires consideration of three key facets of the dialogue: features indicative of productive dialogue; the unit of segmentation; and the interplay of features and segmentation with the temporal underpinning of learning contexts. The paper thus foregrounds key considerations regarding the analysis of dialogue data in emerging learning analytics environments, both for learning-science and for computationally oriented researchers

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

A Hybrid Recommender Strategy on an Expanded Content Manager in Formal Learning

The main topic of this paper is to find ways to improve learning in a formal Higher Education Area. In this environment, the teacher publishes or suggests contents that support learners in a given course, as supplement of classroom training. Generally, these materials are pre-stored and not changeable. These contents are typically published in learning management systems (the Moodle platform emerges as one of the main choices) or in sites created and maintained on the web by teachers themselves. These scenarios typically include a specific group of students (class) and a given period of time (semester or school year). Contents reutilization often needs replication and its update requires new edition and new submission by teachers. Normally, these systems do not allow learners to add new materials, or to edit existing ones. The paper presents our motivations, and some related concepts and works. We describe the concepts of sequencing and navigation in adaptive learning systems, followed by a short presentation of some of these systems. We then discuss the effects of social interaction on the learners’ choices. Finally, we refer some more related recommender systems and their applicability in supporting learning. One central idea from our proposal is that we believe that students with the same goals and with similar formal study time can benefit from contents' assessments made by learners that already have completed the same courses and have studied the same contents. We present a model for personalized recommendation of learning activities to learners in a formal learning context that considers two systems. In the extended content management system, learners can add new materials, select materials from teachers and from other learners, evaluate and define the time spent studying them. Based on learner profiles and a hybrid recommendation strategy, combining conditional and collaborative filtering, our second system will predict learning activities scores and offers adaptive and suitable sequencing learning contents to learners. We propose that similarities between learners can be based on their evaluation interests and their recent learning history. The recommender support subsystem aims to assist learners at each step suggesting one suitable ordered list of LOs, by decreasing order of relevance. The proposed model has been implemented in the Moodle Learning Management System (LMS), and we present the system’s architecture and design. We will evaluate it in a real higher education formal course and we intend to present experimental results in the near future

Authorization algorithms for permission-role assignments

Permission-role assignments (PRA) is one important process in Role-based access control (RBAC) which has been proven to be a flexible and useful access model for information sharing in distributed collaborative environments. However, problems may arise during the procedures of PRA. Conflicting permissions may assign to one role, and as a result, the role with the permissions can derive unexpected access capabilities. This paper aims to analyze the problems during the procedures of permission-role assignments in distributed collaborative environments and to develop authorization allocation algorithms to address the problems within permission-role assignments. The algorithms are extended to the case of PRA with the mobility of permission-role relationship. Finally, comparisons with other related work are discussed to demonstrate the effective work of the paper

Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, REALs are a response to educational practices that promote the development of inert knowledge, such as conventional teacher-to-student knowledge-transfer activities. In this article, we describe and organize the shared elements of REALs, including the theoretical foundations and instructional strategies to provide a common ground for discussion. We compare existing assumptions underlying education with new assumptions that promote problem-solving and higher-level thinking. Next, we examine the theoretical foundation that supports these new assumptions. Finally, we describe how REALs promote these new assumptions within a constructivist framework, defining each REAL attribute and providing supporting examples of REAL strategies in action

The Complexity of Manipulating kk-Approval Elections

An important problem in computational social choice theory is the complexity of undesirable behavior among agents, such as control, manipulation, and bribery in election systems. These kinds of voting strategies are often tempting at the individual level but disastrous for the agents as a whole. Creating election systems where the determination of such strategies is difficult is thus an important goal. An interesting set of elections is that of scoring protocols. Previous work in this area has demonstrated the complexity of misuse in cases involving a fixed number of candidates, and of specific election systems on unbounded number of candidates such as Borda. In contrast, we take the first step in generalizing the results of computational complexity of election misuse to cases of infinitely many scoring protocols on an unbounded number of candidates. Interesting families of systems include $k$-approval and $k$-veto elections, in which voters distinguish $k$ candidates from the candidate set. Our main result is to partition the problems of these families based on their complexity. We do so by showing they are polynomial-time computable, NP-hard, or polynomial-time equivalent to another problem of interest. We also demonstrate a surprising connection between manipulation in election systems and some graph theory problems

Content-boosted Matrix Factorization Techniques for Recommender Systems

Many businesses are using recommender systems for marketing outreach. Recommendation algorithms can be either based on content or driven by collaborative filtering. We study different ways to incorporate content information directly into the matrix factorization approach of collaborative filtering. These content-boosted matrix factorization algorithms not only improve recommendation accuracy, but also provide useful insights about the contents, as well as make recommendations more easily interpretable