27,161 research outputs found
An open learning environment for the diagnosis, assistance and evaluation of students based on artificial intelligence
The personalized diagnosis, assistance and evaluation of students in open learning environments can be a challenging task, especially in cases that the processes need to be taking place in real-time, classroom conditions. This paper describes the design of an open learning environment under development, designed to monitor the comprehension of students, assess their prior knowledge, build individual learner profiles, provide personalized assistance and, finally, evaluate their performance by using artificial intelligence. A trial test has been performed, with the participation of 20 students, which displayed promising results
Exploring Video Feedback in Philosophy
This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized
Virtual reality in theatre education and design practice - new developments and applications
The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience
Authoring with Retudisauth adaptive dialogues for text comprehension
AbstractIn this work is presented the process of authoring adaptive dialogues for informatics text comprehension using the authoring tool of ReTuDiS (Reflective Tutorial Dialogue System), which is based on text comprehension theories. Previous study resulted in student's profiles depending on their prior knowledge and students were given the appropriate text with text activities according to their profiles. Students organized text representations with different structure: relational, transformational and teleological. The purpose of this study is to design and test educational material of personalized dialogue activities for text comprehension appropriate for each student, depending on student's text representation. Dialogues are tested by groups of participating students before the authoring tool is used to incorporate the material in ReTuDiS. Feedback provided by the system, in the form of personalized dialogues, promotes reflection and is expected to help students improve their text comprehension skills. The system is accessible throughout the web and can be tested in real classroom conditions
Designing for Ballet Classes: Identifying and Mitigating Communication Challenges Between Dancers and Teachers
Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges
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Why did Nobody Reply to Me? A Keyword Analysis of Initiating Posts and Lone Posts in Massive Open Online Courses (MOOCs) Discussions
It is a common phenomenon that online discussion spaces are overabundant with lone posts; in other words, few posts receive replies from others. Admittedly, circumstantial factors and content affect whether a post receives replies. Yet, linguistic features within a post might also play a role in inviting replies. To investigate this hypothesis, a keyword analysis comparing initiating posts, which receive replies, to lone posts, which do not receive replies, was conducted. The posts were from the discussion in massive open online courses (MOOCs). MOOC discussion is one type of computer-mediated communication (CMC), with an emphasis on learning and is typically monitored by course facilitators. The keyword analysis revealed that initiating posts were often constructed in a question format, with hedges and indefinite pronouns to open up a dialogue and invite others to pitch in, whereas lone posts tended to be reflective and monoglossic in nature, yet with positive sentiments
Mobile reflections (MoRe) pilot, developing reflection within initial teacher training for students with dyslexia
The MoRe (Mobile Reflections) pilot was designed to explore whether the use of freely available Web 2.0 technology and mobile phones could assist dyslexic student teachers to develop reflective skills by capturing their reflections using audio within a shared online learning space
The Professional Learning Motivation Profile (PLMP): A Tool for Assessing Instructional Motivation
This article chronicles the collaboration of administrators from six districts and three college professors as they assessed professional learning during the first year of teaching. The examination led to the development of a Professional Learning Motivation Profile. Results from the profile indicated a traditional model of professional development was not effective in growing the professional learning motivation of beginning teachers. Anecdotal data shared includes how administrators used the data to inform conversations designed to support teachers in their journey toward courageous, effective instruction
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