25 research outputs found
Enhancing web-based learning resources with quizzes through an Authoring Tool and an Audience Response System
Quizzes are among the most widely used resources in web-based education due to their many benefits. However, educators need suitable authoring tools that can be used to create reusable quizzes and to enhance existing materials with them. On the other hand, if teachers use Audience Response Systems (ARSs) they can get instant feedback from their students and thereby enhance their instruction. This paper presents an online authoring tool for creating reusable quizzes and enhancing existing learning resources with them, and a web-based ARS that enables teachers to launch the created quizzes and get instant feedback from the class. Both the authoring tool and the ARS were evaluated. The evaluation of the authoring tool showed that educators can effectively enhance existing learning resources in an easy way by creating and adding quizzes using that tool. Besides, the different factors that assure the reusability of the created quizzes are also exposed. Finally, the evaluation of the developed ARS showed an excellent acceptance of the system by teachers and students, and also it indicated that teachers found the system easy to set up and use in their classrooms
Design and Implementation Strategies for IMS Learning Design
SIKS Dissertation Series No. 2008-27The IMS Learning Design (LD) specification, which has been released in February 2003, is a generic and flexible language for describing the learning practice and underlying learning designs using a formal notation which is computer-interpretable. It is based on a pedagogical meta-model (Koper & Manderveld, 2004) and supports the use of a wide range of pedagogies. It supports adaptation of individual learning routes and orchestrates interactions between users in various learning and support roles. A formalized learning design can be applied repeatedly in similar situations with different persons and contexts. Yet because IMS Learning Design is a fairly complex and elaborate specification, it can be difficult to grasp; furthermore, designing and implementing a runtime environment for the specification is far from straightforward. That IMS Learning Design makes use of other specifications and e-learning services adds further to this complexity for both its users and the software developers.
For this new specification to succeed, therefore, a reference runtime implementation was needed. To this end, this thesis addresses two research and development issues. First, it investigates research into and development of a reusable reference runtime environment for IMS Learning Design. The resulting runtime, called CopperCore, provides a reference both for users of the specification and for software developers. The latter can reuse the design principles presented in this thesis for their own implementations, or reuse the CopperCore product through the interfaces provided. Second, this thesis addresses the integration of other specifications and e-learning services during runtime. It presents an architecture and implementation (CopperCore Service Integration) which provides an extensible lightweight solution to the problem.
Both developments have been tested through real-world use in projects carried out by the IMS Learning Design community. The results have generally been positive, and have led us to conclude that we successfully addressed both the research and development issues. However, the results also indicate that the LD tooling lacks maturity, particularly in the authoring area. Through close integration of CopperCore with a product called the Personal Competence Manager, we demonstrate that a complementary approach to authoring in IMS Learning Design solves some of these issues
Third international workshop on Authoring of adaptive and adaptable educational hypermedia (A3EH), Amsterdam, 18-22 July, 2005
The A3EH follows a successful series of workshops on Adaptive and Adaptable Educational Hypermedia. This workshop focuses on models, design and authoring of AEH, on assessment of AEH, conversion between AEH and evaluation of AEH. The workshop has paper presentations, poster session and panel discussions
From collaborative virtual research environment SOA to teaching and learning environment SOA
This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste
A note on organizational learning and knowledge sharing in the context of communities of practice
Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for
successful implementation of KM within the organization. Isolated initiatives for promoting learning
organization and team collaboration, without taking consideration of the knowledge sharing limitations
and constraints can defeat further development of KM culture. As an effective instrument for knowledge
sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human
collaboration.This work has been sponsored by the EU project TENCompetenc
Extensión de la especificación IMS Learning Design desde la adaptación e integración de unidades de aprendizaje
IMS Learning Design (IMS-LD) representa una corriente actual en aprendizaje online y blended que se caracteriza porque: a) Es una especificación que pretende estandarizar procesos de aprendizaje, así como reutilizarlos en diversos contextos b) Posee una expresividad pedagógica más elaborada que desarrollos anteriores o en proceso c) Mantiene una relación cordial y prometedora con Learning Management Systems (LMSs), herramientas de autoría y de ejecución d) Existe una amplia variedad de grupos de investigación y proyectos europeos trabajando sobre ella, lo que augura una sostenibilidad, al menos académica Aun así, IMS Learning Design es un producto inicial (se encuentra en su primera versión, de 2003) y mejorable en diversos aspectos, como son la expresividad pedagógica y la interoperabilidad. En concreto, en esta tesis nos centramos en el aprendizaje adaptativo o personalizado y en la integración de Unidades de Aprendizaje, como dos de los pilares que definen la especificación, y que al mismo tiempo la potencian considerablemente. El primero (aprendizaje adaptativo) hace que se puedan abordar itinerarios individuales personalizados de estudio, tanto en flujo de aprendizaje como en contenido o interfaz; el segundo (integración) permite romper el aislamiento de los paquetes de información o cursos (Unidades de Aprendizaje, UoL) y establecer un diálogo con otros sistemas (LMSs), modelos y estándares, así como una reutilización de dichas UoLs en diversos contextos. En esta tesis realizamos un estudio de la especificación desde la base, analizando su modelo de información y cómo se construyen Unidades de Aprendizaje. Desde el Nivel A al Nivel C analizamos y criticamos la estructura de la especificación basándonos en un estudio teórico y una investigación práctica fruto del modelado de Unidades de Aprendizaje reales y ejecutables que nos proporcionan una información muy útil de base, y que mayormente adjuntamos en los anexos, para no interferir en el flujo de lectura del cuerpo principal. A partir de este estudio, analizamos la integración de Unidades de Aprendizaje con otros sistemas y especificaciones, abarcando desde la integración mínima mediante un enlace directo hasta la compartición de variables y estados que permiten una comunicación en tiempo real de ambas partes. Exponemos aquí también las conclusiones de diversos casos de estudio basados en adaptación que se anexan al final de la tesis y que se vuelven un instrumento imprescindible para lograr una solución real y aplicable. Como segundo pilar de la tesis complementario a la integración de Unidades de Aprendizaje, estudiamos el aprendizaje adaptativo: Los tipos, los avances y los enfoques y restricciones de modelado dentro de IMS-LD. Por último, y como complemento de la investigación teórica, a través de diversos casos prácticos estudiamos la manera en que IMS-LD modela la perzonalización del aprendizaje y hasta qué punto. Este primer bloque de análisis (general, integración y aprendizaje adaptativo) nos permite realizar una crítica estructural de IMS-LD en dos grandes apartados: Modelado y Arquitectura. Modelado apunta cuestiones que necesitan mejora, modificación, extensión o incorporación de elementos de modelado dentro de IMS-LD, como son procesos, componentes y recursos de programación. Arquitectura engloba otras cuestiones centradas en la comunicación que realiza IMS-LD con el exterior y que apuntan directamente a capas estructurales de la especificación, más allá del modelado. Aunque se encuentra fuera del núcleo de esta tesis, también se ha realizado una revisión de aspectos relacionados con Herramientas de autoría, por ser este un aspecto que condiciona el alcance del modelado y la penetración de la especificación en los distintos públicos objetivo. Sobre Herramientas, no obstante, no realizamos ninguna propuesta de mejora. La solución desarrollada, se centra en las diversas cuestiones sobre Modelado y Arquitectura encontradas en el análisis. Esta solución se compone de un conjunto de propuestas de estructuras, nuevas o ya existentes y modificadas, a través de las que se refuerza la capacidad expresiva de la especificación y la capacidad de interacción con un entorno de trabajo ajeno. Esta investigación de tres años ha sido llevada a cabo entre 2004 y 2007, principalmente con colegas de The Open University of The Netherlands, The University of Bolton, Universitat Pompeu Fabra y del departamento Research & Innovation de ATOS Origin, y ha sido desarrollada parcialmente dentro de proyectos europeos como UNFOLD, EU4ALL y ProLearn. La conclusión principal que se extrae de esta investigación es que IMS-LD necesita una reestructuración y modificación de ciertos elementos, así como la incorporación de otros nuevos, para mejorar una expresividad pedagógica y una capacidad de integración con otros sistemas de aprendizaje y estándares eLearning, si se pretenden alcanzar dos de los objetivos principales establecidos de base en la definición de esta especificación: La personalización del proceso de aprendizaje y la interoperabilidad real. Aun así, es cierto que la implantación de la especificación se vería claramente mejorada si existieran unas herramientas de más alto nivel (preferiblemente con planteamiento visual) que permitieran un modelado sencillo por parte de los usuarios finales reales de este tipo de especificaciones, como son los profesores, los creadores de contenido y los pedagogos-didactas que diseñan la experienicia de aprendizaje. Este punto, no obstante, es ajeno a la especificación y afecta a la interpretación que de la misma realizan los grupos de investigación y compañías que desarrollan soluciones de autoría. _____________________________________________IMS Learning Design (IMS-LD) is a current asset in eLearning and blended learning, due
to several reasons:
a) It is a specification that points to standardization and modeling of learning processes,
and not just content; at the same time, it is focused on the re-use of the information
packages in several contexts;
b) It shows a deeper pedagogical expressiveness than other specifications, already
delivered or in due process
c) It is integrated at different levels into well-known Learning Management Systems
(LMSs)
d) There are a huge amount of European research projects and groups working with it,
which aims at sustainability (in academia, at least)
Nevertheless, IMS-LD is roughly an initial outcome (be aware that we are still working
with the same release, dated on 2003). Therefore, it can and must be improved in
several aspects, i.e., pedagogical expressiveness and interoperability. In this thesis, we
concentrate on Adaptive Learning (or Personalised Learning) and on the Integration of
Units of Learning (UoLs). They both are core aspects which the specification is built upon.
They also can improve it significantly. Adaptation makes personalised learning itineraries,
adapted to every role, to every user involved in the process, and focus on several
aspects, i.e., flow, content and interface. Integration fosters the re-use of IMS-LD
information packages in different contexts and connects both-ways UoLs with other
specifications, models and LMSs. In order to achive these goals we carry out a threephase
analysis. First, analysis of IMS-LD in several steps: foundations, information
model, construction of UoLs. From Level A to Level C, we analyse and review the
specification structure. We lean on a theoretical frameword, along with a practical
approach, coming from the actual modeling of real UoLs which give an important report
back. Out of this analysis we get a report on the general structure of IMS-LD.
Second, analysis and review of the integration of UoLs with several LMSs, models and
specifications: we analyse three different types of integration: a) minimal integration,
with a simple link between parts; b) embedded integration, with a marriage of both parts
in a single information package; and d) full integration, sharing variables and states
between parts. In this step, we also show different case studies and report our partial
conclusions.
And third, analysis and review of how IMS-LD models adaptive learning: we define,
classify and explain several types of adaptation and we approach them with the specificacion. A key part of this step is the actual modeling of UoLs showing adaptive
learning processes. We highlight pros and cons and stress drawbacks and weak points
that could be improved in IMS-LD to support adaptation, but also general learning
processes
Out of this three-step analysis carried out so far (namely general, integration,
adaptation) we focus our review of the IMS-LD structure and information model on two
blocks: Modeling and Architecture. Modeling is focused on process, components and
programming resources of IMS-LD. Architecture is focused on the communication that
IMS-LD establishes outside, both ways, and it deals with upper layers of the specification,
beyong modeling issues. Modeling and Architecture issues need to be addressed in order
to improve the pedagogical expressiveness and the integration of IMS-LD. Furthermore,
we provide an orchestrated solution which meets these goals. We develop a structured
and organized group of modifications and extensions of IMS-LD, which match the
different reported problems issues. We suggest modifications, extensions and addition of
different elements, aiming at the strength of the specification on adaptation and
integration, along with general interest issues.
The main conclusion out of this research is that IMS-LD needs a re-structure and a
modification of some elements. It also needs to incorporate new ones. Both actions
(modification and extension) are the key to improve the pedagogical expressiveness and
the integration with other specifications and eLearning systems. Both actions aim at two
clear objectives in the definition of IMS-LD: the personalisation of learning processes,
and a real interoperability. It is fair to highlight the welcome help of high-level visual
authoring tools. They can support a smoother modeling process that could focus on
pedagogical issues and not on technical ones, so that a broad target group made of
teachers, learning designers, content creators and pedagogues could make use of the
specification in a simpler way. However, this criticism is outside the specification, so
outside the core of this thesis too.
This three-year research (2004-2007) has been carried out along with colleagues from
The Open University of The Netherlands, The University of Bolton, Universitat Pompeu
Fabra and from the Department of Research & Innovation of ATOS Origin. In addition, a
few European projects, like UNFOLD, EU4ALL and ProLearn, have partially supported it
Technology-enhanced Assessment of Thinking Skills in Engineering Sciences
Assessment gilt allgemein als eines der wichtigsten Elemente in der Aus und
Weiterbildung. Mit dem Einzug digitaler Technologien in Assessment-Prozesse
(auch als E-Assessment bezeichnet), wurden neue Möglichkeiten für
personalisierte, unmittelbare und eindrucksvolle Erfahrungen beim
Assessment eröffnet. In Zeiten, in denen hochentwickelte, digitale
Lernplattformen die Art und Weise verändern, was, wann und wie gelernt
werden kann, ist es umso verwunderlicher, wie eingeschränkt die vorhandenen
Methoden für die technologie-gestützte Bewertung des Lernens sind. Deutlich
wird dies durch die Tatsache, dass aktuelle E-Assessment-Systeme sich
größtenteils auf das Replizieren von traditionellen Tests mit Stift und
Papier beschränken. Folglich bedarf es neuer Lösungen für die
Identifikation, Sammlung, Analyse und Interpretation von Informationen über
das individuelle Lernen. Die Berücksichtigung der Anforderungen an das
Lernen im 21. Jahrhundert spielt dabei eine entscheidende Rolle.
In Erkenntnis dieser Notwendigkeit präsentiert diese Arbeit ein neuartiges
Architekturmodell für personalisierte und interaktive E-Assessment-Systeme
und -Werkzeuge. Es erlaubt die Integration und Nutzung von interaktiven und
immersiven Werkzeugen (z.B. Simulationen oder Animationen) innerhalb von
Fragen und Tests, und ermöglicht diesen, sich an die individuellen
Charakteristiken der Prüflinge (z.B. Vorwissen, Kontext und Vorlieben)
anzupassen. Während das erste Hauptmerkmal (Didaktische Interaktivität) der
Annahme gerecht wird, dass Lernen ein Ergebnis von Interaktionen sowie der
aktiven Auseinandersetzung mit der jeweiligen Thematik ist, adressiert das
zweite Hauptmerkmal (Personalisierung) die bei vielen E-Assessment-Systemen
vorherrschende one-size-fits-all Strategie. Die Arbeit beschreibt die
Struktur der grundlegenden Komponenten des Architekturmodells. Ein
konsistentes Nutzermodell, ein generisches Domänenmodell sowie ein
flexibles Adaptionsmodell bilden den zentralen Kern des Gesamtmodells und
repräsentieren die Basis für das adaptive Verhalten. Komplettiert wird das
Architekturmodell durch eine Komponente für die Modellierung von Fragen
sowie einer Komponente für die Durchführung der spezifiierten Adaptionen.
Darüber hinaus präsentiert die Arbeit die Implementierung des
Architekturmodells durch das webbasierte E-Assessment-System askMe! sowie
deren Erprobung und Evaluation nach pädagogischen (Lernunterstützung) sowie
technischen (Gebrauchstauglichkeit und Nutzungserlebnis) Gesichtspunkten.
Die Ergebnisse dieser Arbeit eröffnen neue Möglichkeiten für
zukunftsweisende (E-Assessment-)Systeme, welche in der Lage sind, die
Bedürfnisse und Charakteristiken Einzelner zu berücksichtigen sowie mehr
Kreativität bei der Beantwortung durch Interaktion mit digitalen Werkzeugen
ermöglichen.Assessment is generally recognized as one of the most important elements of
an educational experience. Since digital technologies found their way into
assessment processes (referred to as technology-enhanced assessment or
eassessment), newpossibilities for more personalized, immediate and
engaging assessment experiences were opened up. However, especially in
current times when sophisticated digital learning environments, mostly
enriched by multimedia, virtual/augmented reality technologies, change the
way what can be learned, when and how, the methods of assessing students’
learning that have so far been developed are surprisingly limited. This can
be demonstrated by the fact that current e-assessment practices simply
imitate or replicate traditional pen-and-paper assessments. Consequently,
new solutions are needed to identify, gather, analyze and interpret
information about students’ learning, especially considering the
requirements of the 21st century.
In recognizing this need, this thesis proposes a novel architectural model
for personalized and interactive e-assessment systems and tools. It allows
integrating and using interactive and immersive tools (e.g., simulations or
animations) into questions and tests, and enables tailoring them to
students’ individual characteristics (e.g., prior knowledge, context and
preferences). While the former key feature (didactic interactivity) takes
into account the assumption that learning is the result of interaction and
the active engagement with the subject matter, respectively, the latter one
(personalization) tackles the one-size-fits-all approach mostly applied in
traditional e-assessment settings. Furthermore, the thesis describes the
structure and the constituent components of the architectural model. A
consistent user model, a generic domain model and a flexible adaptation
model build up the central part of the overall model and represent the
fundamental basis for the adaptive behavior. Each model is managed by an
own component and has well-defined interfaces to each other. Additionally,
the architectural model is complemented by a question modeling component
responsible for representing (interactive) questions, responses, etc. and
finally, an adaptive testing engine component that performs the actual
adaptations. Moreover, this thesis presents the implementation of the
architectural model by the web-based e-assessment system askMe!. It also
describes how this system was trialed and evaluated from a pedagogical
(learning support) and technical (usability and user experience) point of
view.
The research and development performed in this thesis open up new
opportunities for advanced e-assessment systems, which are able to consider
the needs and characteristics of students and allow for more creativity in
answering by interacting with digital tools in a variety of ways
Supporting authoring of adaptive hypermedia
It is well-known that students benefit from personalised attention. However, frequently
teachers are unable to provide this, most often due to time constraints. An Adaptive
Hypermedia (AH) system can offer a richer learning experience, by giving personalised
attention to students. The authoring process, however, is time consuming and cumbersome.
Our research explores the two main aspects to authoring of AH: authoring of content and
adaptive behaviour. The research proposes possible solutions, to overcome the hurdles
towards acceptance of AH in education.
Automation methods can help authors, for example, teachers could create linear lessons and
our prototype can add content alternatives for adaptation.
Creating adaptive behaviour is more complex. Rule-based systems, XML-based conditional
inclusion, Semantic Web reasoning and reusable, portable scripting in a programming
language have been proposed. These methods all require specialised knowledge. Hence
authoring of adaptive behaviour is difficult and teachers cannot be expected to create such
strategies. We investigate three ways to address this issue.
1. Reusability: We investigate limitations regarding adaptation engines, which
influence the authoring and reuse of adaptation strategies. We propose a metalanguage,
as a supplement to the existing LAG adaptation language, showing how
it can overcome such limitations.
2. Standardisation: There are no widely accepted standards for AH. The IMSLearning
Design (IMS-LD) specification has similar goals to Adaptive
Educational Hypermedia (AEH). Investigation shows that IMS-LD is more limited
in terms of adaptive behaviour, but the authoring process focuses more on learning
sequences and outcomes.
3. Visualisation: Another way is to simplify the authoring process of strategies using
a visual tool. We define a reference model and a tool, the Conceptual Adaptation
Model (CAM) and GRAPPLE Authoring Tool (GAT), which allow specification
of an adaptive course in a graphical way. A key feature is the separation between
content, strategy and adaptive course, which increases reusability compared to
approaches that combine all factors in one model