Designer - Supporting Teachers Experience in Learning Management Systems

Our paper entitled “Designer - Supporting Teachers Experience in Learning Management Systems” has been accepted for presentation at the International Conference on Web-based Learning in Sinaia, Romania. This conference is one of the top conferences in the area of technology enhanced learning and the acceptance of our paper at this conference provided us with the chance to present our work to leading researchers in our area. In our paper, we introduced Designer, an approach for teachers to help them in designing courses via a semi-automatic design process based on dynamic user modeling and adaptive learning design generation. In a virtual learning environment supporting the competence development process as well as providing students with personalized/adaptive courses ends up being an elusive and time-consuming task for teachers and/or instructional designers. Our proposed tool, Designer, aims at addressing this issue by supporting teachers to create adaptive courses based on students’ competencies and learning styles. A qualitative and quantitative evaluation demonstrated the effectiveness of Designer in supporting teachers to create such adaptive courses. The presentation of our paper was received very well and leaded to many questions after the presentation, further discussions during the conference, many ideas for future research, and a potential collaboration with an international research group.In the lifelong learning context, the efficiency of learning is measured according to the users’ achievement of the target competences. However, in a virtual learning environment supporting the competence development process ends up being an elusive and time-consuming task for teachers or instructional designers. Furthermore, tailoring courses to the individual learner’s needs and preferences has high potential to improve the learning process of learners. However, again, this is a time-consuming and complex task for teachers and instructional designers. In this paper, we introduce Designer, an approach for teachers to help them in designing courses via a semi-automatic design process based on dynamic user modeling and adaptive learning design generation. A qualitative and quantitative evaluation demonstrated the effectiveness of Designer in supporting teachers to create adaptive courses

Bir Bireyselleştirilmiş Uyarlanabilir ve Zeki E-Öğrenme Ortamı ile Gerçekleştirilen Matematik Öğretiminden Yansımalar

Purpose of this study is to produce a qualitative evaluation of reflections from the learning environment created by UZWEBMAT (Adaptive Intelligent WEB based MAThematics Instruction) which was developed to teach/learn sub-topics of probability unit. The study was a case study. It was conducted during 2010-2011 academic term in Trabzon, Turkey. The case study was carried out with tenth grade students from three different classes in two different Anatolian high schools. Eighty one students and three teachers participated in the study in total. Interview forms were employed as data collection tools. These forms were for collecting qualitative data from teachers and students. Qualitative data collected from the examinees were analyzed via content analysis. Reflections derived from the study were divided into two categories which were positive and negative. It was decided that there were positive reflections from the mathematics instruction environment created by UZWEBMAT such as individual learning, exploring mathematical connections and formulas, and taking the responsibility of learning. In addition to these positive reflections, there were negative reflections such as concern of failing in central exams and the impossibility/possibility of teaching other subjects of mathematics with a similar system.Bu çalışmanın amacı olasılık ünitesinin alt konularının öğrenimi/öğretimi için geliştirilen UZWEBMAT (Uyarlanabilir Zeki WEB tabanlı MATematik eğitimi) ile oluşturulan öğrenme ortamından yansımaların nitel olarak değerlendirilmesidir. Çalışma 2010-2011 yılında Trabzon, Türkiye’deki iki farklı anadolu lisesinin üç farklı onuncu sınıfındaki öğrencilerle özel durum çalışması olarak yürütülmüştür. Çalışmaya toplam seksen bir öğrenci ve üç öğretmen katılmıştır. Veri toplama aracı olarak öğretmen ve öğrencilerden nitel veriler elde etmeye yarayan mülakat formları kullanılmıştır. Katılımcılardan elde edilen nitel veriler içerik analizine tabi tutulmuştur. Çalışmadan elde edilen yansımalar olumlu ve olumsuz olmak üzere iki başlık altında toplanmıştır. UZWEBMAT ile oluşturulan matematik öğrenme ortamından, bireysel öğrenim görme, matematiksel ilişkileri ve formülleri keşfetme, öğrenmede sorumluluk alma gibi olumlu yansımaların olduğu sonucuna ulaşılmıştır. Bu olumlu yansımaların yanında merkezi sınavlarda başarısız olunacağı kaygısı ve matematiğin her konusunun bu tür bir sistemle öğrenilemeyeceği kaygısı da olumsuz yansımalar olarak öne çıkmıştır

Layered evaluation of interactive adaptive systems : framework and formative methods

Peer reviewedPostprin

Kesan penyesuaian pembelajaran berdasarkan gaya pembelajaran atas talian terhadap pembentukan pengetahuan pelajar

Learning style is personal parameter which could increase students’ achievement. Recent studies have shown that Adaptive Learning Based on Learning Style (PPGP) increased students’ achievement. However, information on achievement does not explain the process of knowledge construction during learning process. Thus, this study aims to investigate the effect of PPGP on the students’ achievement and knowledge constructions. A sampel for this research consists of Diploma students in Electrical Engineering (Computer) who take Multimedia Interactive Application subject at a polytechnic. This research has two samples: set I (130 students) was involved to survey pre-learning style using Felder and Solomon’s questionnaire and set II (35 students) was involved in learning through Learning Management Sytem (LMS). This research has used pre-experimental design with one-group pretest-posttest. Before the treatment, students were given a pre test and LMS without PPGP treatment for 8 weeks to determine online learning style by using automatic approach. Then, for another 6 weeks, the same sample was given LMS with PPGP with active students were given Group-Problem Solving (PPGPPM) and reflective students were given Introspective-Guided Inquiry (PPGP-IT). At the end of the treatment, students were given post achievement tests. Paired-Samples T test was used to investigate the effect of LMS with PPGP on students’ achievement and whereas, its effect on students' knowledge construction was analysed by using content analysis. Next, sequential analysis was used to obtain model of knowledge construction process based on navigational behaviour sequence during learning process. The result shows LMS with PPGP has increased students’ achievement (p=0.000, a=0.05) with the effect size (Cohen d = 2.869) shows LMS with PPGP has given a large effect size on sudents’ achievement in the test. Although the test was repeated several times, the power value is 1.00 showing the same result will be obtained. The result also indicates, the highest level of knowledge construction is 34.49%, which is at integration level. This research also produced a process model of knowledge construction based on potential navigation behaviour that can assist students to achieve high level of knowledge construction based on learning style. In conclusion, LMS with PPGP increases achievement and helps students to achieve higher level of knowledge construction

Towards the Situated Engagement Evaluation Model (SEEM) : making the invisible visible

This thesis explores the multifaceted concept of engagement within online learning environments. Key research aims are to suggest approaches and an extendable model for evaluating, monitoring and developing understanding of online learner engagement. The overall intention is to offer educators insight, practical guidance and tools for supporting timely intervention in fostering learner engagement. This thesis reviews the major theoretical perspectives on learning and highlights the role of student engagement in relation to the research literature. It discusses the limitations of the methods applied in current research and attempts to address this problem by crossing the disciplinary boundaries to draw together a range of perspectives and methodologies. A review of the literature provides a foundation for a learner engagement evaluation model that employs a variety of evaluation methods and accommodates the possible diversity of learning experiences. The proposed ‘Situated Engagement Evaluation Model’ (SEEM) is positioned to reflect the wide theoretical perspective of social learning. It constitutes a comprehensive system of intertwined components (Learning Content; Pedagogical Design Elements; Learning Profiles; and Dialogue and Communication) that learners may interact with, and integrates dynamically changing preferences and predispositions (e.g. cultural, emotional, cognitive) potentially informative in engagement studies. Prior to (and independently of) the development of SEEM, four empirical studies were conducted and reported here. These explored patterns of online engagement with respect to learning content, learning profiles, patterns of communication and elements of pedagogical design. Studies were then revisited to evaluate the usefulness of SEEM for monitoring and evaluating student engagement, and to discuss its potential for guiding intervention to improve learning experiences. The practical relevance for integrated and automated implementation of SEEM in online learning is considered further