Agent-oriented Modeling for Collaborative Learning Environments: A Peer-to-Peer Helpdesk Case Study

In this paper, we present the analysis and modelling of Help&Learn, an agent-based peer-to-peer helpdesk system to support extra-class interactions among students and teachers. Help&Learn expands the student’s possibility of solving problems, getting involved in a cooperative learning experience that transcends the limits of classrooms. To model Help&Learn, we have used Agent-Object-Relationship Modeling Language (AORML), an UML extension for agent-oriented information systems modeling. The aim of this research is two-fold. On one hand, we aim at modeling the variety of roles and the complexity of their interactions and activities within the Help&Learn system. On the other hand, we aim at showing the expressive power and the modeling strengths of AORML

Early Turn-taking Prediction with Spiking Neural Networks for Human Robot Collaboration

Turn-taking is essential to the structure of human teamwork. Humans are typically aware of team members' intention to keep or relinquish their turn before a turn switch, where the responsibility of working on a shared task is shifted. Future co-robots are also expected to provide such competence. To that end, this paper proposes the Cognitive Turn-taking Model (CTTM), which leverages cognitive models (i.e., Spiking Neural Network) to achieve early turn-taking prediction. The CTTM framework can process multimodal human communication cues (both implicit and explicit) and predict human turn-taking intentions in an early stage. The proposed framework is tested on a simulated surgical procedure, where a robotic scrub nurse predicts the surgeon's turn-taking intention. It was found that the proposed CTTM framework outperforms the state-of-the-art turn-taking prediction algorithms by a large margin. It also outperforms humans when presented with partial observations of communication cues (i.e., less than 40% of full actions). This early prediction capability enables robots to initiate turn-taking actions at an early stage, which facilitates collaboration and increases overall efficiency.Comment: Submitted to IEEE International Conference on Robotics and Automation (ICRA) 201

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Social media in collaborative learning in higher education : a qualitative case study of teachers’ and students’ views

In this study, it was investigated how social media are used in collaborative learning in higher education and also how it can be better used in teaching and learning according to the students and teachers. The research questions of this study were: 1) How social media are used in collaborative learning by the teachers and students in higher education for educational purposes? 2) How could social media be used in collaborative learning process in higher education, according to the students and teachers? Qualitative interviews were conducted to collect the data from ten students and five teachers from the different faculties of University of Lapland and Lapland University of Applied Sciences. In conclusion it was found that, social media were not much used in collaboration with teachers by the students of both institutions. In case of teachers, it was found that all of them were using social media in their collaborative ways of teaching design and they have found social media as useful tool to deliver their teaching. Most of the students and all the teachers found social media to be useful in their teaching and learning. But there were also some challenges faced and areas of improvements identified by them. Thus the higher educational institutions should understand the importance of using social media in teaching and learning and take initiatives to overcome the current challenges identified by the students and teachers