NAVIGATION SUPPORT AND SOCIAL VISUALIZATION FOR PERSONALIZED E-LEARNING

A large number of educational resources is now made available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produced at least two problems: how to help students to find the most appropriate resources and how to engage them into using these resources and benefit from them. Personalized and social learning have been suggested as potential ways to address these problems. This work attempts to combine the ideas of personalized and social learning by providing navigation support through an open social student modeling visualization. A series of classroom studies exploited the idea of the approach and revealed promising results, which demonstrated the personalized guidance and social visualization combined helped students to find the most relevant resources of parameterized self-assessment questions for Java programming. Thus, this dissertation extend the approach to a larger collection of learning objects for cross content navigation and verify its capability of supporting social visualization for personalized E-Learning. The study results confirm that working with the non-mandatory system, students enhanced the learning quality in increasing their motivation and engagement. They successfully achieved better learning results. Meanwhile, incorporating a mixed collection of content in the open social student modeling visualizations effectively led the students to work at the right level of questions. Both strong and weak student worked with the appropriate levels of questions for their readiness accordingly and yielded a consistent performance across all three levels of complexities. Additionally, providing a more realistic content collection on the navigation supported open social student modeling visualizations results in a uniform performance in the group. The classroom study revealed a clear pattern of social guidance, where the stronger students left the traces for weaker ones to follow. The subjective evaluation confirms the design of the interface in terms of the content organization. Students’ positive responses also compliment the objective system usage data

Integrating knowledge tracing and item response theory: A tale of two frameworks

Traditionally, the assessment and learning science commu-nities rely on different paradigms to model student performance. The assessment community uses Item Response Theory which allows modeling different student abilities and problem difficulties, while the learning science community uses Knowledge Tracing, which captures skill acquisition. These two paradigms are complementary - IRT cannot be used to model student learning, while Knowledge Tracing assumes all students and problems are the same. Recently, two highly related models based on a principled synthesis of IRT and Knowledge Tracing were introduced. However, these two models were evaluated on different data sets, using different evaluation metrics and with different ways of splitting the data into training and testing sets. In this paper we reconcile the models' results by presenting a unified view of the two models, and by evaluating the models under a common evaluation metric. We find that both models are equivalent and only differ in their training procedure. Our results show that the combined IRT and Knowledge Tracing models offer the best of assessment and learning sciences - high prediction accuracy like the IRT model, and the ability to model student learning like Knowledge Tracing

Early aspects: aspect-oriented requirements engineering and architecture design

This paper reports on the third Early Aspects: Aspect-Oriented Requirements Engineering and Architecture Design Workshop, which has been held in Lancaster, UK, on March 21, 2004. The workshop included a presentation session and working sessions in which the particular topics on early aspects were discussed. The primary goal of the workshop was to focus on challenges to defining methodical software development processes for aspects from early on in the software life cycle and explore the potential of proposed methods and techniques to scale up to industrial applications

Learning from Sequential User Data: Models and Sample-efficient Algorithms

Recent advances in deep learning have made learning representation from ever-growing datasets possible in the domain of vision, natural language processing (NLP), and robotics, among others. However, deep networks are notoriously data-hungry; for example, training language models with attention mechanisms sometimes requires trillions of parameters and tokens. In contrast, we can often access a limited number of samples in many tasks. It is crucial to learn models from these `limited\u27 datasets. Learning with limited datasets can take several forms. In this thesis, we study how to select data samples sequentially such that downstream task performance is maximized. Moreover, we study how to introduce prior knowledge in the deep networks to maximize prediction performance. We focus on four sequential tasks: computerized adaptive testing in psychometrics, sketching in recommender systems, knowledge tracing in computer-assisted education, and career path modeling in the labor market. In the first two tasks, we devise novel sample-efficient algorithms to query a minimal number of sequential samples to improve future predictions. We propose a Bilevel Optimization-Based framework for computerized adaptive testing to learn a data-driven question selection algorithm that improves existing data selection policies. We also tackle the sketching problem in the recommender system, with the task of recommending the next item using a stored subset of prior data samples. In this setting, we develop a data-driven sequential selection algorithm that tackles evolving downstream task distribution. In the last two tasks, we devise novel neural models to introduce prior knowledge exploiting limited data samples. For knowledge tracing, we propose a novel neural architecture, inspired by cognitive and psychometric models, to improve the prediction of students\u27 future performance and utilize the labeled data samples efficiently. For career path modeling, we propose a novel and interpretable monotonic nonlinear state-space model to analyze online user professional profiles and provide actionable feedback and recommendations to users on how they can reach their career goals. The data-driven differentiable data selection algorithms for the first two tasks open up future directions to query (a non-differentiable operation) a minimal number of samples optimally to maximize prediction performance. The structures, introduced in the neural architecture for the models in the last two tasks using prior knowledge, open up future directions to learn deep models augmented with prior knowledge using limited data samples

Open Learner Models for Self-Regulated Learning: Exploring the Effects of Social Comparison and Granularity

Open Learner Models (OLM) show the learner the internal model that the computer-based adaptive or tutoring system maintains. In the context of Self-Regulated Learning, where the learner is able to make decisions about what to learn and how to learn, OLM bring a wide variety of supporting features, ranging from metacognitive support, to navigational support, to engagement with the learning content. In prior work using OLM which featured social comparison features (OSLM), I have discovered interesting effects from these systems, regarding engagement with the system, encompassing considerable variations across different studies. My thesis deepens the understanding of OLM and OSLM by a series of studies in which I evaluate different versions of Mastery Grids, incorporating features that were designed to match different motivational profiles, which are grounded in theories of Self-Regulated Learning and Learning Motivation. A large classroom study with more than 300 active students was conducted to deepen the exploration of the social comparison features in terms of engagement and navigation within the system. The results of this study confirmed the positive effects of the social comparison features and also brought insights into why certain students are influenced, based on their motivational orientations and prior-knowledge. A second large classroom study expanded the exploration by deploying the Rich-OLM, an extension of Mastery Grids featuring coarse- and fine-grained information about the learner model, which was designed to help students navigate the content contained in the system. Results showed that students exposed to the fine-grained components took comparatively less time navigating the interface with higher rates of attempting content that they had opened. Results also raised concerns about increasing the complexity of the interface by integrating fine-grained visualization and social comparison features. My work contributes to the understanding of the effects of Open Learner Models and additional features that provide social comparison and detailed information. It also contributes bringing learning motivation aspects into the understanding of Open Learner Models. Learning motivation in the context of self-regulated learning, provides a valuable theoretical basis to study how different students react and use learning tools

Providing Service-based Personalization in an Adaptive Hypermedia System

Adaptive hypermedia is one of the most popular approaches of personalized information access. When the field started to emerge, the expectation was that soon nearly all published hypermedia content could be adapted to the needs, preferences, and abilities of its users. However, after a decade and a half, the gap between the amount of total hypermedia content available and the amount of content available in a personalized way is still quite large.In this work we are proposing a novel way of speeding the development of new adaptive hypermedia systems. The gist of the approach is to extract the adaptation functionality out of the adaptive hypermedia system, encapsulate it into a standalone system, and offer adaptation as a service to the client applications. Such a standalone adaptation provider reduces the development of adaptation functionality to configuration and compliance and as a result creates new adaptive systems faster and helps serve larger user populations with adaptively accessible content.To empirically prove the viability of our approach, we developed PERSEUS - server of adaptation functionalities. First, we confirmed that the conceptual design of PERSEUS supports realization of a several of the widely used adaptive hypermedia techniques. Second, to demonstrate that the extracted adaptation does not create a significant computational bottleneck, we conducted a series of performance tests. The results show that PERSEUS is capable of providing a basis for implementing computationally challenging adaptation procedures and compares well with alternative, not-encapsulated adaptation solutions. As a result, even on modest hardware, large user populations can be served content adapted by PERSEUS

Open Personalization: Involving Third Parties in Improving the User Experience of Websites

Traditional software development captures the user needs during the requirement analysis. The Web makes this endeavour even harder due to the difficulty to determine who these users are. In an attempt to tackle the heterogeneity of the user base, Web Personalization techniques are proposed to guide the users’ experience. In addition, Open Innovation allows organisations to look beyond their internal resources to develop new products or improve existing processes. This thesis sits in between by introducing Open Personalization as a means to incorporate actors other than webmasters in the personalization of web applications. The aim is to provide the technological basis that builds up a trusty environment for webmasters and companion actors to collaborate, i.e. "an architecture of participation". Such architecture very much depends on these actors’ profile. This work tackles three profiles (i.e. software partners, hobby programmers and end users), and proposes three "architectures of participation" tuned for each profile. Each architecture rests on different technologies: a .NET annotation library based on Inversion of Control for software partners, a Modding Interface in JavaScript for hobby programmers, and finally, a domain specific language for end-users. Proof-of-concept implementations are available for the three cases while a quantitative evaluation is conducted for the domain specific language

A Framework for Discovery and Diagnosis of Behavioral Transitions in Event-streams

Date stream mining techniques can be used in tracking user behaviors as they attempt to achieve their goals. Quality metrics over stream-mined models identify potential changes in user goal attainment. When the quality of some data mined models varies significantly from nearby models—as defined by quality metrics—then the user’s behavior is automatically flagged as a potentially significant behavioral change. Decision tree, sequence pattern and Hidden Markov modeling being used in this study. These three types of modeling can expose different aspect of user’s behavior. In case of decision tree modeling, the specific changes in user behavior can automatically characterized by differencing the data-mined decision-tree models. The sequence pattern modeling can shed light on how the user changes his sequence of actions and Hidden Markov modeling can identifies the learning transition points. This research describes how model-quality monitoring and these three types of modeling as a generic framework can aid recognition and diagnoses of behavioral changes in a case study of cognitive rehabilitation via emailing. The date stream mining techniques mentioned are used to monitor patient goals as part of a clinical plan to aid cognitive rehabilitation. In this context, real time data mining aids clinicians in tracking user behaviors as they attempt to achieve their goals. This generic framework can be widely applicable to other real-time data-intensive analysis problems. In order to illustrate this fact, the similar Hidden Markov modeling is being used for analyzing the transactional behavior of a telecommunication company for fraud detection. Fraud similarly can be considered as a potentially significant transaction behavioral change

Ontology-Based Open-Corpus Personalization for E-Learning

Conventional closed-corpus adaptive information systems control limited sets of documents in predefined domains and cannot provide access to the external content. Such restrictions contradict the requirements of today, when most of the information systems are implemented in the open document space of the World Wide Web and are expected to operate on the open-corpus content. In order to provide personalized access to open-corpus documents, an adaptive system should be able to maintain modeling of new documents in terms of domain knowledge automatically and dynamically. This dissertation explores the problem of open-corpus personalization and semantic modeling of open-corpus content in the context of e-Learning. Information on the World Wide Web is not without structure. Many collections of online instructional material (tutorials, electronic books, digital libraries, etc.) have been provided with implicit knowledge models encoded in form of tables of content, indexes, headers of chapters, links between pages, and different styles of text fragments. The main dissertation approach tries to leverage this layer of hidden semantics by extracting and representing it as coarse-grained models of content collections. A central domain ontology is used to maintain overlay modeling of students’ knowledge and serves as a reference point for multiple collections of external instructional material. In order to establish the link between the ontology and the open-corpus content models a special ontology mapping algorithm has been developed. The proposed approach has been applied in the Ontology-based Open-corpus Personalization Service that recommends and adaptively annotates online reading material. The domain of Java programming has been chosen for the proof-of-concept implementation. A controlled experiment has been organized to evaluate the developed adaptive system and the proposed approach overall. The results of the evaluation have demonstrated several significant learning effects of the implemented open-corpus personalization. The analysis of log-based data has also shown that the open-corpus version of the system is capable of providing personalization of similar quality to the close-corpus one. Such results indicate that the proposed approach successfully supports open-corpus personalization for e-Learning. Further research is required to verify if the approach remains effective in other subject domains and with other types of instructional content