18,856 research outputs found
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 â 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
Design of interactive visualization of models and students data
This document reports the design of the interactive visualizations of open student models that will
be performed in GRAPPLE. The visualizations will be based on data stored in the domain model and student model, and aim at supporting learners to be more engaged in the learning process, and instructors in assisting the learners
Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.
Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment
Curriculum Guidelines for Undergraduate Programs in Data Science
The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program
met for the purpose of composing guidelines for undergraduate programs in Data
Science. The group consisted of 25 undergraduate faculty from a variety of
institutions in the U.S., primarily from the disciplines of mathematics,
statistics and computer science. These guidelines are meant to provide some
structure for institutions planning for or revising a major in Data Science
The future of technology enhanced active learning â a roadmap
The notion of active learning refers to the active involvement of learner in the learning process,
capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap,
the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a
best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap
Visualisation of Interactions in Online Collaborative Learning Environments
Much research in recent years has focused on the introduction of âVirtual Learning
Environmentsâ (VLEâs) to universities, documenting practice and sharing experience.
Communicative tools are the means by which VLEâs have the potential to transform
learning with computers from being passive and transmissive in nature, to being active
and constructivist. Attention has been directed towards the importance of online dialogue
as a defining feature of the VLE. However, practical methods of reviewing and analysing
online communication to encode and trace cycles of real dialogue (and learning) have
proved somewhat elusive. Qualitative methods are under-used for VLE discussions, since
they demand new sets of research skills for those unfamiliar with those methods.
Additionally, it can be time-intensive to learn them.
This thesis aims to build an improved and simple-to-use analytical tool for Moodle that
will aid and support teachers and administrators to understand and analyse interaction
patterns and knowledge construction of the participants involved in ongoing online
interactions. After reviewing the strengths and shortcomings of the existing visualisation
models, a new visualisation tool called the Virtual Interaction Mapping System (VIMS)
is proposed which is based on a framework proposed by Schrire (2004) to graphically
represent social presence and manage the online communication patterns of the learners
using Moodle. VIMS produces multiple possible views of interaction data so that it can
be evaluated from many perspectives; it can be used to represent interaction data both
qualitatively and quantitatively. The units of analysis can be represented graphically and
numerically for more extensive evaluation. Specifically, these indicators are
communication type, participative level, meaningful content of discussion, presence of
lurkers, presence of moderators, and performance of participants individually and as a
group. It thus enables assessment of the triangular relationship between conversationcontent,
online participation and learnin
Design of teacher assistance tools in an exploratory learning environment for algebraic generalisation
The MiGen project is designing and developing an intelligent exploratory environment to support 11-14 year-old students in their learning of algebraic generalisation. Deployed within the classroom, the system also provides tools to assist teachers in monitoring students' activities and progress. This paper describes the architectural design of these Teacher Assistance tools and gives a detailed description of one such tool, focussing in particular on the research challenges faced, and the technologies and approaches chosen to implement the necessary functionalities given the context of the project
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