Computer-Driven Instructional Design with INTUITEL

INTUITEL is a research project that was co-financed by the European Commission with the aim to advance state-of-the-art e-learning systems via addition of guidance and feedback for learners. Through a combination of pedagogical knowledge, measured learning progress and a broad range of environmental and background data, INTUITEL systems will provide guidance towards an optimal learning pathway. This allows INTUITEL-enabled learning management systems to offer learners automated, personalised learning support so far only provided by human tutors INTUITEL is - in the first place - a design pattern for the creation of adaptive e-learning systems. It focuses on the reusability of existing learning material and especially the annotation with semantic meta data. INTUITEL introduces a novel approach that describes learning material as well as didactic and pedagogical meta knowledge by the use of ontologies. Learning recommendations are inferred from these ontologies during runtime. This way INTUITEL solves a common problem in the field of adaptive systems: it is not restricted to a certain field. Any content from any domain can be annotated. The INTUITEL research team also developed a prototype system. Both the theoretical foundations and how to implement your own INTUITEL system are discussed in this book

Computer-Driven Instructional Design with INTUITEL

INTUITEL is a research project that was co-financed by the European Commission with the aim to advance state-of-the-art e-learning systems via addition of guidance and feedback for learners. Through a combination of pedagogical knowledge, measured learning progress and a broad range of environmental and background data, INTUITEL systems will provide guidance towards an optimal learning pathway. This allows INTUITEL-enabled learning management systems to offer learners automated, personalised learning support so far only provided by human tutors INTUITEL is - in the first place - a design pattern for the creation of adaptive e-learning systems. It focuses on the reusability of existing learning material and especially the annotation with semantic meta data. INTUITEL introduces a novel approach that describes learning material as well as didactic and pedagogical meta knowledge by the use of ontologies. Learning recommendations are inferred from these ontologies during runtime. This way INTUITEL solves a common problem in the field of adaptive systems: it is not restricted to a certain field. Any content from any domain can be annotated. The INTUITEL research team also developed a prototype system. Both the theoretical foundations and how to implement your own INTUITEL system are discussed in this book

Personalized web learning: merging Open Educational Resources into adaptive courses for higher education

In this paper, educational and technical challenges for applying learning pathways in Massive(ly) Open Online Courses in higher education are outlined. The authors argue that quality issues and didactical concerns may be overcome by (1) reverting to small Open Educational Resources that are (2) adaptively joined into concise courses by considering (3) predefined learning pathways with proper semantic annotations and (4) the observation of learner behaviour. Such a merger does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which interprets the semantic annotations as well as the measures of learner’s actions. These factors are then turned into didactically meaningful recommendations for the next learning steps, thereby creating a personalized learning pathway for each learner. The EU FP7 project INTUITEL is introduced, which has already contributed to the conceptual work and is currently developing the software to achieve these tasks. (DIPF/Orig.

Personalized web learning by joining OER

We argue that quality issues and didactical concerns of MOOCs may be overcome by relying on small Open Educational Resources, joining them into concise courses by gluing them together along predefined learning pathways with proper semantic annotations. This new approach to adaptive learning does not attempt to model the learner, but rather concentrates on the learning process and established models thereof. Such a new approach does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which may interpret the semantic annotations as well as measure a learner’s response to these. The EU FP7 project INTUITEL is introduced, which employs these technologies in a novel learning environment

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

ADAPTIVE MICROLEARNING: AN EMPIRICAL STUDY AMONG THE STUDENTS IN THE RURAL AREAS OF CHINA

Through multiple educational reforms, China has pursued developing well-rounded learners with solid content knowledge, higher-order thinking skills, and the ability to transfer knowledge to real-world problem spaces. The imbalance of learning resources between urban and rural China, however, has caused disadvantages for learners in rural China to gain access to quality educational opportunities necessary for becoming well-rounded learners. Luckily, the quickly growing Internet service coverage in rural China makes educational interventions possible. Online intervention aiming for many qualities of well-rounded learners, such as deeper learning, is particularly promising. The purpose of this study was to investigate the potential of adaptive microlearning to improve deeper learning among public school students in rural areas of China. More specifically, this study investigated whether learners experienced deeper learning while engaging in a prototype adaptive microlearning module (Teaching Cell) to supplement traditional Chinese classroom learning. Teaching Cell adopted the deeper learning principles from Wickersham and McGee’s framework (2008). The findings from quantitative data indicated that the Teaching Cell fulfilled many DLPs. For example, evidence supported the active learning principle, the engaged learner principle, the learner ownership principle, and the engaged activities principle. Mixed evidence was also found for the technology-supported principle, the intuitive design principle, and the facilitative teaching practices principle. However, there was a lack of evidence supporting the learner context principle. The findings from qualitative data were generally similar to the ones from quantitative data. The current proof-of-concept study demonstrated the potential that adaptive microlearning, promoting deeper learning, has for improving the educational experience of rural Chinese public school students. While the study was designed in search of a way to help disadvantaged students from rural China, the study can be extended to assist students in urban China, as the government recently banned private companies from offering tutoring services for core subjects

Efecto de la integración de hipermedias educativos con base en los estilos de aprendizaje, en el rendimiento académico de los estudiantes de un curso de modalidad mixta de informática para la comunicación

En el siglo XXI, cada institución educativa tiene que empezar por aceptar la necesidad de transformarse en una organización competitiva; y debe adaptar los procesos educativos para facilitar el aprendizaje tanto personal como colectivo. Los sistemas de enseñanza deben atender a los cambios sociales, económicos y tecnológicos. En la actualidad, los cambios que afectan a las instituciones educativas configuran un nuevo contexto, ya que la presencia de las nuevas tecnologías de la información y la comunicación (NTIC) en la sociedad, la necesidad de formar profesionales competentes para tiempos de cambio, la continua actualización de estos profesionales, demanda nuevas metodologías de aprendizaje-enseñanza y requiere, también, nuevos modelos adecuados a ellas. Fernández Tilve y Sanjuán Roca (2014) aseguran que “estamos avanzando, con cierta vertiginosidad, hacia modelos de aprendizaje alternativos, transformando las prácticas de formación y la estructuras paradigmáticas de los campos del saber. No podemos seguir manteniendo tan sólo estructuras de formación de corte presencial basadas en la mera transmisión de la información”. Las instituciones universitarias están buscando formas de proporcionar al estudiante oportunidades de aprendizaje de calidad, a menor costo. Sin embargo, las iniciativas de las universidades en el uso de la tecnología en la educación no dejan de ser experiencias descentralizadas, porque estas no han logrado que el profesorado cambie la forma de enseñar. A pesar de ello, reconocen que hay una revolución en las tecnologías, sin embargo, el por ciento del profesorado que sigue utilizando el modelo tradicional es muy alto. Uno de los retos mayores que traen las nuevas tecnologías es la formación de los docentes en el uso y la aplicación de estas dentro del entorno educativo, de tal manera que puedan enseñar y preparar para el futuro a todos los que han nacido en la era digital. Las NTIC abren un nuevo reto para los conocimientos y las destrezas del profesorado, así como la del estudiante..

Eficacia de un programa de intervención basado en el uso de las tic en la tutoría

[ES]Este trabajo tiene como objetivo conocer la eficacia de un programa de intervención basado en el uso de las TIC en la tutoría, con alumnos de 5º y 6º de Primaria de Martos (Jaén). Para poner en práctica esta investigación se emplea un programa basado en las TIC y se analiza el grado de adquisición de conocimientos, así como, las repercusiones en la motivación del alumnado y en la mejora en su proceso de aprendizaje. El diseño es pretest-postest con grupo de control. La muestra 196 individuos de Primaria, divididos en grupo experimental/control al 50%. Los resultados obtenidos son positivos, hasta 20 puntos mejora la autoestima y de la eficacia lectora. Sin embargo el sexo no es factor determinante en la consecución de resultados, ni la edad, profesión y nivel de estudios de los padres; tampoco el uso de las TIC y la conexión a Internet es factor determinante.[EN]This study aims to determine the effectiveness of an intervention program based on the use of ICT in mentoring with students from 5th and 6th grade of a city of Jaen. The implementation of this research is based on an ICT program and the degree of knowledge acquisition is analysed, as well as the impact on students’ motivation and the improvement in the learning process. The design is pre-test –post-test focus group. The sample of 196 primary school individuals, divided in experimental group / control group at 50%. The results are positive, self-esteem and reading efficiency improve up to 20 points. However, sex is not a determining factor in achieving results, or age, occupation and educational level of parents; neither is the use of ICT and the Internet a determinant factor.Tesis Univ. Jaén. Departamento de Pedagogía, leída el 14 de diciembre de 201

INTUITEL - Intelligent Tutorial Interface for Technology Enhanced Learning

The EU FP7 project INTUITEL provides a novel adaptive learningenvironment, which is neither test-driven nor curriculum-based. Although based on ontologies, it extends these by an innovative concept of learning pathwaysand a subsequent ranking algorithm. The resulting environment is in line with pedagogical models and cognitive theories and will be integrated in five differentmarket leading learning platforms. (DIPF/Orig.