Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

State of the art of learning styles-based adaptive educational hypermedia systems (Ls-Baehss)

The notion that learning can be enhanced when a teaching approach matches a learner’s learning style has been widely accepted in classroom settings since the latter represents a predictor of student’s attitude and preferences. As such, the traditional approach of ‘one-size-fits-all’ as may be applied to teaching delivery in Educational Hypermedia Systems (EHSs) has to be changed with an approach that responds to users’ needs by exploiting their individual differences. However, establishing and implementing reliable approaches for matching the teaching delivery and modalities to learning styles still represents an innovation challenge which has to be tackled. In this paper, seventy six studies are objectively analysed for several goals. In order to reveal the value of integrating learning styles in EHSs, different perspectives in this context are discussed. Identifying the most effective learning style models as incorporated within AEHSs. Investigating the effectiveness of different approaches for modelling students’ individual learning traits is another goal of this study. Thus, the paper highlights a number of theoretical and technical issues of LS-BAEHSs to serve as a comprehensive guidance for researchers who interest in this area

Building-up leaders for challenges through vicarious learning: Reflections from Australian leaders

Organizational leaders are essential for dealing with various workplace challenges, such as VUCA (volatility, uncertainty, complexity, and ambiguity) circumstances, and leadership development (LD) is a common way to build-up leaders. However, leadership practitioners are sometimes strongly dissatisfied with LD programs, which has been identified as ineffective in developing leaders for challenging circumstances. Thus, this research aims to discover how to prepare leaders for challenging work environments. This inductive research investigates open-ended reflections collected from 42 Australian leaders in LD programs to achieve the objective in regard to how crucial leadership capabilities are demonstrated in dealing with challenges and how to develop them. This research includes one methodological study and two empirical inductive studies. The methodological study develops a transparent step-by-step research framework through which the two qualitative studies are conducted. This qualitative research found that leadership resilience is essential in dealing with challenges, and it can strongly motivate others to learn. By observing leadership resilience demonstrated in challenging situations, leaders can improve their capabilities of dealing with challenges (e.g., leadership self-efficacy and selfawareness). These findings enrich the theoretical understanding of social cognitive theory by integrating ‘Resilient Attitude’ and ‘Coping Skills’ dimensions into the triadic schematization and contributes to better preparing leaders for challenges from two aspects. Firstly, the vicarious learning mechanism can explain ‘How to develop leaders’. Secondly, this research provides a theoretical contribution to psychological resilience by presenting a three-dimension model (resilient attitude, resilient behaviour, and coping skills), which answers ‘What is to be developed’. This research outlines that leaders can improve their capabilities of dealing with challenging circumstances by observing others' challenges and their resilient responses. This finding provides practical contributions to leadership development programs and other human resource management, e.g., talent management. In addition, the author-designed research framework may assist other new researchers in their studies

UTILIZATION AND EFFECT OF MULTIPLE CONTENT MODALITIES IN ONLINE HIGHER EDUCATION: SHIFTING TRAJECTORIES TOWARD SUCCESS THROUGH UNIVERSAL DESIGN FOR LEARNING

The idea that offering multiple means of representing course content will assist students of all abilities constitutes one pillar of Universal Design for Learning (UDL), a framework intended to address needs of students with disabilities while also holding relevance for all students. The efficacy of this UDL guideline lacks a verified empirical basis and therefore merits rigorous examination. My dissertation investigates the effect on learning outcomes of students using multiple modalities while learning course content (e.g., text, video, audio, interactive, or mixed content), targeting improving educational success for non-traditional online students. I investigate this effect for older undergraduates from a women’s institution who are predominantly low income and working mothers returning to school, many of whom are racial/ethnic minorities. Notably, challenges resulting from a lack of disability diagnosis and accommodation may be prevalent but hidden among these students. Traditional higher education typically does not serve such students well. Use of multiple modalities in class activities holds potential for improving their outcomes. Results show positive effects of using multiple modalities for learning content in courses across the curriculum presented in an adaptive learning system. Using a within-subjects study design, I found a medium-large positive effect size for knowledge gained across adaptive activities. Using an instrumental variables approach, I found a very large positive effect size for weekly assignment and quiz grades, and results suggest a large positive effect on course grade as well. I illustrate how combining knowledge of this effect with other information from the adaptive learning system and online tutoring in a Bayesian network analysis can predict where students may benefit from tutoring. This can inform potential support recommendations that would be particularly relevant when implementation of UDL-based design does not yet fully address students’ learning needs. These results provide the first evidence confirming an effect of UDL’s multiple modalities guideline on collegiate learning outcomes and illustrate how this information could be used to provide recommendations to students using a learning analytics perspective. Results have implications for researchers, faculty, course developers, instructional designers, analytics professionals, and institutions aiming to improve learning outcomes through a design-based approach

Design Models for Interactive Learning Systems: Students\u27 Attitude towards E-Learning Interactions

One of the main objectives of educational research in the area of e-learning is the optimisation of instructional designs to maximise learning opportunities that can be offered through different types of learning interactions for different types of learners. Designing an effective learning system requires looking at several variables and considerations. This paper reviews related literature and looks at theories and models linking technology to learning. The paper concludes with a compiled list of possible factors that may influence students’ attitude towards the use of technology for learning as well as related interactivity design guidelines

Adaptive intelligent personalised learning (AIPL) environment

As individuals the ideal learning scenario would be a learning environment tailored just for how we like to learn, personalised to our requirements. This has previously been almost inconceivable given the complexities of learning, the constraints within the environments in which we teach, and the need for global repositories of knowledge to facilitate this process. Whilst it is still not necessarily achievable in its full sense this research project represents a path towards this ideal.In this thesis, findings from research into the development of a model (the Adaptive Intelligent Personalised Learning (AIPL)), the creation of a prototype implementation of a system designed around this model (the AIPL environment) and the construction of a suite of intelligent algorithms (Personalised Adaptive Filtering System (PAFS)) for personalised learning are presented and evaluated. A mixed methods approach is used in the evaluation of the AIPL environment. The AIPL model is built on the premise of an ideal system being one which does not just consider the individual but also considers groupings of likeminded individuals and their power to influence learner choice. The results show that: (1) There is a positive correlation for using group-learning-paradigms. (2) Using personalisation as a learning aid can help to facilitate individual learning and encourage learning on-line. (3) Using learning styles as a way of identifying and categorising the individuals can improve their on-line learning experience. (4) Using Adaptive Information Retrieval techniques linked to group-learning-paradigms can reduce and improve the problem of mis-matching. A number of approaches for further work to extend and expand upon the work presented are highlighted at the end of the Thesis

Augmented Reality and Context Awareness for Mobile Learning Systems

Learning is one of the most interactive processes that humans practice. The level of interaction between the instructor and his or her audience has the greatest effect on the output of the learning process. Recent years have witnessed the introduction of e-learning (electronic learning), which was then followed by m-learning (mobile learning). While researchers have studied e-learning and m-learning to devise a framework that can be followed to provide the best possible output of the learning process, m-learning is still being studied in the shadow of e-learning. Such an approach might be valid to a limited extent, since both aims to provide educational material over electronic channels. However, m-learning has more space for user interaction because of the nature of the devices and their capabilities. The objective of this work is to devise a framework that utilises augmented reality and context awareness in m-learning systems to increase their level of interaction and, hence, their usability. The proposed framework was implemented and deployed over an iPhone device. The implementation focused on a specific course. Its material represented the use of augmented reality and the flow of the material utilised context awareness. Furthermore, a software prototype application for smart phones, to assess usability issues of m-learning applications, was designed and implemented. This prototype application was developed using the Java language and the Android software development kit, so that the recommended guidelines of the proposed framework were maintained. A questionnaire survey was conducted at the University, with approximately twenty-four undergraduate computer science students. Twenty-four identical smart phones were used to evaluate the developed prototype, in terms of ease of use, ease of navigating the application content, user satisfaction, attractiveness and learnability. Several validation tests were conducted on the proposed augmented reality m-learning verses m-learning. Generally, the respondents rated m-learning with augmented reality as superior to m-learning alone

Investigating how educational technologies can enhance learning experiences by assisting different learning activities

Current educational technology implementations are done independently and not necessarily linked, neither with key elements of the pedagogic model, nor accommodating different learning styles. This work focuses on developing a framework that would standardise the use of assistive technologies in education. In particular, the focus of this work is on how social media, computer-assisted assessment, augmented and mixed reality can be used to improve the learning experience in certain educational contexts. This research study is based on a combination of grounded theory that included a literature review on the following relevant areas, covering key topics that correspond to the dimensions of the proposed framework: i) communication in education; ii) assessment; iii) and feedback. This stage provided a review of the learning activity spectrum that can be affected by educational technologies. The deliverable of this stage was a detailed literature review with distinct links to the action research in the form of specific pilot studies. The following stage provides a discussion on the impact of educational technologies on learning activities. The main deliverable is a review of current technologies with emphasis on how they affect specific learning activities The research also included an element of action research in the form of six pilot studies: i) Google Glass: Student Experience; ii) Google Glass: Presentation Feedback; iii) Google Glass: Feedback on Feedback; iv) Google Glass: Voting System; v) Social Media: Facebook/Twitter/LinkedIn; vi) Student Observable Behaviour. The pilots were conducted and analysed in order to provide sufficient evidence supporting the proposed framework guidelines. The framework proposed consists of four dimensions: i) content; ii) communication; iii) assessment; iv) feedback. This framework is a framework of good practice. It can be used to support academics who wishes to deploy educational technologies in support of a range of learning activities. Furthermore, the framework has the flexibility of applying different educational technologies for different scenarios without missing a standardised evaluation criteria