Genisa: A web-based interactive learning environment for teaching simulation modelling

Intelligent Tutoring Systems (ITS) provide students with adaptive instruction and can facilitate the acquisition of problem solving skills in an interactive environment. This paper discusses the role of pedagogical strategies that have been implemented to facilitate the development of simulation modelling knowledge. The learning environment integrates case-based reasoning with interactive tools to guide tutorial remediation. The evaluation of the system shows that the model for pedagogical activities is a useful method for providing efficient simulation modelling instruction

A Conceptual Framework for Mobile Learning

Several technology projects have been launched to explore the opportunities that mobile technologies bring about when tackling issues of democratic participation and social inclusion through mobile learning. Mobile devices are cheaper than for instance a PC, and their affordance, usability and accessibility are such that they can potentially complement or even replace traditional computer technology. The importance of communication and collaboration features of mobile technologies has been stressed in the framework of ICT-mediated learning. In this paper, a theoretical framework for mobile learning and e-inclusion is developed for people outside the conventional education system. The framework draws upon the fields of pedagogy (constructivist learning in particular), mobile learning objects and sociology.Mobile Learning, Digital Divide, Constructivist Pedagogy, Forms Of Capital

Designing for change: mash-up personal learning environments

Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments. Learning environments and their construction as well as maintenance makes up the most crucial part of the learning process and the desired learning outcomes and theories should take this into account. Instruction itself as the predominant paradigm has to step down. The learning environment is an (if not 'the�) important outcome of a learning process, not just a stage to perform a 'learning play'. For these good reasons, we therefore consider instructional design theories to be flawed. In this article we first clarify key concepts and assumptions for personalised learning environments. Afterwards, we summarise our critique on the contemporary models for personalised adaptive learning. Subsequently, we propose our alternative, i.e. the concept of a mash-up personal learning environment that provides adaptation mechanisms for learning environment construction and maintenance. The web application mash-up solution allows learners to reuse existing (web-based) tools plus services. Our alternative, LISL is a design language model for creating, managing, maintaining, and learning about learning environment design; it is complemented by a proof of concept, the MUPPLE platform. We demonstrate this approach with a prototypical implementation and a – we think – comprehensible example. Finally, we round up the article with a discussion on possible extensions of this new model and open problems

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

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

A semantic web services-based infrastructure for context-adaptive process support

Current technologies aimed at supporting processes whether it is a business or learning process - primarily follow a metadata- and data-centric paradigm. Whereas process metadata is usually based on a specific standard specification - such as the Business Process Modeling Notation (BPMN) or the IMS Learning Design Standard - the allocation of resources is done manually at design-time, and the used data is often specific to one process context only. These facts limit the reusability of process models across different standards and contexts. To overcome these issues, we introduce an innovative Semantic Web Service-based framework aimed at changing the current paradigm to a context-adaptive service-oriented approach. Following the idea of layered semantic abstractions, our approach supports the development of abstract semantic process model - reusable across different contexts and standards - that enables a dynamic adaptation to specific actor needs and objectives. To illustrate the application of our framework and establish its feasibility, we describe a prototypical application in the E-Learning domain

Teaching Construction in the Virtual University: the WINDS project

This paper introduces some of the Information Technology solutions adopted in Web based INtelligent Design Support (WINDS) to support education in A/E/C design. The WINDS project WINDS is an EC-funded project in the 5th Framework, Information Society Technologies programme, Flexible University key action. WINDS is divided into two actions: ·The research technology action is going to implement a learning environment integrating an intelligent tutoring system, a computer instruction management system and a set of co-operative supporting tools. ·The development action is going to build a large knowledge base supporting Architecture and Civil Engineering Design Courses and to experiment a comprehensive Virtual School of Architecture and Engineering Design. During the third year of the project, more than 400 students all over Europe will attend the Virtual School. During the next three years the WINDS project will span a total effort of about 150 man-years from 28 partners of 10 European countries. The missions of the WINDS project are: Advanced Methodologies in Design Education. WINDS drives a breakdown with conventional models in design education, i.e. classroom or distance education. WINDS implements a problem oriented knowledge transfer methodology following Roger Schank's Goal Based Scenario (GBS) pedagogical methodology. GBS encourages the learning of both skills and cases, and fosters creative problem solving. Multidisciplinary Design Education. Design requires creative synthesis and open-end problem definition at the intersection of several disciplines. WINDS experiments a valuable integration of multidisciplinary design knowledge and expertise to produce a high level standard of education. Innovative Representation, Delivery and Access to Construction Education. WINDS delivers individual education customisation by allowing the learner access through the Internet to a wide range of on-line courses and structured learning objects by means of personally tailored learning strategies. WINDS promotes the 3W paradigm: learn What you need, Where you want, When you require. Construction Practice. Construction industry is a repository of ""best practices"" and knowledge that the WINDS will profit. WINDS system benefits the ISO10303 and IFC standards to acquire knowledge of the construction process directly in digital format. On the other hand, WINDS reengineers the knowledge in up-to-date courses, educational services, which the industries can use to provide just-in-time rather than in-advance learning. WINDS IT Solutions The missions of the WINDS project state many challenging requirements both in knowledge and system architecture. Many of the solutions adopted in these fields are innovative; others are evolution of existing technologies. This paper focuses on the integration of this set of state-of-the-art technologies in an advanced and functionally sound Computer Aided Instruction system for A/E/C Design. In particular the paper deals with the following aspects: Standard Learning Technology Architecture The WINDS system relies on the in progress IEEE 1484.1 Learning Technology Standard Architecture. According to this standard the system consists of two data stores, the Knowledge Library and the Record Database, and four process: System Coach, Delivery, Evaluation and the Learner. WINDS implements the Knowledge Library into a three-tier architecture: 1.Learning Objects: ·Learning Units are collections of text and multimedia data. ·Models are represented in either IFC or STEP formats. ·Cases are sets of Learning Units and Models. Cases are noteworthy stories, which describes solutions, integrate technical detail, contain relevant design failures etc. 2.Indexes refer to the process in which the identification of relevant topics in design cases and learning units takes place. Indexing process creates structures of Learning Objects for course management, profile planning procedures and reasoning processes. 3.Courses are taxonomies of either Learning Units or a design task and Course Units. Knowledge Representation WINDS demonstrates that it is possible and valuable to integrate a widespread design expertise so that it can be effectively used to produce a high level standard of education. To this aim WINDS gathers area knowledge, design skills and expertise under the umbrellas of common knowledge representation structures and unambiguous semantics. Cases are one of the most valuable means for the representation of design expertise. A Case is a set of Learning Units and Product Models. Cases are noteworthy stories, which describe solutions, integrate technical details, contain relevant design failures, etc. Knowledge Integration Indexes are a medium among different kind of knowledge: they implement networks for navigation and access to disparate documents: HTML, video, images, CAD and product models (STEP or IFC). Concept indexes link learning topics to learning objects and group them into competencies. Index relationships are the base of the WINDS reasoning processes, and provide the foundation for system coaching functions, which proactively suggest strategies, solutions, examples and avoids students' design deadlock. Knowledge Distribution To support the data stores and the process among the partners in 10 countries efficiently, WINDS implements an object oriented client/server as COM objects. Behind the DCOM components there is the Dynamic Kernel, which dynamically embodies and maintains data stores and process. Components of the Knowledge Library can reside on several servers across the Internet. This provides for distributed transactions, e.g. a change in one Learning Object affects the Knowledge Library spread across several servers in different countries. Learning objects implemented as COM objects can wrap ownership data. Clear and univocal definition of ownerships rights enables Universities, in collaboration with telecommunication and publisher companies, to act as "education brokers". Brokerage in education and training is an innovative paradigm to provide just-in-time and personally customised value added learning knowledg