Modeling Academic Education Processes by Dynamic Storyboarding

In high-level education such as university studies, there is a flexible but complicated system of subject offerings and registration rules such as prerequisite subjects. Those offerings, connected with registration rules, should be matched to the students’ learning needs and desires, which change dynamically. Students need assistance in such a maze of dynamically changing opportunities and limitations. To cope with this problem, a new storyboard concept for academic education, called “dynamic storyboarding” is proposed to assist university students. Dynamic storyboarding is based on the idea of semi-formally representing, processing, evaluating, and refining didactic knowledge. This storyboarding is more appropriate in managing high-level education than is general artificial intelligence knowledge representations such as frames. This is because the structure of dynamic storyboarding is driven by the semi-formal and multilayered nature of didactic knowledge in university education. A feasibility study showed that storyboarding can be used to supplement an academic educational system, such as the dynamic learning need reflection system (DLNRS) of Tokyo Denki University (TDU) in Japan. Concretely speaking, didactic knowledge in the university curricula was proven to be easily and clearly represented by dynamic storyboarding. This contributed to the students’ dynamic learning activities by supporting features that help students review and adapt their own individual curricula

Toward Making Didactics a Subject of Knowledge Engineering

Learning systems suffer from a lack of an explicit and adaptable didactic design. A way to overcome such deficiencies is (semi-) formally representing the didactic design. A modeling approach, storyboarding, is outlined here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify, validate the didactics behind a learning process. As a vision, didactics can be refined according to revealed weaknesses and proven excellence. Furthermore, suc-cessful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success

Toward making didactics a subject of knowledge engineering

Learning systems suffer from a lack of an explicit and adaptable didactic design. A way to overcome such deficiencies is (semi-) formally representing the didactic design. A modeling approach, storyboarding, is outlined here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify, validate the didactics behind a learning process. As a vision, didactics can be refined according to revealed weaknesses and proven excellence. Furthermore, suc-cessful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success

Improving systemic success factors in a university to achieve more effective and efficient operations:Using the PrOH modelling methodology

Purpose: The purpose of this paper is to improve the efficacy of professional support services and teaching processes within a leading UK university so that they align better to changing academic requirements and external market forces, using a novel systems thinking methodology. A case study is given from a school in a leading UK university. Design/methodology/approach: The case uses a novel process modelling methodology known as the process-orientated holonic modelling methodology. Abducted rationalisation is used to reflect upon the 4V’s theoretical concept of operational characteristics (volume, variety, variation over time and visibility). The paper also briefly describes the unique systems thinking principles behind the methodology and its use of abductive rationalisation. Findings: The methodology and models show that it is advantageous to simultaneously review strategic processes and operational processes because this enables roles, processes and tasks to be more purposefully redefined and more closely meet endogenous organisational requirements and exogenous market forces. Originality/value: This work will interest organisational analysts wishing to use a novel approach to improve strategy and operational processes in higher education and universities. The practical implications of the study are discussed using the 4V’s theoretical concept: volume of throughput, variety of offerings, variation over time and visibility of processes to students. The international context and implications are outlined

Tecnologias do conhecimento de engenharia para processos de aprendizagem

De um modo geral, os sistemas de aprendiza- gem sofrem com a falta de um projeto didático de design explícito e adaptável. Considerando serem os sistemas de e-learning digitais, pela sua própria natureza, a sua apre- sentação levanta a questão da modelagem do projeto didá- tico de forma a implicar a possibilidade de aplicar técnicas de IA. Uma abordagem de modelagem apresentada ante- riormente chamada storyboarding constitui-se no palco de aplicação do conhecimento de tecnologias de engenharia, para verificar e validar a didática nos processos de aprendi- zagem. Além disso, a didática pode ser refinada de acordo com as deficiências reveladas e a excelência comprovada. Os padrões didáticos bem sucedidos podem ser explorados mediante a aplicação de técnicas de coleta mining para as várias formas utilizadas pelos alunos no storyboard e os níveis de sucesso a eles associados

Using storyboarding and data mining to estimate success chances of curricula

In university studies, there is a flexible but complicated learning system of subject offers, enrollment rules for particular subject combinations, and prerequisites to meet for taking particular subjects, which need to be matched with students' needs and desires. Students need assistance in the jungle of such learning opportunities and limitations at today's universities. To face this problem, we employed our formerly developed storyboard concept and used it to develop, maintain, and evaluate curricula. Storyboarding is based on the idea of formally representing, processing, evaluating and refining didactic knowledge. This concept is utilized to supplement an educational system called Dynamic Learning Needs Reflection System (DLNRS) of the School of Information Environment of Tokyo Denki University, Japan. Concretely speaking, didactic knowledge of DLNRS can be represented by storyboarding and used for supporting dynamic learning activities of students. Here, we introduce an additional benefit of the storyboard concept. By using data mining - like methods to evaluate storyboard paths, we are able to estimate success chances of storyboard paths. Based on such an evaluation we will be able to rate planned (future) paths and thus, to prevent students from failing by non-appropriate curricula. Moreover, besides the evaluation, the estimation can be used for computer enforced suggestions to complete a path towards optimal success chances

Toward knowledge engineering with didactic knowledge

Learning systems suffer from a lack of an explicit and adaptable didactic design. A way to overcome such deficiencies is (semi-) formally representing the didactic design. A modeling approach, storyboarding, is outlined here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify, validate the didactics behind a learning process. As a vision, didactics can be refined according to revealed weaknesses and proven excellence. Furthermore, successful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success

A learning design for student-generated digital storytelling

The literature on digital video in education emphasises the use of prefabricated, instructional-style video assets. Learning designs for supporting the use of these expert-generated video products have been developed. However, there has been a paucity of pedagogical frameworks for facilitating specific genres of learner-generated video projects. Informed by two studies, this article describes the development of a learning design for a popular genre: learner-generated digital storytelling. A particular learning design representation is used to present a structured description of an approach to digital storytelling, and issues are raised relating to future iterations of the design. © 2011 Taylor & Francis

Development of Learning Objectives for an Undergraduate Computer-Aided Drafting and Design Animation Using the Delphi Technique

This study reflects on learning objectives created for an advanced computer aided drafting (CAD) learning module(s) or course with the emphasis on simulation and engineering animations. These objectives were derived by using the Delphi technique by access the support of a panel of subject matter experts (SME) from academia and industry that are interested in CAD. The results of this study are intended for the use of creating instructional modules for undergraduate studies. A panel of experts were chosen through an electronic listserv of engineering and technology supporters. Two rounds of two different Delphi survey instruments were utilized to complete a comprehensive list of necessary and extremely necessary learning objectives. Through the various instruments the necessary learning objectives were derived to help formulate the building blocks for learning module(s)