Toward a collective intelligence recommender system for education

The development of Information and Communication Technology (ICT), have revolutionized the world and have moved us into the information age, however the access and handling of this large amount of information is causing valuable time losses. Teachers in Higher Education especially use the Internet as a tool to consult materials and content for the development of the subjects. The internet has very broad services, and sometimes it is difficult for users to find the contents in an easy and fast way. This problem is increasing at the time, causing that students spend a lot of time in search information rather than in synthesis, analysis and construction of new knowledge. In this context, several questions have emerged: Is it possible to design learning activities that allow us to value the information search and to encourage collective participation?. What are the conditions that an ICT tool that supports a process of information search has to have to optimize the student's time and learning? This article presents the use and application of a Recommender System (RS) designed on paradigms of Collective Intelligence (CI). The RS designed encourages the collective learning and the authentic participation of the students. The research combines the literature study with the analysis of the ICT tools that have emerged in the field of the CI and RS. Also, Design-Based Research (DBR) was used to compile and summarize collective intelligence approaches and filtering techniques reported in the literature in Higher Education as well as to incrementally improving the tool. Several are the benefits that have been evidenced as a result of the exploratory study carried out. Among them the following stand out: • It improves student motivation, as it helps you discover new content of interest in an easy way. • It saves time in the search and classification of teaching material of interest. • It fosters specialized reading, inspires competence as a means of learning. • It gives the teacher the ability to generate reports of trends and behaviors of their students, real-time assessment of the quality of learning material. The authors consider that the use of ICT tools that combine the paradigms of the CI and RS presented in this work, are a tool that improves the construction of student knowledge and motivates their collective development in cyberspace, in addition, the model of Filltering Contents used supports the design of models and strategies of collective intelligence in Higher Education.Postprint (author's final draft

Logistic Knowledge Tracing: A Constrained Framework for Learner Modeling

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, Logistic Knowledge Tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to 6 learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. The models presented here avoid student-level fixed parameters to increase generalizability. We also introduce features to stand in for these intercepts. We argue that to be maximally applicable, a learner model needs to adapt to student differences, rather than needing to be pre-parameterized with the level of each student's ability

The Structured Process Modeling Theory (SPMT): a cognitive view on why and how modelers benefit from structuring the process of process modeling

After observing various inexperienced modelers constructing a business process model based on the same textual case description, it was noted that great differences existed in the quality of the produced models. The impression arose that certain quality issues originated from cognitive failures during the modeling process. Therefore, we developed an explanatory theory that describes the cognitive mechanisms that affect effectiveness and efficiency of process model construction: the Structured Process Modeling Theory (SPMT). This theory states that modeling accuracy and speed are higher when the modeler adopts an (i) individually fitting (ii) structured (iii) serialized process modeling approach. The SPMT is evaluated against six theory quality criteria

Research and Education in Computational Science and Engineering

Over the past two decades the field of computational science and engineering (CSE) has penetrated both basic and applied research in academia, industry, and laboratories to advance discovery, optimize systems, support decision-makers, and educate the scientific and engineering workforce. Informed by centuries of theory and experiment, CSE performs computational experiments to answer questions that neither theory nor experiment alone is equipped to answer. CSE provides scientists and engineers of all persuasions with algorithmic inventions and software systems that transcend disciplines and scales. Carried on a wave of digital technology, CSE brings the power of parallelism to bear on troves of data. Mathematics-based advanced computing has become a prevalent means of discovery and innovation in essentially all areas of science, engineering, technology, and society; and the CSE community is at the core of this transformation. However, a combination of disruptive developments---including the architectural complexity of extreme-scale computing, the data revolution that engulfs the planet, and the specialization required to follow the applications to new frontiers---is redefining the scope and reach of the CSE endeavor. This report describes the rapid expansion of CSE and the challenges to sustaining its bold advances. The report also presents strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie

The use of additional information in problem-oriented learning environments

Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate – e.g. hypertextual information in computer-supported learning environments. Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analyzed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modeling and one group without. Strategy modeling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In study 2, the additional information was presented in a more contextualized way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments