Template-driven teacher modelling approach : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in Information Science at Massey University, Palmerston North

This thesis describes the Template-driven Teacher Modeling Approach, the initial implementation of the template server and the formative evaluation on the prototype. The initiative of Template-driven teacher modeling is to integrate the template server and intelligent teacher models in Web-based education systems for course authoring. There are a number of key components in the proposed system: user interface, template server and content repository. The Template-Driven Teacher Modeling (TDTM) architecture supports the course authoring by providing higher degree of control over the generation of presentation. The collection of accumulated templates in the template repository for a teacher or a group of teachers are selected as the inputs for the inference mechanism in teacher's model to calculate the best representation of the teaching strategy, and then predict teacher intention when he or she interacts with the system. Moreover, the presentation templates are kept to support the re-use of the on-line content at the level of individual screens with the help of Template Server

S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts

Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation of the same script on different platforms has not succeeded yet in making the transfer of scripts feasible. We present an alternative solution that treats the problem as a special case of providing support on top of diverse Web pages: In this case, the challenge is to trigger support based on the recognition of a Web page as belonging to a specific type of functionally equivalent pages such as the search query form or the results page of a search engine. The solution suggested has been implemented by means of a tool called S-COL (Scripting for Collaborative Online Learning) and allows for the sustainable development of scripts and scaffolds that can be used with a broad variety of content and platforms. The tool’s functions are described. In order to demonstrate the feasibility and ease of script reuse with S-COL, we describe the flexible re-implementation of a collaboration script for argumentation in S-COL and its adaptation to different learning platforms. To demonstrate that a collaboration script implemented in S-COL can actually foster learning, an empirical study about the effects of a specific script for collaborative online search on learning activities is presented. The further potentials and the limitations of the S-COL approach are discussed

Semantic modelling of learning objects and instruction

We introduce an ontology-based semantic modelling framework that addresses subject domain modelling, instruction modelling, and interoperability aspects in the development of complex reusable learning objects. Ontologies are knowledge representation frameworks, ideally suited to support knowledge-based modelling of these learning objects. We illustrate the benefits of semantic modelling for learning object assemblies within the context of standards such as SCORM Sequencing and Navigation and Learning Object Metadata

A Flexible Shallow Approach to Text Generation

In order to support the efficient development of NL generation systems, two orthogonal methods are currently pursued with emphasis: (1) reusable, general, and linguistically motivated surface realization components, and (2) simple, task-oriented template-based techniques. In this paper we argue that, from an application-oriented perspective, the benefits of both are still limited. In order to improve this situation, we suggest and evaluate shallow generation methods associated with increased flexibility. We advise a close connection between domain-motivated and linguistic ontologies that supports the quick adaptation to new tasks and domains, rather than the reuse of general resources. Our method is especially designed for generating reports with limited linguistic variations.Comment: LaTeX, 10 page

Reusable e-learning development: Case studies, practices and issues of awareness for knowledge-based organisations

Reusable e-learning development (RED) is defined as the cloning, modification and customisation of existing files or source codes for developing another website or another web-based application. RED does not imply just copying and changing existing files or source codes but rather, it provides a practical technique for time-saving, improving efficiency and maximising utility of existing resources for creating another website or another web-based application. RED is particularly useful for a large-scale web development, where there is an extremely high degree of overlapping of information, resources and web designs. Therefore, RED has been widely adopted by many knowledge-based organisations (KBO). In order to investigate the impacts of RED on KBO, various case studies, practices and issues of awareness for KBO are presented and analysed. This paper particularly focuses on studies and recommended practices from the University of Cambridge. Results from these case studies reveal a number of outcomes

Degree of Scaffolding: Learning Objective Metadata: A Prototype Leaning System Design for Integrating GIS into a Civil Engineering Curriculum

Digital media and networking offer great potential as tools for enhancing classroom learning environments, both local and distant. One concept and related technological tool that can facilitate the effective application and distribution of digital educational resources is learning objects in combination with the SCORM (sharable content objects reference model) compliance framework. Progressive scaffolding is a learning design approach for educational systems that provides flexible guidance to students. We are in the process of utilizing this approach within a SCORM framework in the form of a multi-level instructional design. The associated metadata required by SCORM will describe the degree of scaffolding. This paper will discuss progressive scaffolding as it relates to SCORM compliant learning objects, within the context of the design of an application for integrating Geographic Information Systems (GIS) into the civil engineering curriculum at the University of Missouri - Rolla

Site-wide templates for Internet sites

Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.Includes bibliographical references (leaves 67-68).This paper presents the design and implementation of a system to maintain multiple site-wide templates for one website. The idea is to separate the core contents of a web page from the graphical elements making up the page header and footer. Our goal is to non-intrusively allow both programmers and graphics designers to work mostly independently, decreasing development time while increasing the reliability and easing maintenance of the templates. SWTM accomplishes most of these goals through a simple programmer's API, an object-based approach to building templates, and a stored repository of all objects previously created. Thus, even when the separation of tasks between programmer and graphics designer is not possible, the programmer need only solve each problem once, allowing the graphics designer to reuse initial work in future templates.by Michael Bryzek.M.Eng

Building need-based systems for complex hostile situations

The concept of need-based systems is that they are not instantiated until they are brought to use. Such systems are either designed, assembled and instantiated for very concrete needs, alternatively built on speculation. They are used for evaluation, training or for real. In most cases they are not instantiated, though possibly brought into use as needed. How should needs be expressed? Needs are expressed in terms of results and effects. They may be simple or complex, where complex needs can be seen as structured compositions of more basic needs. When facing a hostile situation, it is critical to have predicted all needs necessary for resolving the given assignment. The complexity of needs, and of their interdependencies may appear to be overwhelming, and it is important to find optimal solutions to the problem at hand. What is needed is a knowledge-based conceptual model that describes the inter-relation of needs, predictions and effects. This paper proposes a number of viewpoints and tools to be applied to the construction of need-based systems -- viewing needs as a resource economy, as a non-linear dynamical system, making use of game theory, decision theory, and risk management. Models for needs and predictions, and the ways they are utilized, extends current systems engineering methods