Adaptive activities for inclusive learning using multitouch tabletops: An approach

Proceedings of the International Workshop on Personalization Approaches in Learning Environments. Girona, Spain, July 15, 2011.Also published online by CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073)People with cognitive disabilities have some difficulties with memory, literacy skills, attention and problem solving. Computers and specifically, adaptation mechanisms can be used to improve their learning. The adaptation allows fitting the learning process to each user. This paper presents a proposal to adapt learning activities while people are interacting using multitouch tabletops. The adaptation mechanism takes into account structural aspects, content adaptation and the interaction provided.This work has been funded by the Spanish Government (ASIES Project - Ministerio de Ciencia e Innovación de España, TIN2010-17344). The D2-Player has been funded by Fundación Sindrome de Down Madrid

Concept-level knowledge visualization for supporting self-regulated learning

Mastery Grids is an intelligent interface that provides access to different kinds of practice content for an introductory programming course. A distinctive feature of the interface is a parallel topic-level visualization of student progress and the progress of their peers. This contribution presents an extended version of the original system that features a finegrained visualization of student knowledge on the level of the detailed concepts that are associated with the course. The student model is based on a Bayesian-network which is built using students performance history in the learning activities. Copyright held by the owner/author(s)

Personalized web learning: merging Open Educational Resources into adaptive courses for higher education

In this paper, educational and technical challenges for applying learning pathways in Massive(ly) Open Online Courses in higher education are outlined. The authors argue that quality issues and didactical concerns may be overcome by (1) reverting to small Open Educational Resources that are (2) adaptively joined into concise courses by considering (3) predefined learning pathways with proper semantic annotations and (4) the observation of learner behaviour. Such a merger does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which interprets the semantic annotations as well as the measures of learner’s actions. These factors are then turned into didactically meaningful recommendations for the next learning steps, thereby creating a personalized learning pathway for each learner. The EU FP7 project INTUITEL is introduced, which has already contributed to the conceptual work and is currently developing the software to achieve these tasks. (DIPF/Orig.

Pengaruh Flipped Classroom Beraktivitas Gamifikasi Tradisional Terhadap Self Regulated Learning Pada Pembelajaran Pemrograman Visual

 Learning visual programming requires a strategy that is effective and motivates students. Flipped classroom with gamification activities can be a solution to this problem. Gamification is characterized by the use of game elements in a non-game context that aims to engage and motivate students. The implementation of gamification in this study was done traditionally. In order for learning in the classroom to focus on gamification activities in a traditional way, an activity before entering the classroom is needed in the form of an activity to review learning materials called a flipped classroom. In flipped classroom, students must have self-regulated learning skills in order to achieve academic success. Therefore, the purpose of this study is to explain the difference in self-regulated learning between flipped classroom with gamification activities and flipped classroom without gamification. This research is a quasi-experimental quantitative research. The results showed that there is a difference in self-regulated learning between flipped classroom learning with gamification activities and flipped classroom learning without gamification. Other findings showed that gamified flipped classroom learning received positive responses from students.  Therefore, learning using flipped classroom with gamification activities can be applied in visual programming learning, especially to generate student learning motivation.AbstrakDalam pembelajaran pemrograman visual diperlukan sebuah strategi yang efektif serta membangkitkan motivasi belajar siswa. Flipped classroom beraktivitas gamifikasi dapat dijadikan solusi dalam permasalahan tersebut. Gamifikasi ditandai dengan penggunaan unsur-unsur permainan dalam konteks yang bukan permainan yang bertujuan untuk melibatkan dan memotivasi siswa. Penerapan gamifikasi dalam penelitian ini dilakukan secara tradisional. Agar pembelajaran di dalam kelas berfokus pada kegiatan gemifikasi secara tradisional, diperlukan kegiatan sebelum memasuki kelas berupa aktivitas meninjau materi pembelajaran yang disebut flipped classroom. Dalam flipped classroom siswa harus memiliki keterampilan self regulated learning agar mencapai keberhasilan akademik. Oleh sebab itu tujuan dalam penelitian ini adalah menjelaskan perbedaan self regulated learning antara flipped classroom beraktivitas gamifikasi dengan flipped classroom tanpa gamifikasi. Penelitian ini termasuk penelitian kuantitatif kuasi eksperimen. Hasil penelitian menunjukkan bahwa terdapat perbedaan self regulated learning antara pembelajaran flipped classroom beraktivitas gamifikasi dengan pembelajaran flipped classroom tanpa gamifikasi. Temuan lain menunjukkan pembelajaran gamified flipped classroom mendapat respon yang positif dari mahasiswa.  Oleh sebab itu pembelajaran dengan menggunakan flipped classroom beraktivitas gamifikasi dapat diterapkan dalam pembelajaran pemrograman visual khususnya untuk membangkitkan motivasi belajar siswa

Social robots in educational contexts: developing an application in enactive didactics

Due to advancements in sensor and actuator technology robots are becoming more and more common in everyday life. Many of the areas in which they are introduced demand close physical and social contact. In the last ten years the use of robots has also increasingly spread to the field of didactics, starting with their use as tools in STEM education. With the advancement of social robotics, the use of robots in didactics has been extended also to tutoring situations in which these \u201csocially aware\u201d robots interact with mainly children in, for example, language learning classes. In this paper we will give a brief overview of how robots have been used in this kind of settings until now. As a result it will become transparent that the majority of applications are not grounded in didactic theory. Recognizing this shortcoming, we propose a theory driven approach to the use of educational robots, centred on the idea that the combination of enactive didactics and social robotics holds great promises for a variety of tutoring activities in educational contexts. After defining our \u201cEnactive Robot Assisted Didactics\u201d approach, we will give an outlook on how the use of humanoid robots can advance it. On this basis, at the end of the paper, we will describe a concrete, currently on-going implementation of this approach, which we are realizing with the use of Softbank Robotics\u2019 Pepper robot during university lectures