Personalized Course Sequence Recommendations

Given the variability in student learning it is becoming increasingly important to tailor courses as well as course sequences to student needs. This paper presents a systematic methodology for offering personalized course sequence recommendations to students. First, a forward-search backward-induction algorithm is developed that can optimally select course sequences to decrease the time required for a student to graduate. The algorithm accounts for prerequisite requirements (typically present in higher level education) and course availability. Second, using the tools of multi-armed bandits, an algorithm is developed that can optimally recommend a course sequence that both reduces the time to graduate while also increasing the overall GPA of the student. The algorithm dynamically learns how students with different contextual backgrounds perform for given course sequences and then recommends an optimal course sequence for new students. Using real-world student data from the UCLA Mechanical and Aerospace Engineering department, we illustrate how the proposed algorithms outperform other methods that do not include student contextual information when making course sequence recommendations

NEXT LEVEL: A COURSE RECOMMENDER SYSTEM BASED ON CAREER INTERESTS

Skills-based hiring is a talent management approach that empowers employers to align recruitment around business results, rather than around credentials and title. It starts with employers identifying the particular skills required for a role, and then screening and evaluating candidates’ competencies against those requirements. With the recent rise in employers adopting skills-based hiring practices, it has become integral for students to take courses that improve their marketability and support their long-term career success. A 2017 survey of over 32,000 students at 43 randomly selected institutions found that only 34% of students believe they will graduate with the skills and knowledge required to be successful in the job market. Furthermore, the study found that while 96% of chief academic officers believe that their institutions are very or somewhat effective at preparing students for the workforce, only 11% of business leaders strongly agree [11]. An implication of the misalignment is that college graduates lack the skills that companies need and value. Fortunately, the rise of skills-based hiring provides an opportunity for universities and students to establish and follow clearer classroom-to-career pathways. To this end, this paper presents a course recommender system that aims to improve students’ career readiness by suggesting relevant skills and courses based on their unique career interests

QueRIE: Collaborative Database Exploration

Interactive database exploration is a key task in information mining. However, users who lack SQL expertise or familiarity with the database schema face great difficulties in performing this task. To aid these users, we developed the QueRIE system for personalized query recommendations. QueRIE continuously monitors the user’s querying behavior and finds matching patterns in the system’s query log, in an attempt to identify previous users with similar information needs. Subsequently, QueRIE uses these “similar” users and their queries to recommend queries that the current user may find interesting. In this work we describe an instantiation of the QueRIE framework, where the active user’s session is represented by a set of query fragments. The recorded fragments are used to identify similar query fragments in the previously recorded sessions, which are in turn assembled in potentially interesting queries for the active user. We show through experimentation that the proposed method generates meaningful recommendations on real-life traces from the SkyServer database and propose a scalable design that enables the incremental update of similarities, making real-time computations on large amounts of data feasible. Finally, we compare this fragment-based instantiation with our previously proposed tuple-based instantiation discussing the advantages and disadvantages of each approach

The Partial Evaluation Approach to Information Personalization

Information personalization refers to the automatic adjustment of information content, structure, and presentation tailored to an individual user. By reducing information overload and customizing information access, personalization systems have emerged as an important segment of the Internet economy. This paper presents a systematic modeling methodology - PIPE (`Personalization is Partial Evaluation') - for personalization. Personalization systems are designed and implemented in PIPE by modeling an information-seeking interaction in a programmatic representation. The representation supports the description of information-seeking activities as partial information and their subsequent realization by partial evaluation, a technique for specializing programs. We describe the modeling methodology at a conceptual level and outline representational choices. We present two application case studies that use PIPE for personalizing web sites and describe how PIPE suggests a novel evaluation criterion for information system designs. Finally, we mention several fundamental implications of adopting the PIPE model for personalization and when it is (and is not) applicable.Comment: Comprehensive overview of the PIPE model for personalizatio

A Hybrid Recommender Strategy on an Expanded Content Manager in Formal Learning

The main topic of this paper is to find ways to improve learning in a formal Higher Education Area. In this environment, the teacher publishes or suggests contents that support learners in a given course, as supplement of classroom training. Generally, these materials are pre-stored and not changeable. These contents are typically published in learning management systems (the Moodle platform emerges as one of the main choices) or in sites created and maintained on the web by teachers themselves. These scenarios typically include a specific group of students (class) and a given period of time (semester or school year). Contents reutilization often needs replication and its update requires new edition and new submission by teachers. Normally, these systems do not allow learners to add new materials, or to edit existing ones. The paper presents our motivations, and some related concepts and works. We describe the concepts of sequencing and navigation in adaptive learning systems, followed by a short presentation of some of these systems. We then discuss the effects of social interaction on the learners’ choices. Finally, we refer some more related recommender systems and their applicability in supporting learning. One central idea from our proposal is that we believe that students with the same goals and with similar formal study time can benefit from contents' assessments made by learners that already have completed the same courses and have studied the same contents. We present a model for personalized recommendation of learning activities to learners in a formal learning context that considers two systems. In the extended content management system, learners can add new materials, select materials from teachers and from other learners, evaluate and define the time spent studying them. Based on learner profiles and a hybrid recommendation strategy, combining conditional and collaborative filtering, our second system will predict learning activities scores and offers adaptive and suitable sequencing learning contents to learners. We propose that similarities between learners can be based on their evaluation interests and their recent learning history. The recommender support subsystem aims to assist learners at each step suggesting one suitable ordered list of LOs, by decreasing order of relevance. The proposed model has been implemented in the Moodle Learning Management System (LMS), and we present the system’s architecture and design. We will evaluate it in a real higher education formal course and we intend to present experimental results in the near future

RiPLE: Recommendation in Peer-Learning Environments Based on Knowledge Gaps and Interests

Various forms of Peer-Learning Environments are increasingly being used in post-secondary education, often to help build repositories of student generated learning objects. However, large classes can result in an extensive repository, which can make it more challenging for students to search for suitable objects that both reflect their interests and address their knowledge gaps. Recommender Systems for Technology Enhanced Learning (RecSysTEL) offer a potential solution to this problem by providing sophisticated filtering techniques to help students to find the resources that they need in a timely manner. Here, a new RecSysTEL for Recommendation in Peer-Learning Environments (RiPLE) is presented. The approach uses a collaborative filtering algorithm based upon matrix factorization to create personalized recommendations for individual students that address their interests and their current knowledge gaps. The approach is validated using both synthetic and real data sets. The results are promising, indicating RiPLE is able to provide sensible personalized recommendations for both regular and cold-start users under reasonable assumptions about parameters and user behavior.Comment: 25 pages, 7 figures. The paper is accepted for publication in the Journal of Educational Data Minin