Providing Intelligent and Adaptive Support in Concept Map-based Learning Environments

abstract: Concept maps are commonly used knowledge visualization tools and have been shown to have a positive impact on learning. The main drawbacks of concept mapping are the requirement of training, and lack of feedback support. Thus, prior research has attempted to provide support and feedback in concept mapping, such as by developing computer-based concept mapping tools, offering starting templates and navigational supports, as well as providing automated feedback. Although these approaches have achieved promising results, there are still challenges that remain to be solved. For example, there is a need to create a concept mapping system that reduces the extraneous effort of editing a concept map while encouraging more cognitively beneficial behaviors. Also, there is little understanding of the cognitive process during concept mapping. What’s more, current feedback mechanisms in concept mapping only focus on the outcome of the map, instead of the learning process. This thesis work strives to solve the fundamental research question: How to leverage computer technologies to intelligently support concept mapping to promote meaningful learning? To approach this research question, I first present an intelligent concept mapping system, MindDot, that supports concept mapping via innovative integration of two features, hyperlink navigation, and expert template. The system reduces the effort of creating and modifying concept maps while encouraging beneficial activities such as comparing related concepts and establishing relationships among them. I then present the comparative strategy metric that modes student learning by evaluating behavioral patterns and learning strategies. Lastly, I develop an adaptive feedback system that provides immediate diagnostic feedback in response to both the key learning behaviors during concept mapping and the correctness and completeness of the created maps. Empirical evaluations indicated that the integrated navigational and template support in MindDot fostered effective learning behaviors and facilitating learning achievements. The comparative strategy model was shown to be highly representative of learning characteristics such as motivation, engagement, misconceptions, and predicted learning results. The feedback tutor also demonstrated positive impacts on supporting learning and assisting the development of effective learning strategies that prepare learners for future learning. This dissertation contributes to the field of supporting concept mapping with designs of technological affordances, a process-based student model, an adaptive feedback tutor, empirical evaluations of these proposed innovations, and implications for future support in concept mapping.Dissertation/ThesisDoctoral Dissertation Computer Science 201

Deeper Understanding of Tutorial Dialogues and Student Assessment

Bloom (1984) reported two standard deviation improvement with human tutoring which inspired many researchers to develop Intelligent Tutoring Systems (ITSs) that are as effective as human tutoring. However, recent studies suggest that the 2-sigma result was misleading and that current ITSs are as good as human tutors. Nevertheless, we can think of 2 standard deviations as the benchmark for tutoring effectiveness of ideal expert tutors. In the case of ITSs, there is still the possibility that ITSs could be better than humans.One way to improve the ITSs would be identifying, understanding, and then successfully implementing effective tutorial strategies that lead to learning gains. Another step towards improving the effectiveness of ITSs is an accurate assessment of student responses. However, evaluating student answers in tutorial dialogues is challenging. The student answers often refer to the entities in the previous dialogue turns and problem description. Therefore, the student answers should be evaluated by taking dialogue context into account. Moreover, the system should explain which parts of the student answer are correct and which are incorrect. Such explanation capability allows the ITSs to provide targeted feedback to help students reflect upon and correct their knowledge deficits. Furthermore, targeted feedback increases learners\u27 engagement, enabling them to persist in solving the instructional task at hand on their own. In this dissertation, we describe our approach to discover and understand effective tutorial strategies employed by effective human tutors while interacting with learners. We also present various approaches to automatically assess students\u27 contributions using general methods that we developed for semantic analysis of short texts. We explain our work using generic semantic similarity approaches to evaluate the semantic similarity between individual learner contributions and ideal answers provided by experts for target instructional tasks. We also describe our method to assess student performance based on tutorial dialogue context, accounting for linguistic phenomena such as ellipsis and pronouns. We then propose an approach to provide an explanatory capability for assessing student responses. Finally, we recommend a novel method based on concept maps for jointly evaluating and interpreting the correctness of student responses

Concept Mapping For Developing Competencies in European Higher Education Area

Abstract The study describes an experience of university innovation on the educational implications of Information and Communication Technologies (ICT) in education with the use of conceptual digital interactive maps developed in different practice sessions of the training module called: "New Information Technologies and Communication" (Master of Teacher of Secondary Education), taught at the University Pablo de Olavide of Seville (Spain

PBLL, Learning and Writing Skills: Fostering Motivation, Creativity and Appreciation for Cultures in the 4th ESO English Classroom

In this final Dissertation I intend to present a learning unit framed within an active methodology, in which writing skills are developed within a PBLL approach which encapsulates the principles of CLT and SLA. Likewise, it is intended to analyse how the subject of this unit and its structure can foster creativity, motivation and the feeling of appreciation for other cultures in 4th ESO students in IES Pedro de Luna. In order to do so, the dissertation starts with an introduction followed by the main purpose, objectives and justification, and theoretical and curricula framework. Hence, the whole proposal is framed within the European, National and Regional Curriculums in order to generate a solid and reliable base which embraces new perspectives on learning and enhances key competences in order to provide a holistic learning. The theoretical framework particularly supports the implementation of a PBLL so as to stimulate learners through music into significant English learning and to ameliorate school performance. On the other hand, it also justifies the importance of the teaching of writing through song compositions in order to trigger imagination, and self-expression. Other aligned learner-cantered methodologies are analysed since they encapsulate cultural expressions, elaborate on different ways of approaching or resolving problems and explore self-reflection or cooperative work. Thus, these help learners exercise freedom of expression. These premises are further developed and studied in the fourth part, devoted to the methodological design, and the fifth section which examines the whole Unit plan. The last and final piece offers the conclusions which summarize the proposal, pointing out to the innovation stated and possible improvements. En este trabajo de fin de máster presento una unidad didáctica enmarcada dentro de una metodología activa, en la que se desarrollan habilidades para la escritura dentro de un enfoque PBLL y centrado en los principios de CLT y SLA. Asimismo, se pretende analizar cómo el tema de dicha unidad y su estructura pueden fomentar la creatividad, la motivación y el sentimiento de apreciación por otras culturas en alumnos de 4º de ESO del IES Pedro de Luna. Para ello, la disertación comienza con una introducción, propósito principal, objetivos, justificación y diseño del marco teórico y curricular. Así, toda la propuesta se enmarca dentro del currículo europeo, nacional y regional para generar una base sólida que encapsula nuevas perspectivas sobre el aprendizaje e incorpora las competencias clave para proporcionar un aprendizaje holístico. El marco teórico realza la implementación del aprendizaje por proyectos para estimular a los estudiantes a través de la música con la finalidad de proporcionar conocimientos significativos en inglés y mejorar los resultados académicos. Por otro lado, también justifica la importancia de la enseñanza de la escritura con la creación de canciones que activan la imaginación y expresión. Se analizan también otras metodologías centradas en el alumno alineadas con la expresión cultural, formas de abordar problemas, y la autorreflexión o el trabajo cooperativo. Así, todas estas actividades ayudan a los alumnos a ejercer su libertad de expresión. Estas premisas se desarrollan y estudian en la cuarta parte, dedicada al diseño metodológico, y en la quinta sección que examina el plan completo de la Unidad. La última sección ofrece las conclusiones que resumen la propuesta, señalando la propuesta de innovación y las posibles mejoras.<br /

Enabling the Development and Implementation of Digital Twins : Proceedings of the 20th International Conference on Construction Applications of Virtual Reality

Welcome to the 20th International Conference on Construction Applications of Virtual Reality (CONVR 2020). This year we are meeting on-line due to the current Coronavirus pandemic. The overarching theme for CONVR2020 is "Enabling the development and implementation of Digital Twins". CONVR is one of the world-leading conferences in the areas of virtual reality, augmented reality and building information modelling. Each year, more than 100 participants from all around the globe meet to discuss and exchange the latest developments and applications of virtual technologies in the architectural, engineering, construction and operation industry (AECO). The conference is also known for having a unique blend of participants from both academia and industry. This year, with all the difficulties of replicating a real face to face meetings, we are carefully planning the conference to ensure that all participants have a perfect experience. We have a group of leading keynote speakers from industry and academia who are covering up to date hot topics and are enthusiastic and keen to share their knowledge with you. CONVR participants are very loyal to the conference and have attended most of the editions over the last eighteen editions. This year we are welcoming numerous first timers and we aim to help them make the most of the conference by introducing them to other participants

Third international workshop on Authoring of adaptive and adaptable educational hypermedia (A3EH), Amsterdam, 18-22 July, 2005

The A3EH follows a successful series of workshops on Adaptive and Adaptable Educational Hypermedia. This workshop focuses on models, design and authoring of AEH, on assessment of AEH, conversion between AEH and evaluation of AEH. The workshop has paper presentations, poster session and panel discussions