134,241 research outputs found
Authoring a Webâenhanced interface for a new languageâlearning environment
This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Webâbased Java programming, CALL authoring and language teaching expertise, it strives to generate new CALLâenhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (HĂ©mard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a studentâcontrolled navigational space based on a mixed learning environment approach, and (c) promote a flexible, networkâbased, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific languageâlearning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions
An evaluation of a contract management simulation game for architecture students
Architects are currently grappling to exploit new forms of communication made possible with developments in internet communication. At the same time, the construction industry is in a state of flux as novel project management systems are being introduced. Students need to understand the first principles of project management within the context of our changing environment. One of the best ways for students to learn about the legalities of the construction process is through role play and simulation but there is a Catch 22. Unless students have a basic understanding of project management, the contractual process can be confusing and intimidating. Even fifth and sixth year architecture students are reluctant to ask practitioners questions for fear of appearing ignorant. This paper presents an evaluation of the cost and benefits of a web-based simulation game to deliver the Architecture studies curriculum. The webbased game allows students to critically observe the transformation of designs into buildings through the exploration of the contract management process. A questionnaire survey was used to assess how the computer simulation operates as a group exercise, how it compares with more traditional approaches and the best and worst features of the web-based system. The students found the game to be practical, enjoyable, motivating and effective in stimulating the learning process. The benefits of the web-based game were also found to outweigh the costs, thus providing support for its use as an active learning tool in Architectural Education
Multi-Armed Bandits for Intelligent Tutoring Systems
We present an approach to Intelligent Tutoring Systems which adaptively
personalizes sequences of learning activities to maximize skills acquired by
students, taking into account the limited time and motivational resources. At a
given point in time, the system proposes to the students the activity which
makes them progress faster. We introduce two algorithms that rely on the
empirical estimation of the learning progress, RiARiT that uses information
about the difficulty of each exercise and ZPDES that uses much less knowledge
about the problem.
The system is based on the combination of three approaches. First, it
leverages recent models of intrinsically motivated learning by transposing them
to active teaching, relying on empirical estimation of learning progress
provided by specific activities to particular students. Second, it uses
state-of-the-art Multi-Arm Bandit (MAB) techniques to efficiently manage the
exploration/exploitation challenge of this optimization process. Third, it
leverages expert knowledge to constrain and bootstrap initial exploration of
the MAB, while requiring only coarse guidance information of the expert and
allowing the system to deal with didactic gaps in its knowledge. The system is
evaluated in a scenario where 7-8 year old schoolchildren learn how to
decompose numbers while manipulating money. Systematic experiments are
presented with simulated students, followed by results of a user study across a
population of 400 school children
The generation of e-learning exercise problems from subject ontologies
The teaching/ learning of cognitive skills, such as
problem-solving, is an important goal in most forms of
education. In well-structured subject areas certain
exercise problem types may be precisely described by
means of machine-processable knowledge structures
or ontologies. These ontologies can readily be used to
generate individual problem examples for the student,
where each problem consists of a question and its
solution. An example is given from the subject domain
of computer databases
Virtual learning environment for interactive engagement with advanced quantum mechanics
A virtual learning environment can engage university students in the learning
process in ways that the traditional lectures and lab formats can not. We
present our virtual learning environment \emph{StudentResearcher} which
incorporates simulations, multiple-choice quizzes, video lectures and
gamification into a learning path for quantum mechanics at the advanced
university level. \emph{StudentResearcher} is built upon the experiences
gathered from workshops with the citizen science game Quantum Moves at the
high-school and university level, where the games were used extensively to
illustrate the basic concepts of quantum mechanics. The first test of this new
virtual learning environment was a 2014 course in advanced quantum mechanics at
Aarhus University with 47 enrolled students. We found increased learning for
the students who were more active on the platform independent of their previous
performances.Comment: 8 pages, 6 figure
Assessment and Active Learning Strategies for Introductory Geology Courses
Educational research findings suggest that instructors can foster the growth of thinking skills and promote science literacy by incorporating active learning strategies into the classroom. This paper describes a variety of such strategies that may be adopted in introductory geology courses to encourage the development of higher-order thinking skills, and provides directions for implementing these techniques in the classroom. It discusses six hierarchical levels of student learning and links them to examples of appropriate assessment tools that were used successfully in several sections of a general education Earth Science course taught by two instructors at the University of Akron. These teaching strategies have been evaluated qualitatively using peer reviews, student written evaluations and semistructured student interviews; and quantitatively by measuring improvements in student retention, exam scores, and scores on a logical thinking assessment instrument. Educational levels: Graduate or professional
Learning biochemistry in peer groups â a new approach which enhances the student experience
University teaching of biochemistry has traditionally been based on delivery of the curriculum in lectures and practical classes. We have designed and implemented a new teaching and learning program for the second year biochemistry curriculum. In this program, student-centred learning activities in Peer Groups form a central element of the teaching. Structured discussions, concept mapping and problem solving exercises are performed in Peer Groups managed by the students. These activities enable the students to become active learners and share their understanding of biochemistry, in an alternative setting. Additional sharing of ideas occurs through student-generated materials, WebBoard discussions and seminars. The Peer Group program enables the students to adopt new approaches to learning, achieve greater cognitive engagement with the subject, and enhance their communication and teamwork skills
Teaching Space Syntax Through Reflective Practice
12-15 June 200
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