16,002 research outputs found
Metadata for describing learning scenarios under European Higher Education Area paradigm
In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher
Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and the
additional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborative
learning in order to acquire and develop competences, following adaptive learning paths in two structured levels
User-centred design of flexible hypermedia for a mobile guide: Reflections on the hyperaudio experience
A user-centred design approach involves end-users from the very beginning. Considering users at the early stages compels designers to think in terms of utility and usability and helps develop the system on what is actually needed. This paper discusses the case of HyperAudio, a context-sensitive adaptive and mobile guide to museums developed in the late 90s. User requirements were collected via a survey to understand visitors’ profiles and visit styles in Natural Science museums. The knowledge acquired supported the specification of system requirements, helping defining user model, data structure and adaptive behaviour of the system. User requirements guided the design decisions on what could be implemented by using simple adaptable triggers and what instead needed more sophisticated adaptive techniques, a fundamental choice when all the computation must be done on a PDA. Graphical and interactive environments for developing and testing complex adaptive systems are discussed as a further
step towards an iterative design that considers the user interaction a central point. The paper discusses
how such an environment allows designers and developers to experiment with different system’s behaviours and to widely test it under realistic conditions by simulation of the actual context evolving over time. The understanding gained in HyperAudio is then considered in the perspective of the
developments that followed that first experience: our findings seem still valid despite the passed time
Building multi-layer social knowledge maps with google maps API
Google Maps is an intuitive online-map service which changes people's way of navigation on Geo-maps. People can explore the maps in a multi-layer fashion in order to avoid information overloading. This paper reports an innovative approach to extend the "power" of Google Maps to adaptive learning. We have designed and implemented a navigator for multi-layer social knowledge maps, namely ProgressiveZoom, with Google Maps API. In our demonstration, the knowledge maps are built from the Interactive System Design (ISD) course at the School of Information Science, University of Pittsburgh. Students can read the textbooks and reflect their individual and social learning progress in a context of pedagogical hierarchical structure
Prospects for Theranostics in Neurosurgical Imaging: Empowering Confocal Laser Endomicroscopy Diagnostics via Deep Learning
Confocal laser endomicroscopy (CLE) is an advanced optical fluorescence
imaging technology that has the potential to increase intraoperative precision,
extend resection, and tailor surgery for malignant invasive brain tumors
because of its subcellular dimension resolution. Despite its promising
diagnostic potential, interpreting the gray tone fluorescence images can be
difficult for untrained users. In this review, we provide a detailed
description of bioinformatical analysis methodology of CLE images that begins
to assist the neurosurgeon and pathologist to rapidly connect on-the-fly
intraoperative imaging, pathology, and surgical observation into a
conclusionary system within the concept of theranostics. We present an overview
and discuss deep learning models for automatic detection of the diagnostic CLE
images and discuss various training regimes and ensemble modeling effect on the
power of deep learning predictive models. Two major approaches reviewed in this
paper include the models that can automatically classify CLE images into
diagnostic/nondiagnostic, glioma/nonglioma, tumor/injury/normal categories and
models that can localize histological features on the CLE images using weakly
supervised methods. We also briefly review advances in the deep learning
approaches used for CLE image analysis in other organs. Significant advances in
speed and precision of automated diagnostic frame selection would augment the
diagnostic potential of CLE, improve operative workflow and integration into
brain tumor surgery. Such technology and bioinformatics analytics lend
themselves to improved precision, personalization, and theranostics in brain
tumor treatment.Comment: See the final version published in Frontiers in Oncology here:
https://www.frontiersin.org/articles/10.3389/fonc.2018.00240/ful
Exploiting the user interaction context for automatic task detection
Detecting the task a user is performing on her computer desktop is important for providing her with contextualized and personalized support. Some recent approaches propose to perform automatic user task detection by means of classifiers using captured user context data. In this paper we improve on that by using an ontology-based user interaction context model that can be automatically populated by (i) capturing simple user interaction events on the computer desktop and (ii) applying rule-based and information extraction mechanisms. We present evaluation results from a large user study we have carried out in a knowledge-intensive business environment, showing that our ontology-based approach provides new contextual features yielding good task detection performance. We also argue that good results can be achieved by training task classifiers `online' on user context data gathered in laboratory settings. Finally, we isolate a combination of contextual features that present a significantly better discriminative power than classical ones
Progressor: Social navigation support through open social student modeling
The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students. © 2013 Taylor and Francis Group, LLC
Curricular Concept Maps as Structured Learning Diaries : Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications
The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.Peer reviewe
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