Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Modelling Requirements for Content Recommendation Systems

This paper addresses the modelling of requirements for a content Recommendation System (RS) for Online Social Networks (OSNs). On OSNs, a user switches roles constantly between content generator and content receiver. The goals and softgoals are different when the user is generating a post, as opposed as replying to a post. In other words, the user is generating instances of different entities, depending on the role she has: a generator generates instances of a "post", while the receiver generates instances of a "reply". Therefore, we believe that when addressing Requirements Engineering (RE) for RS, it is necessary to distinguish these roles clearly. We aim to model an essential dynamic on OSN, namely that when a user creates (posts) content, other users can ignore that content, or themselves start generating new content in reply, or react to the initial posting. This dynamic is key to designing OSNs, because it influences how active users are, and how attractive the OSN is for existing, and to new users. We apply a well-known Goal Oriented RE (GORE) technique, namely i-star, and show that this language fails to capture this dynamic, and thus cannot be used alone to model the problem domain. Hence, in order to represent this dynamic, its relationships to other OSNs' requirements, and to capture all relevant information, we suggest using another modelling language, namely Petri Nets, on top of i-star for the modelling of the problem domain. We use Petri Nets because it is a tool that is used to simulate the dynamic and concurrent activities of a system and can be used by both practitioners and theoreticians.Comment: 28 pages, 7 figure

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Early aspects: aspect-oriented requirements engineering and architecture design

This paper reports on the third Early Aspects: Aspect-Oriented Requirements Engineering and Architecture Design Workshop, which has been held in Lancaster, UK, on March 21, 2004. The workshop included a presentation session and working sessions in which the particular topics on early aspects were discussed. The primary goal of the workshop was to focus on challenges to defining methodical software development processes for aspects from early on in the software life cycle and explore the potential of proposed methods and techniques to scale up to industrial applications

A Framework for Specifying and Monitoring User Tasks

Knowledge about user task execution can help systems better reason about when to interrupt users. To enable recognition and forecasting of task execution, we develop a novel framework for specifying and monitoring user task sequences. For task specification, our framework provides an XML-based language with tags inspired by regular expressions. For task monitoring, our framework provides an event handler that manages events from any instrumented application and a monitor that observes a user's transitions within and among specified tasks. The monitor supports multiple active tasks and multiple instances of the same task. The use of our framework will enable systems to consider a user's position within a task model when reasoning about when to interrupt