250 research outputs found
Design approaches in technology enhanced learning
Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists
AI as a Methodology for Supporting Educational Praxis and Teacher Metacognition
Evidence-based practice (EBP) is of critical importance in education where emphasis is placed on the need to equip educators with an ability to independently generate and reflect on evidence of their practices in situ – a process also known as praxis. This paper examines existing research related to teachers’ metacognitive skills and, using two exemplar projects, it discusses the utility and relevance of AI methods of knowledge representation and knowledge elicitation as methodologies for supporting EBP. Research related to technology-enhanced communities of practice as a means for teachers to share and compare their knowledge with others is also examined. Suggestions for the key considerations in supporting teachers’ metacognition in praxis are made based on the review of literature and discussion of the specific projects, with the aim to highlight potential future research directions for AIEd. A proposal is made that a crucial part of AIEd’s future resides in its curating the role of AI as a methodology for supporting teacher training and continuous professional development, especially as relates to their developing metacognitive skills in relation to their practices
OntoAIMS: ontological approach to courseware authoring
In this paper we discuss how current ontology concepts can be beneficial for more
flexible and semantic rich description of the authoring process and for the provision of authoring
support of Intelligent Educational Systems (IES) with respect to the three main authoring
modules: domain editing, course composition and resource management. We take a semantic
perspective on the knowledge representation within such systems and explore the interoperability
between the various ontological structures for domain, instructional and resource modeling and
the modeling of the entire authoring process. We build upon our research on Authoring Task
Ontology and exemplify it within OntoAIMS system. We present authoring scenarios and show
their mapping with authoring task ontology. Further we discuss the OntoAIMS framework for
management of electronic learning objects (resources) and their usage in the automatic generation
of course templates for the authors. Finally, we describe our architecture, based on the
ontological specification of the authoring process
Using Ontological Engineering to Overcome AI-ED Problems: Contribution, Impact and Perspectives
This article reflects on the ontology engineering methodology discussed by the
paper entitled BUsing Ontological Engineering to Overcome AI-ED Problems published in
this journal in 2000.We discuss the achievements obtained in the last 10 years, the impact of
our work as well as recent trends and perspectives in ontology engineering for AIED
Knowledge Representation for Potential Field of Study Recognition
Knowledge Representation is a part of Artificial Intelligence that focuses on the formalism design. The knowledge about a specific domain is expressed epistemologically and computationally. One of the main reasons for this is that knowledge must be represented so as to easily identify the structure and characteristics of classes and the relationship among them. This paper will focus on the systematic investigation of ontology's formula that is presented by Description logics. We believe that Description logics be able to sketch, define, integrate and maintain the ontology
An Integrated Approach for Automatic\ud Aggregation of Learning Knowledge Objects
This paper presents the Knowledge Puzzle, an ontology-based platform designed to facilitate domain\ud
knowledge acquisition from textual documents for knowledge-based systems. First, the\ud
Knowledge Puzzle Platform performs an automatic generation of a domain ontology from documents’\ud
content through natural language processing and machine learning technologies. Second,\ud
it employs a new content model, the Knowledge Puzzle Content Model, which aims to model\ud
learning material from annotated content. Annotations are performed semi-automatically based\ud
on IBM’s Unstructured Information Management Architecture and are stored in an Organizational\ud
memory (OM) as knowledge fragments. The organizational memory is used as a knowledge\ud
base for a training environment (an Intelligent Tutoring System or an e-Learning environment).\ud
The main objective of these annotations is to enable the automatic aggregation of Learning\ud
Knowledge Objects (LKOs) guided by instructional strategies, which are provided through\ud
SWRL rules. Finally, a methodology is proposed to generate SCORM-compliant learning objects\ud
from these LKOs
Escaping the Trap of too Precise Topic Queries
At the very center of digital mathematics libraries lie controlled
vocabularies which qualify the {\it topic} of the documents. These topics are
used when submitting a document to a digital mathematics library and to perform
searches in a library. The latter are refined by the use of these topics as
they allow a precise classification of the mathematics area this document
addresses. However, there is a major risk that users employ too precise topics
to specify their queries: they may be employing a topic that is only "close-by"
but missing to match the right resource. We call this the {\it topic trap}.
Indeed, since 2009, this issue has appeared frequently on the i2geo.net
platform. Other mathematics portals experience the same phenomenon. An approach
to solve this issue is to introduce tolerance in the way queries are understood
by the user. In particular, the approach of including fuzzy matches but this
introduces noise which may prevent the user of understanding the function of
the search engine.
In this paper, we propose a way to escape the topic trap by employing the
navigation between related topics and the count of search results for each
topic. This supports the user in that search for close-by topics is a click
away from a previous search. This approach was realized with the i2geo search
engine and is described in detail where the relation of being {\it related} is
computed by employing textual analysis of the definitions of the concepts
fetched from the Wikipedia encyclopedia.Comment: 12 pages, Conference on Intelligent Computer Mathematics 2013 Bath,
U
Using Artificial Intelligence to Circumvent the Teacher Shortage in Special Education: A Phenomenological Investigation
The purpose of this hermeneutic phenomenological research study was to understand district technology leaders’ receptivity to employing artificial co-teachers, based on their lived experiences with Artificial Intelligence (AI). Facing a problematic teacher shortage in special education, the Jade County School District was not readily employing available AI technologies such as IBM’s WATSON and MIT Media Lab’s TEGA, to aide in filling the instructional voids caused by special education teacher attrition. Veblen’s theory of technological determinism provided the necessary framework for this study, which focused on how district technology leaders described their willingness or apprehension to employ autonomous machines to independently instruct students with disabilities in the classroom. This research study was carried out in a large public-school district with a high number of special education teacher vacancies. Purposeful sampling was used to recruit 11 district-level technology leaders who were responsible for developing and sharing a vision for how new technology could be employed to support the needs of students. The principal researcher applied hermeneutic phenomenology to interpret data from photo-elicitations, audio-recorded focus groups, and individual interviews
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