Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Knowledge tree: Putting discourse into computer‐based learning

Most CBL materials currently in use model only the declarative aspects of the learning process. If such courseware is used without careful planning, this can be dangerous because one of the most fundamental aspects of education is the dialogue that occurs between teachers and the students. Traditionally, this has taken place in informal discussions as well as in formal small‐group learning sessions such as the conventional tutorial. However, as the student‐staff ratio increases, so does the opportunity for this type of personal dialogue decrease. Modern networking technology offers a huge potential to add discourse to CBL, but there are many pedagogical problems involved with the intrinsically ephemeral and anarchic nature both of the Internet and of most conferencing or bulletin‐board systems. In this paper we describe a software system called Knowledge Tree (KT) which we have developed to address some of these issues. KT combines a hierarchical concept‐oriented database functionality with that of a Usenet‐style bulletin board Using this, a knowledge garden may be developed for any subject area. These each contain a hypermedia database of frequently asked questions, together with answers provided by subject experts. There is provision for inter‐student discussions of problems and issues. When students ask new questions these are automatically emailed to a relevant subject expert (determined by a subject‐specific concept thesaurus). The answer is then placed in the database which eventually grows to become a valuable teaching resource. KT is discipline‐independent as the concept thesaurus can be changed to encapsulate any domain of knowledge. We have used it in support of conventional lecture courses, as an important component of a multimedia course, and for general IT support. These examples illustrate the role that this system can play both in basic information provision, and in facilitating the discussion of deep issues

Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research

Exploiting synergy between ontologies and recommender systems

Recommender systems learn about user preferences over time, automatically finding things of similar interest. This reduces the burden of creating explicit queries. Recommender systems do, however, suffer from cold-start problems where no initial information is available early on upon which to base recommendations.Semantic knowledge structures, such as ontologies, can provide valuable domain knowledge and user information. However, acquiring such knowledge and keeping it up to date is not a trivial task and user interests are particularly difficult to acquire and maintain. This paper investigates the synergy between a web-based research paper recommender system and an ontology containing information automatically extracted from departmental databases available on the web. The ontology is used to address the recommender systems cold-start problem. The recommender system addresses the ontology's interest-acquisition problem. An empirical evaluation of this approach is conducted and the performance of the integrated systems measured

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computer‐aided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation

The other side of the social web: A taxonomy for social information access

The power of the modern Web, which is frequently called the Social Web or Web 2.0, is frequently traced to the power of users as contributors of various kinds of contents through Wikis, blogs, and resource sharing sites. However, the community power impacts not only the production of Web content, but also the access to all kinds of Web content. A number of research groups worldwide explore what we call social information access techniques that help users get to the right information using "collective wisdom" distilled from actions of those who worked with this information earlier. This invited talk offers a brief introduction into this important research stream and reviews recent works on social information access performed at the University of Pittsburgh's PAWS Lab lead by the author. Copyright © 2012 by the Association for Computing Machinery, Inc. (ACM)

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

Reviews

Teaching and Learning Materials and the Internet by Ian Forsyth, London: Kogan Page, 1996. ISBN: 0–7494‐ 20596. 181 pages, paperback. £18.99