92 research outputs found
Dancing With Parkinson's Disease: The SI-ROBOTICS Study Protocol
Introduction: Parkinson's disease (PD) is one of the most frequent causes of disability among older people, characterized by motor disorders, rigidity, and balance problems. Recently, dance has started to be considered an effective exercise for people with PD. In particular, Irish dancing, along with tango and different forms of modern dance, may be a valid strategy to motivate people with PD to perform physical activity. The present protocol aims to implement and evaluate a rehabilitation program based on a new system called “SI-ROBOTICS,” composed of multiple technological components, such as a social robotic platform embedded with an artificial vision setting, a dance-based game, environmental and wearable sensors, and an advanced AI reasoner module. Methods and Analysis: For this study, 20 patients with PD will be recruited. Sixteen therapy sessions of 50 min will be conducted (two training sessions per week, for 8 weeks), involving two patients at a time. Evaluation will be primarily focused on the acceptability of the SI-ROBOTICS system. Moreover, the analysis of the impact on the patients' functional status, gait, balance, fear of falling, cardio-respiratory performance, motor symptoms related to PD, and quality of life, will be considered as secondary outcomes. The trial will start in November 2021 and is expected to end by April 2022. Discussions: The study aims to propose and evaluate a new approach in PD rehabilitation, focused on the use of Irish dancing, together with a new technological system focused on helping the patient perform the dance steps and on collecting kinematic and performance parameters used both by the physiotherapist (for the evaluation and planning of the subsequent sessions) and by the system (to outline the levels of difficulty of the exercise). Ethics and Dissemination: The study was approved by the Ethics Committee of the IRCCS INRCA. It was recorded in ClinicalTrials.gov on the number NCT05005208. The study findings will be used for publication in peer-reviewed scientific journals and presentations in scientific meetings
Dynamic tailoring of SCORM sequencing and navigation rules
The widespread use of the new information technologies in the teaching sector has driven an ever faster evolution of both technological and methodological tools. The proliferation of standards and specifics for defining pedagogical models, describing resources and drawing the student profile bears clear witness to this phenomenon. However, these specifics are rarely used synergically in virtual learning environments. Aim of the present work is to use the IMS Learner Information Package specifics, together with the Sequencing and Navigation specifics of the SCORM standard, as a means of personalizing the use of LO on an e-learning platform. We present the architecture of an intelligent agent that, when integrated in LMS, can tailor navigation of the learning content to the specific student characteristics
Architettura Multiagente per Learning Object Repository
Fino a questo momento il lavoro incessante della comunitĂ di e-learning
Ă© stato rivolto piĂą alla definizione di standard che
garantiscano l’interoperabilità e la riusabilità (informatica) del
materiale, piuttosto che alla riusabilitĂ (pedagogica) e alla
personalizzazione dei percorsi di apprendimento. Una delle
mancanze nel campo della strutturazione dei contenuti Ă© la quantitĂ ,
ma soprattutto la qualitĂ , delle informazioni pedagogiche che
accompagnano il contenuto. Ma come Ă© possibile prescindere dal
contesto educativo in cui una determinata risorsa didattica Ă© stata
utilizzata? Tutto questo va a discapito sia della qualitĂ del riuso che
della personalizzazione dei percorsi di apprendimento. Solitamente
quando si pensa ad un processo di e-learning istintivamente si Ă©
portati a pensare che questo differisca da un processo di formazione
tradizionale da diversi punti di vista. Il lavoro propone, partendo da
una proposta di specifiche per la descrizione degli scenari di
apprendimento/insegnamento, un modello architetturale di repository
al fine di creare una comunitĂ di buone pratiche in cui i docenti non
solo ritrovano del materiale didattico da utilizzare, ma anche la
collezione di tutte le esperienze di tutti i colleghi che ne hanno giĂ
fatto uso
A recommendation technique for cultural heritage hypermedial objects
The ever more widespread use of the Web for
knowledge sharing has led to the creation of a wide spectrum
of opportunities for employing shared information resources
and, at the same time, a gradual increase in the technologies
for making these resources available. In this scenario, it is
important to define new methods and techniques that can
support users’ search activities and selection of the resources
corresponding most closely to their needs. The work is
situated in the context of research into recommendation
methods for defining systems that can suggest to users what
hypermedial resource best fits their specific requirements. The
paper proposes a recommendation technique that can elicit
relations existing within complex domains so as to be able to
suggest semantically correlated hypermedial objects to users
according to their requests
CSA: Un’evoluzione del modello studente cooperativo COSMO
La costruzione di sistemi didattici adattativi richiede il
modellamento delle capacitĂ cognitive e metacognitive del discente.
Le tecniche impiegate per modellare l’utente propongono modelli
invisibili all’utente e pongono il problema della raccolta di dati
significativi. Per superare tale problema si ricorre a tecniche di
modellizzazione aperta o cooperativa che coinvolgono lo studente
nel processo di creazione del suo modello. A tale proposito, si è
proposto un modello capace di stimare la capacitĂ di autovalutazione
dello studente, COSMO, che coinvolgeva lo studente nella
valutazione delle sue prestazioni. L’impiego del modello in sistemi
d’e-learning ne ha evidenziato problemi di funzionamento. Sono stati
condotti test approfonditi per verificare la natura del problema e poi,
una volta modificato il modello, per verificare che il suo
comportamento fosse quello atteso. Nell’articolo è descritto il
processo di cambiamento che ha condotto, attraverso test ripetuti ed
approfonditi, al nuovo modello CSA
Evaluating The Effects Of CSA - Cooperative Student Assessment on Learning
Training through the Internet poses a series of technical problems and pedagogical issues. Traditional training is not
indiscriminate but takes on different forms according to the needs of the subject being trained and the context where such
training occurs. In order to make the systems adaptable in this way, a model of the student’s characteristics - the student
model - has to be set up, maintained and updated. However, there are many difficulties involved in obtaining sufficient
information to create an accurate student model. One way to solve this problem is to involve students in the student
modeling process, stimulating them to provide the necessary information by means of a dialog in which the student and
system build the student model according to a collaborative process.
The present work describes a cooperative student modeling method (Cooperative Student Assessment - CSA) which
builds a joint system-student assessment of student’s activities on the basis of the student’s self-assessment ability
estimation and a prototype system for children, addressing the learning of fractions, in which CSA is implemented. The
article also reports the result of an experimentation carried out with learners attending primary school aiming at
evaluating the effectiveness of involving students in the assessment process by comparing two versions of the same
system: one using cooperative student modeling and the other the traditional overlay model
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