System Orchestration Support for a Collaborative Blended Learning Flow

Portable and interactive technologies are changing the nature of collaborative learning practices and open up new possibilities for Computer Supported Collaborative Learning (CSCL). Now, activities occurring in and beyond the classroom can be combined and integrated leading to a new type of complex collaborative blended learning scenarios. However, to organize and structure these scenarios is challenging and represent a workload for practitioners, which hinder the adoption of these technology-enhanced practices. As an approach to alleviate this workload, this paper proposes a proof of concept of a technological solution to overcome the limitations detected in an analysis of an actual collaborative blended learning experiment carried out in a previous study. The solution consists on a Unit of Learning suitable to be instantiated with IMS Learning Design and complemented by a GenericService Integration system. This chapter also discusses to which extent the proposed solution covers the limitations detected in the previous study and how useful could be for reducing the orchestration effort in future experiences.This work has been partially funded by the Project Learn3 (TIN2008- 05163/TSI) from the Plan Nacional I+D+I and "Investigación y Desarrollo de Tecnologías para el e-Learning en la Comunidad de Madrid” funded by the Madrid Regional Government under grant No. S2009/TIC-1650

Ibigkas! 2.0: Directions for the Design of an Adaptive Mobile-Assisted Language Learning App

Ibigkas! is a team-based mobile-assisted language learning application that provides students with English language practice. Working collaboratively rather than competitively, players must find the rhyme, synonym, or antonym of a given target word among different lists of words on their mobile phones. At this time, Ibigkas! is not adaptive. In order to anticipate the needs of an adaptive version of the game, we conducted a workshop in which students and teachers from the target demographic played the game and then participated in focus group discussions. Based on their feedback, we conclude that an adaptive version of the game should include metacognitive support and a scoring system that enables monitoring of individual performance based on individual mistakes or non-response. Tracking of individual performance will enable us to build in other articulated student and teacher preferences such as levelling up, rankings, adaptive difficulty level adjustment, and personalized post-game support

Adaptation Strategies: A Comparison between E-Learning and E-Commerce Techniques

Part 2: First AI in Education Workshop: Innovations and Applications (AIeIA 2012)International audienceThe importance of e-learning and e-commerce applications has significantly increased in the past few years. Seeking better design and implementation principles is a research goal with, potentially, a significant impact. One of the commonalities of both applications is user-centricity. Understanding user behavior is critical especially in user-centered applications such as e-commerce and e-learning. In this work we discuss some of the fundamental similarities and differences in e-commerce and formal e-learning adaptation and discuss lessons that could be learned. We argue that current user pattern mining techniques should take into account behavioral and educational theories for distance learning in order to be efficient

The Effect of Strontium Ranelate on Fracture Healing: An Animal Study

Background. Strontium ranelate (StR) is an antiosteoporotic agent previously utilized for the enhancement of fracture union. We investigated the effects of StR on fracture healing using a rabbit model. Methods. Forty adult female rabbits were included in the study and were divided in 2 equal groups, according to StR treatment or untreated controls. All animals were subjected to osteotomy of the ulna, while the contralateral ulna remained intact and served as a control for the biomechanical assessment of fracture healing. Animals in the study group received 600 mg/kg/day of StR orally. All animals received ordinary food. At 2 and 4 weeks, all animals were euthanatized and the osteotomy sites were evaluated for healing through radiological, biomechanical, and histopathological studies. Results. The treatment group presented statistically significant higher callus diameter, total callus area, percentage of fibrous tissue (p<0.001), vessels/mm2, number of total vessels, and lower osteoclast number/mm2 (p<0.05) than the control group at 2 weeks. Additionally, the treatment group presented significantly higher percentages of new trabecular bone, vessels/mm2, osteoclast number/mm2, and lower values for callus diameter, as well as total callus area (p<0.05), than the control group at 4 weeks. At 4 weeks, in the treatment group, force applied (p=0.003), energy at failure (p=0.004), and load at failure (p=0.003) were all significantly higher in the forearm specimens with the osteotomized ulnae compared to those without. Radiological bone union was demonstrated for animals receiving StR at 4 weeks compared with controls (p=0.045). Conclusion. StR appears to enhance fracture healing but further studies are warranted in order to better elucidate the mechanisms and benefits of StR treatment

The Effect of Strontium Ranelate on Fracture Healing: An Animal Study

Background. Strontium ranelate (StR) is an antiosteoporotic agent previously utilized for the enhancement of fracture union. We investigated the effects of StR on fracture healing using a rabbit model. Methods. Forty adult female rabbits were included in the study and were divided in 2 equal groups, according to StR treatment or untreated controls. All animals were subjected to osteotomy of the ulna, while the contralateral ulna remained intact and served as a control for the biomechanical assessment of fracture healing. Animals in the study group received 600 mg/kg/day of StR orally. All animals received ordinary food. At 2 and 4 weeks, all animals were euthanatized and the osteotomy sites were evaluated for healing through radiological, biomechanical, and histopathological studies. Results. The treatment group presented statistically significant higher callus diameter, total callus area, percentage of fibrous tissue (p&lt;0.001), vessels/mm(2), number of total vessels, and lower osteoclast number/mm(2) (p&lt;0.05) than the control group at 2 weeks. Additionally, the treatment group presented significantly higher percentages of new trabecular bone, vessels/mm(2), osteoclast number/mm(2), and lower values for callus diameter, as well as total callus area (p&lt;0.05), than the control group at 4 weeks. At 4 weeks, in the treatment group, force applied (p=0.003), energy at failure (p=0.004), and load at failure (p=0.003) were all significantly higher in the forearm specimens with the osteotomized ulnae compared to those without. Radiological bone union was demonstrated for animals receiving StR at 4 weeks compared with controls (p=0.045). Conclusion. StR appears to enhance fracture healing but further studies are warranted in order to better elucidate the mechanisms and benefits of StR treatment