29 research outputs found
Context based learning: a survey of contextual indicators for personalized and adaptive learning recommendations. A pedagogical and technical perspective
Learning personalization has proven its effectiveness in enhancing learner
performance. Therefore, modern digital learning platforms have been
increasingly depending on recommendation systems to offer learners personalized
suggestions of learning materials. Learners can utilize those recommendations
to acquire certain skills for the labor market or for their formal education.
Personalization can be based on several factors, such as personal preference,
social connections or learning context. In an educational environment, the
learning context plays an important role in generating sound recommendations,
which not only fulfill the preferences of the learner, but also correspond to
the pedagogical goals of the learning process. This is because a learning
context describes the actual situation of the learner at the moment of
requesting a learning recommendation. It provides information about the learner
current state of knowledge, goal orientation, motivation, needs, available
time, and other factors that reflect their status and may influence how
learning recommendations are perceived and utilized. Context aware recommender
systems have the potential to reflect the logic that a learning expert may
follow in recommending materials to students with respect to their status and
needs. In this paper, we review the state-of-the-art approaches for defining a
user learning-context. We provide an overview of the definitions available, as
well as the different factors that are considered when defining a context.
Moreover, we further investigate the links between those factors and their
pedagogical foundations in learning theories. We aim to provide a comprehensive
understanding of contextualized learning from both pedagogical and technical
points of view. By combining those two viewpoints, we aim to bridge a gap
between both domains, in terms of contextualizing learning recommendations
Recommendersysteme in der beruflichen Weiterbildung. Grundlagen, Herausforderungen und Handlungsempfehlungen. Ein Dossier im Rahmen des INVITE-Wettbewerbs
Das vorliegende Dossier erlĂ€utert zunĂ€chst, was Recommendersysteme sind und wie sie technisch umgesetzt werden. Nachfolgend wird aufgezeigt, zu welchem Zweck Recommendersysteme beim technologiegestĂŒtzten Lernen eingesetzt werden â sowohl im Bildungsbereich allgemein als auch speziell in der beruflichen Weiterbildung. Der gröĂere Teil dieses Dossiers widmet sich anschlieĂend spezifischen Herausforderungen der Entwicklung und Implementierung konkreter Recommendersysteme auf digitalen Weiterbildungsplattformen. Dabei werden basierend auf der bestehenden Literatur und Aussagen von Expert_innen Handlungsempfehlungen aufgefĂŒhrt. Insgesamt soll das vorliegende Dossier damit den Einsatz von Recommendersystemen in der beruflichen Aus- und Weiterbildung sowohl aus technischer als auch didaktischer Perspektive beleuchten. (DIPF/Orig.
EduCOR: An Educational and Career-Oriented Recommendation Ontology
With the increased dependence on online learning platforms and educational resource repositories, a unified representation of digital learning resources becomes essential to support a dynamic and multi-source learning experience. We introduce the EduCOR ontology, an educational, career-oriented ontology that provides a foundation for representing online learning resources for personalised learning systems. The ontology is designed to enable learning material repositories to offer learning path recommendations, which correspond to the userâs learning goals and preferences, academic and psychological parameters, and labour-market skills. We present the multiple patterns that compose the EduCOR ontology, highlighting its cross-domain applicability and integrability with other ontologies. A demonstration of the proposed ontology on the real-life learning platform eDoer is discussed as a use case. We evaluate the EduCOR ontology using both gold standard and task-based approaches. The comparison of EduCOR to three gold schemata, and its application in two use-cases, shows its coverage and adaptability to multiple OER repositories, which allows generating user-centric and labour-market oriented recommendations. Resource: https://tibonto.github.io/educor/
Work in Progress â Establishing a Master Program in Cyber Physical Systems: Basic Findings and Future Perspectives
© 2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.This paper reports on the basic findings and future perspectives of a capacity building project funded by the European Union. The International Master of Science on Cyber Physical Systems (MS@CPS) is a collaborative project that aims to establish a master program in cyber physical systems (CPS). A consortium composed of nine partners proposed the project. Three partners are European and from Germany, UK and Sweden; while the other six partners are from the South Mediterranean region and include: Palestine, Jordan and Tunisia. The consortium is led by the University of Siegen in Germany who also manages the implementation of the work packages. CPS is an emerging engineering subject with significant economic and societal implications, which motivated the consortium to propose the establishment of a master program to offer educational and training opportunities at graduate level in the fields of CPS. In this paper, CPS as a field of study is introduced with an emphasis on its importance, especially with regard to meeting local needs. A brief description of the project is presented in conjunction with the methodology for developing the courses and their learning outcomes
Universal Patterns in Color-Emotion Associations Are Further Shaped by Linguistic and Geographic Proximity
Many of us "see red," "feel blue," or "turn green with envy." Are such color-emotion associations fundamental to our shared cognitive architecture, or are they cultural creations learned through our languages and traditions? To answer these questions, we tested emotional associations of colors in 4,598 participants from 30 nations speaking 22 native languages. Participants associated 20 emotion concepts with 12 color terms. Pattern-similarity analyses revealed universal color-emotion associations (average similarity coefficientr= .88). However, local differences were also apparent. A machine-learning algorithm revealed that nation predicted color-emotion associations above and beyond those observed universally. Similarity was greater when nations were linguistically or geographically close. This study highlights robust universal color-emotion associations, further modulated by linguistic and geographic factors. These results pose further theoretical and empirical questions about the affective properties of color and may inform practice in applied domains, such as well-being and design.Peer reviewe
The sun is no fun without rain : Physical environments affect how we feel about yellow across 55 countries
Across cultures, people associate colours with emotions. Here, we test the hypothesis that one driver of this cross-modal correspondence is the physical environment we live in. We focus on a prime example â the association of yellow with joy, â which conceivably arises because yellow is reminiscent of life-sustaining sunshine and pleasant weather. If so, this association should be especially strong in countries where sunny weather is a rare occurrence. We analysed yellow-joy associations of 6625 participants from 55 countries to investigate how yellow-joy associations varied geographically, climatologically, and seasonally. We assessed the distance to the equator, sunshine, precipitation, and daytime hours. Consistent with our hypotheses, participants who live further away from the equator and in rainier countries are more likely to associate yellow with joy. We did not find associations with seasonal variations. Our findings support a role for the physical environment in shaping the affective meaning of colour.Peer reviewe
Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries
Background
Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres.
Methods
This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and lowâmiddle-income countries.
Results
In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of âsingle-useâ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for lowâmiddle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia.
Conclusion
This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both highâ and lowâmiddleâincome countries
Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries
Abstract
Background
Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres.
Methods
This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and lowâmiddle-income countries.
Results
In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of âsingle-useâ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for lowâmiddle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia.
Conclusion
This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both highâ and lowâmiddleâincome countries
OSCAR Knowledge Graph and Contextual, Graph-based Learning Path Recommendation Algorithm for the Personalized Learning Environment eDoer
In the scope of OSCAR project, the data model used for the educational content has been investigated and developed to provide more connectivity between open educational resources (OERs), which are created by different experts and/or in different periods of time. Data model development focused on transferring the tree structure of the database into a network structure, in the form of a knowledge graph.
More information on the project: http://oscar-ai.eu/
Learning and mentoring platform: http://edoer.eu/
Mental health training programme: https://learn.edoer.eu/organizations/oscar/contentsThe OSCAR project and this deliverable was supported by the European Commission Erasmus Plus programme. Project id: 2020-1-DE01-KA203-00571