Experiences with GRAIL::Learning Design support in .LRN

The IMS-LD specification allow the transcription of almost any pedagogical model in a "Unit of Learning" (UoL), which is a package where contents and methodology are combined together in order to be deployed in a compliant software. Making use of GRAIL as the supporting tool inside the .LRN Learning Management System, this paper presents two real experiences of use where IMS-LD has been used to deploy pedagogical models with different levels of complexity

A Supporting Architecture for Generic Service Integration in IMS Learning Design

De la Fuente Valentin, L., Miao, Y., Pardo, A., & Delgado Kloos, C. (2008). A Supporting Architecture for Generic Service Integration in IMS Learning Design. In P. Dillenbourg & M. Specht (Eds.), Times of Convergence. Technologies Across Learning Contexts - Proceedings of the Third European Conference on Technology Enhanced Learning, EC-TEL 2008 (pp. 467-473). September, 16-19, 2008, Maastricht, The Netherlands: Lecture Notes in Computer Science 5192 Springer 2008, ISBN 978-3-540-87604-5.Learning Design offers the possibility of capturing the process, activities, user organization and resources used in a learning experience. But a wider set of scenarios appear when generic services are considered. Integrating such services in a Unit of Learning is difficult due to the lack of a defined bi-directional protocol for information exchange. In this paper the Generic Service Integration paradigm is presented. It extends the Learning Design specification to use generic services, first at the design stage of a Unit of Learning, and then at the deployment and run times. The framework allows for bi-directional exchange of information between a Unit of Learning and a service. The consequences of the approach are that services can be configured to suit the needs of activities in a learning environment, and a Unit of Learning may adapt its behavior based on the events that took place in any of the used services

Learning Pathway Recommendation based on a Pedagogical Ontology and its Implementation in Moodle

When learners may select among different alternatives, or are guided to do so by an adaptive learning environment (ALE), it is generally meaningful to discuss the concept of different learning pathways. Pedagogically, these learning pathways may either be defined macroscopically, e.g. in terms of desired learning outcomes or competencies, or microscopically in terms of a didactical model for individual knowledge objects. In this contribution we consider such learning pathways from a pedagogical point of view and then establish a mathematical model for their traversal by a learner and for the analysis of his behavior. This model is implemented in a novel ALE provided by the EU FP7 project INTUITEL, introduced in its Moodle version as concrete example

Sentiment analysis methods for politics and hate speech contents in Spanish language: a systematic review

The political debate in social networks, and its derivatives such as hate speech, has surfaced at the top of the social agenda due to its impact on public opinion and, consequently, in the communication strategies of political parties, public institutions, media corporations, and lobbies. The scientific community has been working to respond to the demand for tools that allow studying the political attitude of citizens in these networks, focusing on sentiment analysis methodologies. However, their work has been hampered by several significant challenges, such as the absence of standardized investigation methodologies, the filtering of content created by bots and spammers, or the interpretation of slang and other conventionalisms that are specific to microblogging platforms. In addition to these challenges and the generic problems related to the interpretation of human language, researchers from the Spanish-speaking community have found themselves with the additional problem of developing strategies and methodologies suitable for Spanish text, in a scenario dominated by research aimed at the English language. In this paper, we present a systematic review that describes the state of the art in sentiment analysis methods for politics and hate speech contents in the Spanish language, by systematically reviewing the relevant papers available

Emerging Technologies Landscape on Education. A review

This paper presents a desk research that analysed available recent studies in the field of Technology Enhanced Learning. The desk research is focused on work produced in the frame of FP6 and FP7 European programs, in the area of Information and Communication Technologies. It concentrates in technologies that support existing forms of learning, and also in technologies that enhance new learning paradigms. This approach includes already adopted and successfully piloted technologies. The elaboration of the desk research had three main parts: firstly, the collection of documents from CORDIS and other institutions related to TEL research; secondly, the identification of relevant terms appearing in those documents and the elaboration of a thesaurus; and thirdly, a quantitative analysis of each term occurrences. Many of the identified technologies belong to the fields of interactive multimedia, Human-computer Interaction and-or related to recommendation and learning analytics. This study becomes a thorough review of the current state of these fields through the actual development of R&D European projects. This research, will be used as a basis to better understand the evolution of the sector, and to focus future research efforts on these sectors and their application to education

Using Meta-Learning to predict student performance in virtual learning environments

Educational Data Science has meant an important advancement in the understanding and improvemen of learning models in recent years. One of the most relevant research topics is student performance prediction through click-stream activity in virtual learning environments, which provide abundant information about their behaviour during the course. This work explores the potential of Deep Learning and Meta-Learning in this field, which has thus far been explored very little, so that it can serve as a basis for future studies. We implemented a predictive model which is able to automatically optimise the architecture and hyperparameters of a deep neural network, taking as a use case an educational dataset that contains information from more than 500 students from an online university master’s degree. The results show that the performance of the autonomous model was similar to the traditionally designed one, which offers significant benefits in terms of efficiency and scalability. This also opens up interesting areas of research related to Meta-Learning applied to educational Big Data. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature

A systematic review of the effects of automatic scoring and automatic feedback in educational settings

Automatic scoring and feedback tools have become critical components of online learning proliferation. These tools range from multiple-choice questions to grading essays using machine learning (ML). Learning environments such as massive open online courses (MOOCs) would not be possible without them. The usage of this mechanism has brought many exciting areas of study, from the design of questions to the ML grading tools' precision and accuracy. This paper analyzes the findings of 125 studies published in journals and proceedings between 2016 and 2020 on the usages of automatic scoring and feedback as a learning tool. This analysis gives an overview of the trends, challenges, and open questions in this research area. The results indicate that automatic scoring and feedback have many advantages. The most important benefits include enabling scaling the number of students without adding a proportional number of instructors, improving the student experience by reducing the time between submission grading and feedback, and removing bias in scoring. On the other hand, these technologies have some drawbacks. The main problem is creating a disincentive to develop innovative answers that do not match the expected one or have not been considered when preparing the problem. Another drawback is potentially training the student to answer the question instead of learning the concepts. With this, given the existence of a correct answer, such an answer could be leaked to the internet, making it easier for students to avoid solving the problem. Overall, each of these drawbacks presents an opportunity to look at ways to improve technologies to use these tools to provide a better learning experience to students. © 2013 IEEE

Learning pathway recommendation based on a pedagogical ontology and its implementation in Moodle

When learners may select among different alternatives, or are guided to do so by an adaptive learning environment (ALE), it is generally meaningful to discuss the concept of different learning pathways. Pedagogically, these learning pathways may either be defined macroscopically, e.g. in terms of desired learning outcomes or competencies, or microscopically in terms of a didactical model for individual knowledge objects. In this contribution we consider such learning pathways from a pedagogical point of view and then establish a mathematical model for their traversal by a learner and for the analysis of his behavior. This model is implemented in a novel ALE provided by the EU FP7 project INTUITEL, introduced in its Moodle version as concrete example

Learning Pathway Recommendation based on a Pedagogical Ontology and its Implementation in Moodle

When learners may select among different alternatives, or areguided to do so by an adaptive learning environment (ALE), it is gen-erally meaningful to discuss the concept of different learning pathways.Pedagogically, these learning pathways may either be de ned macro-scopically, e.g. in terms of desired learning outcomes or competencies, or microscopically in terms of a didactical model for individual knowledgeobjects. In this contribution we consider such learning pathways from apedagogical point of view and then establish a mathematical model fortheir traversal by a learner and for the analysis of his behavior. This model is implemented in a novel ALE provided by the EU FP7 project INTUITEL, introduced in its Moodle version as concrete example

Lernpfadmodellierung mit der Webdidaktik für die adaptiven Erweiterung von Lernmanagementsystemen

Im EU-FP 7-Projekt „INTUITEL“ wird eine Open Source - Erweiterung für etablierte Lernmanagementsysteme entwickelt, die ein Automatic EducationalReasoning implementiert. Im vorliegenden Beitrag wird ein Test der Lernpfade des INTUITEL Metadatensystems durch die Modellierung einer Vorlesung vorgestellt.Das Metadatensystem konnte beibehalten werden