Despite their demonstrated potential through a range of early studies, on-line collaborative learning systems do not yet have the impact that many believe is possible. In particular, collaborative learning approaches cannot be readily applied to every e-learning experience, since they require a degree of presence and/or collaboration which may be difficult to achieve. In addition, collaborative learning systems often lack the challenging resources and tools required to fully support collaborations, making the experience unattractive to end-users and discouraging progression. Whilst the learner might expect to control the collaborative experience, often it is the collaborative experience that controls and limits the learner. As a result, collaborative learning resources can lack authentic interactivity, user empowerment and balanced levels of challenge, thus having a negative effect in learner motivation and engagement. To overcome these deficiencies, we propose a new paradigm named Collaborative Complex Learning Objects (CC-LO): a special type of Learning Object which aims to leverage the knowledge elicited during live sessions of collaborative learning, augmented with author- generated information, to produce interactive and attractive resources to be experienced and played by learners. During CC-LO execution, learners can observe how avatars discuss and collaborate, how discussion threads grow, and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO in order to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper was undertaken within the European Framework 7 project ALICE (Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems).

/pdf/cc-lo-embedding-interactivity-challenge-and-empowerment-into-179g5byfdy.pdf

CC-LO: Embedding Interactivity, Challenge and Empowerment into Collaborative Learning Sessions

Proponemos un proceso de virtualizacion de sesiones colaborativas en directo a partir de foros de discusion y chats web con el objetivo de producir recursos de aprendizaje en linea interactivos para ser utilizados por los alumnos y generar un efecto positivo en la participacion del alumno. Con el fin de mejorar aun mas la implicacion del aprendizaje, dotamos a nuestro proceso de virtualizacion de un marco de evaluacion multiple que proporciona la conciencia efectiva y la retroalimentacion constructiva a los alumnos de la colaboracion original con interacciones entre los miembros del grupo. La investigacion presentada se centra en la evaluacion electronica de aprendizaje colaborativo y social y se extiende con analiticas de aprendizaje y tecnicas de analisis de red social que son capaces de analizar y representar las interacciones cognitivas y sociales con sesiones de colaboracion en vivo subyacentes.

http://openaccess.uoc.edu/webapps/o2/bitstream/10609/66309/1/Thesis_NMN_FINAL_FINAL.pdf

A multi-fold assessment framework for virtualized collaborative and social learning scenarios

This thesis proposes a reference model and its computational core to support the creation of software applications within educational environments, which address Differences In Learning (DiffInL) and are applicable to both learners and instructors. This work differs from others in that the strength of this model resides on the re-usable character of the reasoning mechanism enabled by the computational environment. The starting point is the definition of agreed learning goals that the learner needs to achieve. In turn, the reference model generates personalised, best-practice teaching and learning materials, suitable for achieving the individual’s learning goals. This reference model consists of MODEL and MANAGEMENT components. The MODEL components store the domain needed to create learners and instructional models, which are required for the creation of Learning Spaces (LeS). The MANAGEMENT component also manages the semantics stored in various model components in order to carry out the configuration of an LeS. The architecture of software applications generated from the reference model is illustrated and contains: Netbeans IDE 8.0.2, JavaServer Faces framework and OWL-API library. We tested this to generate teaching practices for Learning Difficulties (LDif) student. In order to prove the feasibility of creating a software application from the reference model, an example of a particular scenario in a specific educational setting for LDif Students has been shown. This proposed model has successfully proved its ability to address the needs of LDif Students through a corresponding novel and re-usable reasoning mechanism implemented in Web Ontology Language (OWL) and Semantic Web Rule Language (SWRL) computational environments. The reference model has shown its ability to integrate with different disciplines such as psychology, sociology and human-computer interactions. The main contribution to research is the creation of a novel reference computational model which addresses the needs of people with DiffInL. The strength of this model resides on the re-usable character of the reasoning mechanism enabled by the computational environment. The whole framework allows a unified implementation which takes into account classes, constraints, matching, and inference mechanisms for the complete configuration of an LeS.

A reference computational model to manage the semantics of learning environments using SWRL enabled OWL ontologies

The goal of this work is to propose and motivate the usage of Linked Data (realized by means of the Semantic Web Stack) and Situation Awareness techniques in order to support Seamless Learning scenarios. In particular, Linked Data and Semantic Web technologies and methodologies are considered very useful to model and support the continuity of the seamless experience across heterogeneous (in quality, time and space) learning activities. Moreover, Situation Awareness and, in particular, Situation Recognition techniques can be exploited to sustain enhanced forms of ubiquitous access to learning resources and services which enable the improvement of the learning environment by using context-specific elements.

Supporting Seamless Learning with Semantic Technologies and Situation Awareness

The paper focuses on the field of research on next generational e-Learning facility, in which knowledge-enhanced systems are the most important candidates. In the paper, a reference architecture based on the technologies of knowledge engineering is proposed, which has following three intrinsic characteristics, first, education ontologies are used to facilitate the integration of static learning resource and dynamic learning resource, second, based on semantic-enriched relationships between Learning Objects (LOs), it provides more advanced features for sharing, reusing and repurposing of LOs, third, with the concept of knowledge object, which is extended from LO, an implementing mechanism for knowledge extraction and knowledge evolution in e-Learning facilities is provided. With this reference architecture, a prototype system called FekLoma (Flexible Extensive Knowledge Learning Object Management Architecture) has been realized, and testing on it is carrying out.

/pdf/new-e-learning-system-architecture-based-on-knowledge-3w55y2y6mt.pdf

New e-Learning system architecture based on knowledge engineering technology

The emergence of ubiquitous learning requires new methods of generating and management of learning materials. In order to meet the needs of learning resources enquiry, resources reorganization and collaborative knowledge building, it calls for a new style of learning content management system in ubiquitous environment, which is the ubiquitous learning content management system (ULCMS). In the new type of learning environment, the description of ubiquitous learning resources and the construction of the semantic relationship between learning objects are the foundation of resources enquiry, resources reorganization and collaborative knowledge building. This research will construct a new ubiquitous learning content management system, focus on the learning resource ontology description and the semantic relationship construction between learning objects, and propose a semantic-oriented ubiquitous learning object model (SULOM).

Semantic-oriented Ubiquitous Learning object model

The emergence of ubiquitous learning arouses demand of a new style of generating and managing learning resources, which urgently demands a new type of learning content management system (LCMS). Based on the service-oriented architecture, this research will construct a new type of LCMS (bottom-up) to support registration, management and sharing of learning objects (LO). Besides, fitting the upper-oriented application needs, the new LCMS can also support the generation of multi-mode courseware, which is adapted to multiple terminals, and it can also support the semi-automatic generation of courseware which meets the needs of E-learning. In this paper, we will first present semantic-oriented ubiquitous learning object model (SULOM), which concerns the semantic relationship modeling of LO. Then we will introduce the service-oriented realization of the SULOM, which is semantic-oriented ubiquitous learning object management system (SULOMS). Based on the Fedora system, the SULOMS supports the Web service, and can meet the teachers' need of ubiquitous, semantic, reorganization and interoperability of resource.

Semantic-Oriented Ubiquitous Learning Object Management System SULOMS

DubinCore, LOM resource description norm and Sharable Content Object Reference Model (SCORM) standard based on the idea of metadata have solved the sharing problem of static Web resources, by bringing forward description norms of Web resources sharing. However, the modular sharing research of dynamic teaching assistant resources, such as questions and answers database and case database, is almost ignored. And there is module with high coupling degree and resources with low sharing level in the traditional e-learning system. Therefore, in this paper, we adopt the idea of a modular system design based on Web service to design a new resources sharing mechanism, to achieve reusing and sharing of components among different systems, and solve the teaching assistant resources isolated problem caused by the differences from e-learning systems, and finally enhance the sharing of teaching assistant resources.

Lili Su

Papers

Semantic-oriented Ubiquitous Learning object model

Semantic-Oriented Ubiquitous Learning Object Management System SULOMS

Design of a teaching assistant resources sharing mechanism based on web service