Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teaching tasks. As learning is taking place in extremely diverse and rich environments, the incorporation of contextual information about the user in the recommendation process has attracted major interest. Such contextualization is researched as a paradigm for building intelligent systems that can better predict and anticipate the needs of users, and act more efficiently in response to their behavior. In this paper, we try to assess the degree to which current work in TEL recommender systems has achieved this, as well as outline areas in which further work is needed. First, we present a context framework that identifies relevant context dimensions for TEL applications. Then, we present an analysis of existing TEL recommender systems along these dimensions. Finally, based on our survey results, we outline topics on which further research is needed.

Context-Aware Recommender Systems for Learning: A Survey and Future Challenges

This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.

Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education

Despite their successful use in many conscientious studies involving outdoor learning applications, mobile learning systems still have certain limitations. For instance, because students cannot obtain real-time, contextaware content in outdoor locations such as historical sites, endangered animal habitats, and geological landscapes, they are unable to search, collect, share, and edit information by using information technology. To address such concerns, this work proposes an environment of ubiquitous learning with educational resources (EULER) based on radio frequency identification (RFID), augmented reality (AR), the Internet, ubiquitous computing, embedded systems, and database technologies. EULER helps teachers deliver lessons on site and cultivate student competency in adopting information technology to improve learning. To evaluate its effectiveness, we used the proposed EULER for natural science learning at the Guandu Nature Park in Taiwan. The participants were elementary school teachers and students. The analytical results revealed that the proposed EULER improves student learning. Moreover, the largely positive feedback from a post-study survey confirms the effectiveness of EULER in supporting outdoor learning and its ability to attract the interest of students.

Outdoor Natural Science Learning with an RFID-Supported Immersive Ubiquitous Learning Environment

Seamless migration is one of pervasive computing applications. The function of seamless mobility is suitable for mobile services such as mobile Web-based learning. In this paper, we propose an approach that supports an attentive mobile learning paradigm. This mobile learning dynamically follows the user from place to place and machine to machine without user's awareness or intervention by active service. This capability can be obtained by component-based smart system and agent-based migrating mechanism. To demonstrate the approach, the theoretical background of fuzzy-neural network for attentive service will be explained. The proposed fusion decision method is based on fuzzy-neural network which can make the input signal data to fuse better. Using online tuning, the fusion processing can be accelerated and the fusion belief degree can be improved. Description of mobile learning task and migrating granularity of the task is suggested. The design of the seamless migration mechanism is introduced. This includes solving several important sub-problems, such as transferring delay, transferring failure, and residual computation dependency. Our implemented system for attentive mobile learning based on seamless migration is presented. The validity comparison and evaluation of this kind of mobile learning paradigm is shown by experimental demos. This suggested attentive mobile learning paradigm based on seamless migration is useful and convenient to mobile learners.

A new approach and system for attentive mobile learning based on seamless migration

Guiding knowledge communication in CSCL via group knowledge awareness

For learners in distributed e-learning environments, it is difficult, but very important, to locate the right peer for collaboration on the right knowledge, at the right time and in the right way. This paper proposes the use of context awareness (CA) to support peer recommendation in the e-learning context. For this purpose, this paper explores the e-learning context that involves knowledge, social and technical contexts. Accordingly, this paper proposes a three-dimensional CA model for peer recommendation that includes CA to knowledge potential, social proximity and technical access. By matching the peer seeker and the peer candidate with respect to these three dimensions, the CA information is promising as an aid to the peer seeker in finding suitable knowledge collaborators. The importance of activity context is highlighted in CA-supported peer-recommendation mechanism. A five-dimensional (who, what, how, when and where) representation approach is suggested for activity-context description.

A framework of context‐awareness support for peer recommendation in the e‐learning context

In the past years, during the research on ubiquitous learning, we have completely or partially explored three kinds of e-learning systems, PC-based (ECLUE), PDA-based (CLUE+), and mobile phone-based (CLUE+1). Based on these research backgrounds, we explore the concept and the construction of ubiquitous learning environment (ULE). ULE is established on the combinations between real world and virtual space, personal space and shared space. Learning in ULE is conducted in the interactions among three essential communicative elements: social human, object in real world, and artifact in virtual space. Learning process is social transfer process between tacit and explicit knowledge. Human-based social network and broad context-awareness are very important for various interactions and social knowledge building in ULE. This paper proposes a five-dimension representation method for context-awareness information description. Additionally, this paper also gives a simple discussion to related learning terms, including blending learning (BL), social and emotional learning (SEL), and service learning (SL), which are contributive to our deeper understanding to learning in ULE. On practical dimension, this paper presents an example model for ULE implementation by integrating three background learning systems.

A framework of ubiquitous learning environment

A Conceptual Framework of Computer-Supported Ubiquitous Learning Environment

The impact of Ubiquitous Computing on Learning is not confined within technical dimension. Besides its technical facilitation, this new computing paradigm also challenges human’s belief on learning, and compels us to rethink on the design of learning resources and environments. The paper explores the concept of Ubiquitous Learning, and proposes a conceptual framework for a Ubiquitous Learning Environment (ULE) design and implementation. A ULE is established on the combination between Real World and Virtual Space, Personal Space and Shared Space. Learning in a ULE is conducted in the interactions among three essential communicative elements: Social Human, Object in real world, and Artifact in virtual space. A learning process is a social transfer process between tacit and explicit knowledge. Context‐Awareness is indispensable to all kinds of interactions in a ULE. In particular, this paper gives a discussion to context‐awareness supported Interoperability and Adaptability in a ULE, and suggests a five‐dime...

Ubiquitous Computing in Learning: Toward a Conceptual Framework of Ubiquitous Learning Environment

Social interaction is critical to knowledge building and sharing in online learning. This paper identifies knowledge, social and technical contexts as the three essential elements of the context space for online social interaction, and accordingly proposes a three-dimensional context-awareness (CA) model to support online social interaction, including Awareness to Knowledge Context, Awareness to Social Context, and Awareness to Technical Context. The activity context, the mediator in the context space, is highlighted in CA implementation. CA map is employed to visualise CA information. A case study (caLDT) is provided to test if the CA model is helpful for online social interaction.

Yanlin Zheng

Papers

A framework of context‐awareness support for peer recommendation in the e‐learning context

A framework of ubiquitous learning environment

A Conceptual Framework of Computer-Supported Ubiquitous Learning Environment

Ubiquitous Computing in Learning: Toward a Conceptual Framework of Ubiquitous Learning Environment

Support online social interaction with Context-Awareness