Showing papers in "International journal of continuing engineering education and life-long learning in 2002"
TL;DR: A theory of learning as conversation that can provide a framework for the design of mobile-networked technology for learning is outlined, which describes a prototype device based on a pen tablet computer with camera, phone and wireless LAN connection, combined with software to support learning actions, descriptions and conversations.
Abstract: Learners can command an increasing range of mobile technologies that have the potential to support learning anytime anywhere, but also to disrupt the carefully managed environment of the classroom. This paper outlines a theory of learning as conversation that can provide a framework for the design of mobile-networked technology for learning. It describes a prototype device based on a pen tablet computer with camera, phone and wireless LAN connection, combined with software to support learning actions, descriptions and conversations. Such devices raise both opportunities and challenges for classroom education.
376 citations
TL;DR: This paper reports on the results and experiences of the Trilogy project; a collaborative project concerned with the development of a virtual research laboratory using intelligence agents to support the training of research students in telecommunications traffic engineering.
Abstract: This paper reports on the results and experiences of the Trilogy project; a collaborative project concerned with the development of a virtual research laboratory using intelligence agents. This laboratory is designed to support the training of research students in telecommunications traffic engineering. Training research students involves a number of basic activities. They may seek guidance from, or exchange ideas with, more experienced colleagues. High quality academic papers, books and research reports provide a sound basis for developing and maintaining a good understanding of an area of research. Experimental tools enable new ideas to be evaluated, and hypotheses tested. These three components-collaboration, information and experimentation- are central to any research activity, and a good training environment for research should integrate them in a seamless fashion. To this end, we describe the design and implementation of an agent-based virtual laboratory.
29 citations
TL;DR: TEMAI was evaluated by trainees in shoe making factories in the North of Portugal and showed a small improvement in the trainees' performance after just six sessions, highlighting the importance of pedagogical agents in on-the job computer-based training environments.
Abstract: In this paper, we address the problem of endowing a web-based training environment (TEMAI) with a synthetic pedagogical agent. TEMAI was built to support, via the web, a small part of a training course for workers in the footwear industry. The architecture of TEMAI combines four modules a set of micro-learning environments, a trainee model, learning material and Vincent - the pedagogical agent. To help the trainees, we created a synthetic character whose job is to foster the learning process, motivating the trainees in each session. Vincent combines a set of sensors and actors that establish message-based communication with the micro-learning environments while gathering information about trainee performance. Vincent has an anthropomorphic screen representation featuring four emotional attitudes sad, happy, disappointed and impatient. These attitudes combined with spoken utterances motivate the trainee to achieve better performance. TEMAI was evaluated by trainees in shoe making factories in the North of Portugal (S. Joao da Madeira). The results showed a small improvement in the trainees' performance after just six sessions. These results highlight the importance of pedagogical agents in on-the job computer-based training environments.
18 citations
TL;DR: A new way to use existing technology in a real learning context based on collaborative work of virtual groups of students developing a software project to promote learning through collaborative implementation of a project in shared workspaces.
Abstract: In this work we present a new way to use existing technology in a real learning context. We investigate and propose a scenario based on collaborative work of virtual groups of students developing a software project. Our intent is to promote learning through collaborative implementation of a project in shared workspaces. This raises several important issues that concern virtual group formation techniques, group regulation and role-playing by students. Other important aspects are related to the pedagogical side and include setting project development phases, assessment, tutor role, student tracking, and the tutor's understanding and awareness of the social and cognitive processes. We consider them to be fundamental concerns and influencing factors in supervising, guiding and enhancing the collaborative learning process. Our approach describes the bases of a methodological framework for collaborative project development and proposes some solutions to the above matters. It also allows for the exploration of new forms of collaborative learning and teaching.
17 citations
TL;DR: An intelligent tutorial agent that is based on a cognitive taxonomy of the trainee's behaviour in the VR context is being implemented in a VR simulation-based training system for SNCF train drivers.
Abstract: Virtual reality (VR) is mostly used as a technical means of immersing the user in a computer-generated situation where the reality is the model to be perfectly recreated. Trainers often provide supportive explanations by using tutorial situations that do not exactly reproduce reality. Therefore, VR systems should also provide such tutorial situations. In order to address this issue, an intelligent tutorial agent has been designed to support the learning process. The agent is based on a cognitive taxonomy of the trainee's behaviour in the VR context. For each trainee, the agent provides two kinds of tutorial according to his/her knowledge level. The first one consists of modifying the scenario and the second one consists of guiding the trainee. These strategies can be represented by different fidelity levels of virtual environments (e.g. enhancement, simplification). They can be activated by the trainee, by the trainer or automatically. They are specified off-line and continuously modified on-line. An application of this intelligent agent is being implemented in a VR simulation-based training system for SNCF train drivers. The goal of this application is to teach the procedure to control and handle switches on high speed train tracks.
15 citations
TL;DR: This paper reports how 6-8 year-old children build, play and share video-games in an animated programming environment and proposes two conjectures that over the Internet children were encouraged to add complexity and innovative elements to their games through additional system rules which elaborate the mini-formalism in which they engaged.
Abstract: This paper reports how 6-8 year-old children build, play and share video-games in an animated programming environment. Children program their games using rules as creative tools in the construction process. While working both face-to-face and remotely on their games, we describe how they can collaboratively come to explain phenomena arising from programmed or 'system' rules. Focusing on one illustrative case study of two children, we propose two conjectures. First, we claim that in face-to-face collaboration, the children centre their attention on narrative, and address the problem of translating the narrative into system rules which can be =programmed‘ into the computer. This allowed the children to debug any conflicts between system rules in order to maintain the flow of the game narrative. A second conjecture is that over the Internet children were encouraged to add complexity and innovative elements to their games, not by the addition of socially-constructed or 'player' rules but rather through additional system rules which elaborate the mini-formalism in which they engaged. This shift of attention to system rules occurred at the same time, and perhaps as a result of, a loosening of the game narrative that was a consequence of the remoteness of the interaction.
14 citations
TL;DR: An integrated and extensible architecture for agent-based distance learning that provides component-based extensibility, allowing emerging technologies to be plugged-in, so that they can produce synergy.
Abstract: The emergence of the internet has radically changed the way in which we learn, teach and train. This paper proposes an integrated and extensible architecture for agent-based distance learning. The architecture provides component-based extensibility, allowing emerging technologies to be plugged-in, so that they can produce synergy. It provides HTTP and IIOP connections for maintaining and delivering courseware to students. Via an HTTP connection, our Persona system provides a personalised service to each set of courseware, allowing it to customise its content and/or presentation context-sensitively. This service facilitates the effective delivery of courseware. Via an IIOP connection, our SoftDock system provides a foundation facility allowing users to work collaboratively in teams. Our current educational domain is software modelling. Participants learn the basic concepts and principles of software modelling and then leverage their newly acquired modelling skills. We believe our work provides a blueprint for showing how emerging technologies can be applied to practical distance learning applications.
13 citations
TL;DR: The development and the evaluation of an asynchronous virtual classroom, named AVC, which enables learners to participate in learning any time and from anywhere, and the results of the experimental use of the AVC prototype are discussed.
Abstract: This paper describes the development and the evaluation of an asynchronous virtual classroom, named AVC, which enables learners to participate in learning any time and from anywhere. The environment provides on-demand multimedia learning materials, e.g. video of the lecture, which aims at transmitting basic knowledge to learners. It also has an asynchronous communication space shared by users for the purpose of enhancement, augmentation and application of the basic knowledge acquired through media materials. To utilise these two types of learning resources (i.e. on-demand materials and asynchronous communications), the system combines them effectively. Technology used to implement this approach allows past interactions of others to become available to the learner. A software agent can recommend suitable interactions for the current learner according to his/her interest. The final part of this paper discusses the results of the experimental use of the AVC prototype.
10 citations
TL;DR: There were differences in similarity of meaning between original and back-translated test items for different test forms, but differences in translation accuracy for the two companies were not sufficient to explain the translation differences for different content.
Abstract: This study investigated the changes in meaning in test questions that result from translation and back-translation of multiple-choice, paper/pencil certification tests in technical fields. Mock test "forms" were constructed to represent four distinct types of content in the automotive service area. Two independent translation companies translated these forms into French, and then these French versions were independently translated back to English. Content experts indicated the degree to which the meaning of items changed as a result of the translation process. Changes that were identified were analysed to determine if they were related to differences in translators or to content and format of the test items. The results show that there were differences in similarity of meaning between original and back-translated test items for different test forms. There were also differences in translation accuracy for the two companies, but these were not sufficient to explain the translation differences for different content. Implications of the results for the use of translated certification tests are discussed.
7 citations
TL;DR: CASSIEL has been designed as an agent-based environment where software agents have been modelled in order to support the development of the lifelong learning skills of its members and the social construction of knowledge in their community, maintaining awareness of relevant issues of IT (Information Technology) and communication and cooperation among the participants.
Abstract: This paper presents the design issues of CASSIEL, a lifelong learning environment developed at the Universidad de Las Americas-Puebla CASSIEL (Computer Assisted Intelligent Environment for Learning) is a prototype that provides a lifelong learning environment that keeps the awareness in universities about the real needs and developments of software industries and in IT industries, about the latest advancements in computer science CASSIEL represents the paradigm of a CSCL (Computer Supported Collaborative Learning) environment based on AI (Artificial Intelligence) techniques applied to the development of software agents that promote and support lifelong learning CASSIEL has been designed as an agent-based environment where software agents have been modelled in order to support the development of the lifelong learning skills of its members and the social construction of knowledge in their community, maintaining awareness of relevant issues of IT (Information Technology) and communication and cooperation among the participants
5 citations
TL;DR: In this paper, the authors outline some of the major possibilities for assessing previous knowledge and skills and their implications for educational practice and discuss the use of so-called flaw assessment methods.
Abstract: Today's most vivid picture of assessment is the realm of assessment as a tool for learning. Where in the past, we have seen assessing only as a means to determine grades and thus qualifications, we now start realising that the potential benefits of assessing are much greater than that and that we should apply these in all stages of the learning process. Assessing previous knowledge offers such an opportunity. In this contribution we will outline some of the major possibilities we see for assessing previous knowledge and skills and their implications for educational practice. We intend to give answers to five questions. What is prior knowledge? Does prior knowledge have any effect? How can we assess prior knowledge? Are there pitfalls to avoid when assessing prior knowledge? How can we make use of the results of the assessment of prior knowledge? Starting with the results of a review conducted to obtain empirical evidence of the effect of prior knowledge on student outcomes, we elaborate on the methods used to assess prior knowledge and we discuss the use of so-called flaw assessment methods. Further, we describe the use of knowledge profiles. In the conclusion, the implications for educational practice are presented.
TL;DR: The context in which recent developments in the assessment of learning have evolved is analyzed in this article, where performance assessment principles and classical theories are reviewed, compared and their strengths and weaknesses evaluated.
Abstract: The context in which recent developments in the assessment of learning have evolved is analysed. Performance assessment principles and classical theories in the assessment of learning are reviewed, compared and their strengths and weaknesses evaluated. Current trends in further developments in the assessment field are mentioned along with the possibilities offered by new technical improvements. The papers in this special issue are included as illustrations of the above-mentioned developments. To close the paper, some conclusions are drawn emphasising further research required to achieve sounder assessment practices.
TL;DR: In this article, the authors present a collaborative virtual environment for problem solving in civil engineering, which represents a building with problems related to its structural design (e.g., fissures).
Abstract: This paper presents a collaborative virtual environment for problem solving in civil engineering, which represents a building with problems related to its structural design (e.g., fissures). In this environment the students play the role of civil engineers. They need to detect the structural problems and evaluate their causes in order to be able to solve them. To accomplish this, the students can act upon the structural elements included in the environment (e.g., pillars) or make use of the working tools that are available (e.g., tape measure). This distributed environment allows for the exploration of the possibility of student collaboration in virtual reality. Furthermore, its design intends to provide a way to implement problem solving in collaborative environments in which genuine interdependence occurs i.e. team members must have different knowledge or abilities in order to create genuine collaboration.
TL;DR: In this paper, the authors propose a learning environment in which a learning strategy, called Learning by Judging, can be realized to help constructive learning. The proposed learning environment is a World Wide Web (WWW) based system that supports learning strategies of learning through design and peer evaluation.
Abstract: The paradigms of science and engineering education have been evolving along the dimensions of theory, pedagogy and technology. As network-based computer-assisted learning has been drawing more and more attention in the past few years, promising learning theories such as constructive learning and collaborative learning have found their new meaning and new ways of implementation in the new, network-based environment. In this paper, we propose a learning environment in which a learning strategy, called Learning by Judging, can be realised to help constructive learning. The proposed learning environment is a World Wide Web (WWW) based system that supports learning strategies of learning through design and peer evaluation. Samples designed by students are demonstrated in screen windows for others to evaluate via network. A learning procedure includes several rounds of sample-design and mutual evaluation. The learning process is recorded and analysed and then the result is fed back to the students to achieve th...
TL;DR: A generic multi-agent architecture for cooperative multimedia pedagogues' intelligent learning environments that help users to achieve their information needs is proposed to support natural communication and effective collaboration between people and systems.
Abstract: To adapt information effectively to instructional contexts, we need active learning environments that can reason about the domain, the user's mental state and information needs and the general context of information use, as well as about strategies and methods for designing effective information presentations using multiple media. The paper proposes a generic multi-agent architecture for cooperative multimedia pedagogues' intelligent learning environments that help users to achieve their information needs. The aim is to support natural communication and effective collaboration between people and systems. Natural communication requires the integration of different modalities for information presentation and their effective use for achieving tutorial goals in various instructional contexts. Effective collaboration requires systems to work jointly with users towards achieving their information needs. Agents that make up the proposed architecture collaborate with users and between themselves to complete a partial shared plan for achieving users' information needs, as well as a partial shared information presentation plan for achieving tutorial goals.
TL;DR: The paper contains the author's predictions for common practice in each of the major issues that ground certification and licensure testing in the year 2010 in light of current technological capabilities and recent development trends in the field of certification and licensing testing.
Abstract: This paper addresses the question, "What will be the nature of certification and licensure testing ten years into the new millennium?" The paper provides admittedly speculative answers to this question by extrapolating current technology and trends as the author focuses on many of the major issues that ground certification and licensure testing today - the use of adaptive testing, computerised delivery of tests, the role of certification and licensure boards, the process of job analysis and test content definition, the dimensionality of credentialing examinations, setting standards of acceptable performance, examination delivery and security, the formats of examination questions and examination construction algorithms The paper contains the author's predictions for common practice in each of these areas in the year 2010 in light of current technological capabilities and recent development trends in the field of certification and licensure testing
TL;DR: This paper introduces a new methodology that combines human learners and inductive machine learners, which learn from data, into a cooperative multi-agent learning system that succeeds in addressing the knowledge-acquisition bottleneck.
Abstract: This paper introduces a new methodology that combines human learners and inductive machine learners, which learn from data, into a cooperative multi-agent learning system. Educational cooperative learning techniques are used to model computational cooperative learning systems, which are used to facilitate the discovery of new knowledge to be used for classification purposes. The combination of humans and machines into a cooperative multi-agent learning system entails the marriage of the data-driven inductive machine learning approach with the knowledge-driven traditional knowledge-acquisition method. Results show that this approach succeeds in addressing the knowledge-acquisition bottleneck.
Journal Article•
TL;DR: In this paper, cognitively oriented educational implementations that favour the evaluation and modelling of academic-intellectual skills in the student are described. But they do not specify how to evaluate and to prescribe the development of proficiency in academic-cognitive skills, knowledge and autonomy in learners.
Abstract: Contemporary educational assessment is changing with regards to what is being assessed, when and where assessment should take place and how assessment should be constructed to find stronger links between labour market andprofessional education quality. Cognitively oriented educational implementations that favour the evaluation and modelling of academic-intellectual skills in the student are described. Their underlying cognitive model has an incremental-instrumental nature, which tries to evaluate and to prescribe the development of proficiency in academic-cognitive skills, knowledge and autonomy in learners. Based on that, various experiences within a large-scale evaluation system related to public education in Mexico were constructed as a part of a project aimed to consolidate a national system of evaluation.
TL;DR: The purpose of this paper is to formulate optimal rules for deciding on routes in ITSs using achievement tests administered to the students and information about their previous history in the system, derived from Bayesian decision theory.
Abstract: Intelligent Tutoring Systems (ITSs) can be described as instructional networks with individual routes for the students. The purpose of this paper is to formulate optimal rules for deciding on such routes in ITSs using achievement tests administered to the students and information about their previous history in the system. As an example, three types of elementary test-based decisions (viz. selection, placement and mastery decisions) are combined into an instructional network of an ITS. By simultaneous optimisation of the decisions in this network, rules for guiding the progress of students through ITSs can be designed. The framework for the approach is derived from Bayesian decision theory. Results from an empirical example of instructional decision-making in medicine will be presented to illustrate the differences between a simultaneous and a separate approach.
TL;DR: The approach to the development and deployment of a distributed software system (T'rrific Tales) designed to support collaborative story writing for children of 5-6 years of age is described.
Abstract: This paper describes our approach to the development and deployment of a distributed software system (T'rrific Tales) designed to support collaborative story writing for children of 5-6 years of age. Children of this age generally find it difficult to work together - whether or not they are physically co-present or working with distributed applications. In addition, while children as young as four or five years old can have surprisingly good oral storytelling skills, when they begin to learn to write it takes some time before the qualities of their oral skills are mirrored in their written productions, and perhaps even more time before their proficiency with writing is good enough to demonstrate the strengths of the written medium for story telling. We illustrate the research issues within the context of NIMIS, a research project to design and evaluate a "classroom of the future".
TL;DR: A self-adapted test as mentioned in this paper is a computerized test that allows examinees to choose the difficulty levels of the items they have to answer, and the main research results about its effects on examinees' performance and well-being.
Abstract: A self-adapted test is a computerised test that allows examinees to choose the difficulty levels of the items they have to answer. This paper describes its basic principles and the main research results about its effects on examinees' performance and well-being. Despite some divergent results and compared to computerised adaptive testing, it appears safe to conclude that self-adapted testing decreases anxiety, reduces the correlation between anxiety and proficiency, increases testing time and sometimes increases examinee mean proficiency. Its advantages and liabilities are discussed, along with implications for measurement practice.
Journal Article•
TL;DR: In this paper, the authors present a portfolio system as an alternative mode of assessment in formal education, explaining its rationale and application in practical contexts, arguing that this educational tool allows the development and assessment of high level skills in a more comprehensive manner than other traditional approaches to teaching, learning and assessment.
Abstract: This paper presents a portfolio system as an alternative mode of assessment in formal education, explaining its rationale and application in practical contexts. It is argued that this educational tool allows the development and assessment of high level skills in a more comprehensive manner than other traditional approaches to teaching, learning and assessment. The paper shows that, through the portfolio system, students are able to demonstrate a wide variety of competences and to take greater responsibility for their own learning. A critical analysis of some limitations which the portfolio system may have, particularly the tensions to which it may give rise when put into practice, is made and recommendations for implementation are also suggested.
TL;DR: A new approach for instructional technology: workplace learning tools that will elicit tacit knowledge by encouraging reflection on the value of one's previous actions and be made available to all for future use.
Abstract: We propose a new approach for instructional technology: workplace learning tools. These tools are embedded in the information technology environment of the workplace and are based on constructivist learning theories. Learning with these tools feels quite different from learning in a conventional setting. Our approach was inspired by three tools prototyped in a systems engineering organisation. The tools are designed to accelerate learning in the workplace. One tool gives application users feedback that fills the gaps and extends the boundaries of their knowledge. Another tool gives information consumers pointers to intranet URLs which their peers find valuable. A third tool finds experts based on their intranet publications. A fourth tool, based on the perspective these tools have inspired, will elicit tacit knowledge by encouraging reflection on the value of one's previous actions; once elicited, the knowledge will be made available to all for future use.
TL;DR: It can be concluded that the use of this tool offers friendliness of training as well as immediate feedback after performance resulting in an enhanced performance.
Abstract: The present paper attempts to present a computer-based assessment tool in order to assess the performance of learners (psychology students) in a functional analysis task of clinical cases. Previous work has pointed to systematic biases of learners in these types of tasks. This contribution presents a computer tool designed to help students overcome these biases and shows the results of a sample of students who used it. It can be concluded that the use of this tool offers friendliness of training as well as immediate feedback after performance resulting in an enhanced performance. This tool is presented as an example of the benefits of continuous assessment and feedback for learning. Hopefully further research will make it feasible to design a computer-based system to train students in clinical functional analysis.
TL;DR: An overview of the APPEAL system is offered, which consists of a society of agents, in which each agent has a particular competence, i.e. navigation, explanation, feedback, practice, or presentation.
Abstract: This paper offers an overview of the APPEAL system and the design principles on which it is based. APPEAL, a domain-independent artificial teacher, consists of a society of agents, in which each agent has a particular competence, i.e. navigation, explanation, feedback, practice, or presentation. Foremost among the design principles on which the system is based is a reliance on "situated" action, in combination with extensive experimental evaluation. The interaction between the agents and between the agents and the student leads to the emergent adaptive functionality of the system.
TL;DR: In this paper, the task of cooperative learning of process knowledge is analysed and an approach for supporting this task is presented and a scenario of use is presented in order to show that this approach can actually support all steps of the cooperative life cycle for learning process knowledge.
Abstract: Today's business processes are mostly performed by distributed, changing and increasingly cross-organisational teams. Learning about the business processes to be performed becomes an essential task for these teams. In this paper, the task of cooperative learning of process knowledge is analysed and an approach for supporting this task is presented. In the cooperative hypermedia approach to cooperative learning environments, features from hypermedia, process support, and groupware environments are combined to support representation of, access to, learning about, and application of process knowledge by a team. A scenario of use is presented in order to show that this approach can actually support all steps of the cooperative life cycle for learning process knowledge.
TL;DR: In this article, the authors identify essential team dynamics and report on how design features support these processes in a tertiary level-programming course and propose that additional learning supports are needed for authentic online learning environments to foster team skills.
Abstract: Conceptual models of how technology and teamwork can be effectively integrated are sparse and the question of how to support team skills online is an emerging area of research and practice. Utilising online groups to support the development of collaboration is dependent on interrelationships between the task and nature of collaboration, participants and features of the networked environment. The case study presented here shows that the design of supports for team processes is essential for the development of effective online collaboration. This paper identifies essential team dynamics and reports on how design features support these processes in a tertiary level-programming course. The research found that several processes - planning time, allocating responsibility, supporting members, stating progress, and completing the task - assisted learning partnerships and could be incorporated into the online environment. The research proposes that additional learning supports are needed for authentic online learning environments to foster team skills.