A conceptual model of personalized virtual learning environments

The Virtual Learning Environment (VLE) is one of the fastest growing areas in educational technology research and development. In order to achieve learning effectiveness, ideal VLEs should be able to identify learning needs and customize solutions, with or without an instructor to supplement instruction. They are called Personalized VLEs (PVLEs). In order to achieve PVLEs success, comprehensive conceptual models corresponding to PVLEs are essential. Such conceptual modeling development is important because it facilitates early detection and correction of system development errors. Therefore, in order to capture the PVLEs knowledge explicitly, this paper focuses on the development of conceptual models for PVLEs, including models of knowledge primitives in terms of learner, curriculum, and situational models, models of VLEs in general pedagogical bases, and particularly, the definition of the ontology of PVLEs on the constructivist pedagogical principle. Based on those comprehensive conceptual models, a prototyped multiagent-based PVLE has been implemented. A field experiment was conducted to investigate the learning achievements by comparing personalized and non-personalized systems. The result indicates that the PVLE we developed under our comprehensive ontology successfully provides significant learning achievements. These comprehensive models also provide a solid knowledge representation framework for PVLEs development practice, guiding the analysis, design, and development of PVLEs. (c) 2005 Elsevier Ltd. All rights reserved.

A pragmatic 2 × 2 × 2 factorial cluster randomized controlled trial of educational outreach visiting and case conferencing in palliative care—methodology of the Palliative Care Trial [ISRCTN 81117481]

The demand for palliative care is increasing, yet there are few data on the best models of care nor well-validated interventions that translate current evidence into clinical practice. Supporting multidisciplinary patient-centered palliative care while successfully conducting a large clinical trial is a challenge. The Palliative Care Trial (PCT) is a pragmatic 2 x 2 x 2 factorial cluster randomized controlled trial that tests the ability of educational outreach visiting and case conferencing to improve patient-based outcomes such as performance status and pain intensity. Four hundred sixty-one consenting patients and their general practitioners (GPs) were randomized to the following: (1) GP educational outreach visiting versus usual care, (2) Structured patient and caregiver educational outreach visiting versus usual care and (3) A coordinated palliative care model of case conferencing versus the standard model of palliative care in Adelaide, South Australia (3:1 randomization). Main outcome measures included patient functional status over time, pain intensity, and resource utilization. Participants were followed longitudinally until death or November 30, 2004. The interventions are aimed at translating current evidence into clinical practice and there was particular attention in the trial's design to addressing common pitfalls for clinical studies in palliative care. Given the need for evidence about optimal interventions and service delivery models that improve the care of people with life-limiting illness, the results of this rigorous, high quality clinical trial will inform practice. Initial results are expected in mid 2005. (c) 2005 Elsevier Inc. All rights reserved.

A reference architecture for instructional educational software

Our extensive research has indicated that high-school teachers are reluctant to make use of existing instructional educational software (Pollard, 2005). Even software developed in a partnership between a teacher and a software engineer is unlikely to be adopted by teachers outside the partnership (Pollard, 2005). In this paper we address these issues directly by adopting a reusable architectural design for instructional educational software which allows easy customisation of software to meet the specific needs of individual teachers. By doing this we will facilitate more teachers regularly using instructional technology within their classrooms. Our domain-specific software architecture, Interface-Activities-Model, was designed specifically to facilitate individual customisation by redefining and restructuring what constitutes an object so that they can be readily reused or extended as required. The key to this architecture is the way in which the software is broken into small generic encapsulated components with minimal domain specific behaviour. The domain specific behaviour is decoupled from the interface and encapsulated in objects which relate to the instructional material through tasks and activities. The domain model is also broken into two distinct models - Application State Model and Domainspecific Data Model. This decoupling and distribution of control gives the software designer enormous flexibility in modifying components without affecting other sections of the design. This paper sets the context of this architecture, describes it in detail, and applies it to an actual application developed to teach high-school mathematical concepts.