Adaption of Courses and Learning Environment to the User Context in dotLRN

The explosive growth of Internet during the last years has been reflected in the ever-increasing amount of the diversity and heterogeneity of user preferences, types and features of devices and access networks. Usually the heterogeneity in the context of the users which request Web contents is not taken into account by the servers that deliver them implying that these contents will not always suit their needs. In the particular case of e-learning platforms this issue is especially critical due to the fact that it puts at stake the knowledge acquired by their users. In the following paper we present a system that aims to provide the dotLRN e-learning platform with the capability to adapt to its users context. By integrating dotLRN with a multi-agent hypermedia system, online courses being undertaken by students as well as their learning environment are adapted in real time

A note on learning chaotic sunspot equilibrium

In this paper we prove convergence to chaotic sunspot equilibrium through two learning rules used in the bounded rationality literature. The rst one shows the convergence of the actual dynamics generated by simple adaptive learning rules to a probability distribution that is close to the stationary measure of the sunspot equilibrium; since this stationary measure is absolutely continuous it results in a robust convergence to the stochastic equilibrium. The second one is based on the E-stability criterion for testing stability of rational expectations equilibrium, we show that the conditional probability distribution de ned by the sunspot equilibrium is expectational stable under a reasonable updating rule of this parameter. We also report some numerical simulations of the processes proposed.

Zur Implementierung von e-Learning-Kursen an Bayerischen Behörden

Dieser Artikel gibt Einblicke in den Verbreitungsgrad von e-Learning-Kursen in öffentlicher Verwaltung und Behörden. Am Beispiel der Bildungsplattform BayLern® der Bayerischen Behörden werden praxisnahe Leitlinien zur Implementierung von e-Learning an Behörden aufgezeigt.

Student2Student als Organisationsmodell für die Entwicklung von E-Learning-Ressourcen

Die E-Learning-Plattform VBA@HfTL unterstützt das Erlernen von grundlegenden Programmierkonzepten mithilfe der Programmiersprache Visual Basic for Applications (VBA). Diese Plattform wurde von Studierenden für Studierende der Fachrichtung Wirtschaftsinformatik entwickelt, so dass ein Student2Student (S2S)-Ansatz umgesetzt wurde. Der Beitrag führt die konzeptionellen Grundlagen dieses Ansatzes ein und erläutert die organisatorischen sowie technischen Rahmenbedingungen des Entwicklungsprojekts als Forschungsfallstudie. Das Projektergebnis zeigt, dass Studierende selbstorganisiert E-Learning-Ressourcen entwickeln und sich dabei interdisziplinäre Fachinhalte der Wirtschaftsinformatik aneignen können. Die resultierende E-Learning-Plattform liefert aufgrund der hohen Resonanz nicht nur einen wertvollen Beitrag zur Unterstützung von Lernprozessen in der Aus- und Weiterbildung, sondern bietet der Hochschule auch eine Möglichkeit zur Profilierung des Bildungsangebots im Rahmen der Öffentlichkeitsarbeit.

Standards and specifications to manage accessibility issues in e-learning

Despite the acknowledged need of providing a personalized and adaptive learning process for all, current learning management systems do not properly cover personalization and accessibility issues and they are still struggling to support the reusability requirements coming from the pervasive usage of standards. There is a lack of frameworks for providing layered-based infrastructure covering the interoperability required to manage the whole range of standards, applications and services needed to meet accessibility and adaptations needs of lifelong learning services.

TELMA: Technology enhanced learning environment for minimally invasive surgery

Background: Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. Methodology: The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Results: Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. Conclusion: The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment.

Web-based education in Spanish Universities. A Comparison of Open Source E-Learning Platforms

Web-based education or „e-learning‟ has become a critical component in higher education for the last decade, replacing other distance learning methods, such as traditional computer training or correspondence learning. The number of university students who take on-line courses is continuously increasing all over the world. In Spain, nearly a 90% of the universities have an institutional e-learning platform and over 60% of the traditional on-site courses use this technology as a supplement to the traditional face-to-face classes. This new form of learning allows the disappearance of geographical barriers and enables students to schedule their own learning process, among some other advantages. On-line education is developed through specific software called „e-learning platform‟ or „virtual learning environment‟ (VLE). A considerable number of web-based tools to deliver distance courses are currently available. Open source software packages such as Moodle, Sakai, dotLRN or Dokeos are the most commonly used in the virtual campuses of Spanish universities. This paper analyzes the possibilities that virtual learning environments provide university teachers and learners and offers a technical comparison among some of the most popular e-learning learning platforms.

c&d-learning implementation architecture: Adapting e-learning to developing countries

From the educational point of view, the most widespread method in developing countries is on-site education. Technical and economic resources cannot support conventional distance learning infrastructures and it is even worse for courses in universities. They usually suffer a lack of qualified faculty staff, especially in technical degrees. The literature suggest that e-learning is a suitable solution for this problem, but its methods are developed attending to educational necessities of the First World and cannot be applied directly to other contexts. The proposed methodology is a variant of traditional e-learning adapted to the needs of developing countries. E-learning for Cooperation and Development (c&d-learning) is oriented to be used for educational institutions without adequate technical or human resources. In this paper we describe the c&d-learning implementation architecture based on three main phases: hardware, communication and software; e.g. computer and technical equipping, internet accessing and e-learning platform adaptation. Proper adaptation of educational contents to c&d-learning is discussed and a real case of application in which the authors are involved is described: the Ngozi University at Burundi.

E-MIS validity applied to TELMA enhanced learning environment

Enhanced learning environments are arising with great success within the field of cognitive skills training in minimally invasive surgery (MIS) because they provides multiple benefits since they avoid time, spatial and cost constraints. TELMA [1,2] is a new technology enhanced learning platform that promotes collaborative and ubiquitous training of surgeons. This platform is based on four main modules: an authoring tool, a learning content and knowledge management system, an evaluation module and a professional network. TELMA has been designed and developed focused on the user; therefore it is necessary to carry out a user validation as final stage of the development. For this purpose, e-MIS validity [3] has been defined. This validation includes usability, contents and functionality validities both for the development and production stages of any e-Learning web platform. Using e-MIS validity, the e-Learning is fully validated since it includes subjective and objective metrics. The purpose of this study is to specify and apply a set of objective and subjective metrics using e-MIS validity to test usability, contents and functionality of TELMA environment within the development stage.

Diseño del curso para operador "Coeficientes inherentes de reactividad" a plataforma e-Learning

Las centrales nucleares necesitan de personal altamente especializado y formado. Es por ello por lo que el sector de la formación especializada en centrales nucleares necesita incorporar los últimos avances en métodos formativos. Existe una gran cantidad de cursos de formación presenciales y es necesario transformar dichos cursos para utilizarlos con las nuevas tecnologías de la información. Para ello se necesitan equipos multidisciplinares, en los que se incluyen ingenieros, que deben identificar los objetivos formativos, competencias, contenidos y el control de calidad del propio curso. En este proyecto se utilizan técnicas de ingeniería del conocimiento como eje metodológico para transformar un curso de formación presencial en formación on-line a través de tecnologías de la información. En la actualidad, las nuevas tecnologías de la información y comunicación están en constante evolución. De esta forma se han sumergido en el mundo transformando la visión que teníamos de éste para dar lugar a nuevas oportunidades. Es por ello que este proyecto busca la unión entre el e-learning y el mundo empresarial. El objetivo es el diseño, en plataforma e-learning, de un curso técnico que instruya a operadores de sala de control de una central nuclear. El trabajo realizado en este proyecto ha sido, además de transformar un curso presencial en on-line, en obtener una metodología para que otros cursos se puedan transformar. Para conseguir este cometido, debemos preocuparnos tanto por el contenido de los cursos como por su gestión. Por este motivo, el proyecto comienza con definiciones básicas de terminología propia de e-learning. Continúa con la generación de una metodología que aplique la gestión de conocimiento para transformar cualquier curso presencial a esta plataforma. Definida la metodología, se aplicará para el diseño del curso específico de Coeficientes Inherentes de Reactividad. Finaliza con un estudio económico que dé viabilidad al proyecto y con la creación de un modelo económico que estime el precio para cualquier curso futuro. Abstract Nuclear power plants need highly specialized and trained personnel. Thus, nuclear power plant Specialized Training Sector requires the incorporation of the latest advances in training methods. A large array of face-to-face training courses exist and it has become necessary to transform said courses in order to apply them with the new information systems available. For this, multidisciplinary equipment is needed where the engineering workforce must identify educational objectives, competences and abilities, contents and quality control of the different courses. In this project, knowledge engineering techniques are employed as the methodological axis in order to transform a face-to-face training course into on-line training through the use of new information technologies. Nowadays, new information and communication technologies are in constant evolution. They have introduced themselves into our world, transforming our previous vision of them, leading to new opportunities. For this reason, the present Project seeks to unite the use of e-learning and the Business and Corporate world. The main objective is the design, in an e-learning platform, of a technical course that will train nuclear power plant control-room operators. The work carried out in this Project has been, in addition to the transformation of a face-to-face course into an online one, the obtainment of a methodology to employ in the future transformation of other courses. In order to achieve this mission, our interest must focus on the content as well as on the management of the various courses. Hence, the Project starts with basic definitions of e-learning terminology. Next, a methodology that applies knowledge management for the transformation of any face-to-face course into e-learning has been generated. Once this methodology is defined, it has been applied for the design process of the Inherent Coefficients of Reactivity course. Finally, an economic study has been developed in order to determine the viability of the Project and an economic model has been created to estimate the price of any given course

RESEARCHING SITUATED LEARNING AS THE DEVELOPMENT OF PRACTICE FOR COLLEGE ACCESS PRACTITIONERS: A CASE STUDY OF THE COLLEGE ASSISTANCE MIGRANT PROGRAM

Thesis (Ph.D.)--University of Washington, 2016-03

Playing in continuous spaces: Some analysis and extension of population-based incremental learning

As an alternative to traditional evolutionary algorithms (EAs), population-based incremental learning (PBIL) maintains a probabilistic model of the best individual(s). Originally, PBIL was applied in binary search spaces. Recently, some work has been done to extend it to continuous spaces. In this paper, we review two such extensions of PBIL. An improved version of the PBIL based on Gaussian model is proposed that combines two main features: a new updating rule that takes into account all the individuals and their fitness values and a self-adaptive learning rate parameter. Furthermore, a new continuous PBIL employing a histogram probabilistic model is proposed. Some experiments results are presented that highlight the features of the new algorithms.

Models, Techniques and Applications of e-Learning Personalization

In recent years Web has become mainstream medium for communication and information dissemination. This paper presents approaches and methods for adaptive learning implementation, which are used in some contemporary web-interfaced Learning Management Systems (LMSs). The problem is not how to create electronic learning materials, but how to locate and utilize the available information in personalized way. Different attitudes to personalization are briefly described in section 1. The real personalization requires a user profile containing information about preferences, aims, and educational history to be stored and used by the system. These issues are considered in section 2. A method for development and design of adaptive learning content in terms of learning strategy system support is represented in section 3. Section 4 includes a set of innovative personalization services that are suggested by several very important research projects (SeLeNe project, ELENA project, etc.) dated from the last few years. This section also describes a model for role- and competency-based learning customization that uses Web Services approach. The last part presents how personalization techniques are implemented in Learning Grid-driven applications.

A quiz-based game for addressing growing population issues:linking learning mechanics to the GROWTH serious game

This paper discusses the integration of quiz mechanism into digital game-based learning platform addressing environmental and social issues caused by population growth. 50 participants' learning outcomes were compared before and after the session. Semi-structured interview was used to gather participants' viewpoints regarding of issues presented in the game. Phenomenography was used as a methodology for data collection and analysis. Preliminary outcomes have shown that the current game implementation and quiz mechanism can be used to: (1) promote learning and awareness on environmental and social issues and (2) sustain players' attention and engagements.

Quality Estimation of e-Learning Systems

Existing approaches to quality estimation of e-learning systems are analyzed. The “layered” approach for quality estimation of e-learning systems enhanced with learning process modeling and simulation is presented. The method of quality estimation using learning process modeling and quality criteria are suggested. The learning process model based on extended colored stochastic Petri net is described. The method has been implemented in the automated system of quality estimation of e-learning systems named “QuAdS”. Results of approbation of the developed method and quality criteria are shown. We argue that using learning process modeling for quality estimation simplifies identifying lacks of an e-learning system for an expert.