Towards automated specifications of scenarios in enhanced learning technology

Recent standardization efforts in e-learning technology have resulted in a number of specifications, however, the automation process that is considered essential in a learning management system (LMS) is a lessexplored one. As learning technology becomes more widespread and more heterogeneous, there is a growing need to specify processes that cross the boundaries of a single LMS or learning resource repository. This article proposes to obtain a specification orientated to automation that takes on board the heterogeneity of systems and formats and provides a language for specifying complex and generic interactions. Having this goal in mind, a technique based on three steps is suggested. The semantic conformance profiles, the business process management (BPM) diagram, and its translation into the business process execution language (BPEL) seem to be suitable for achieving it.

An Introduction to Learning Technology

A few slides used in 2013 class to introduce the subject of learning technology

Learning technology and patterns of teaching

Resumen basado en el de la publicaci??n

Learning Technology in Scheduling Based on the Mixed Graphs

We propose the adaptive algorithm for solving a set of similar scheduling problems using learning technology. It is devised to combine the merits of an exact algorithm based on the mixed graph model and heuristics oriented on the real-world scheduling problems. The former may ensure high quality of the solution by means of an implicit exhausting enumeration of the feasible schedules. The latter may be developed for certain type of problems using their peculiarities. The main idea of the learning technology is to produce effective (in performance measure) and efficient (in computational time) heuristics by adapting local decisions for the scheduling problems under consideration. Adaptation is realized at the stage of learning while solving a set of sample scheduling problems using a branch-and-bound algorithm and structuring knowledge using pattern recognition apparatus.

Knowledge Learning Technology for Intelligent Tutoring Systems

In this work we suggest the technology of creation of intelligent tutoring systems which are oriented to teach knowledge. It is supposed the acquisition of expert’s knowledge by using of the Formal Concept Analysis method, then construction the test questions which are used for verification of the pupil's knowledge with the expert’s knowledge. Then the further tutoring strategy is generated by the results of this verification.

Scaling up online learning technology and tools for online learning checklist

This checklist highlights key questions for institutions that are considering their online learning provision and relates to the Jisc Scaling up online learning technology and tools for online learning guide.

Association for Learning Technology Annual Survey 2016 Data and Report

This report presents findings from the third Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically, and responses were collected between December and January. In total 245 responses have been analysed, 88% (n. 216) of these being submitted by ALT Members. The ALT Annual Survey contains a common core of questions asked in all annual surveys. This year the survey was supplemented with additional questions specifically aimed at informing the new ALT Strategy 2017–2020.

Interdisciplinary project-based learning: technology for improving student cognition

The article studies a way of enhancing student cognition by using interdisciplinary project-based learning (IPBL) in a higher education institution. IPBL is a creative pedagogic approach allowing students of one area of specialisation to develop projects for students with different academic profiles. The application of this approach in the Ural State University of Economics resulted in a computer-assisted learning system (CALS) designed by IT students. The CALS was used in an analytical chemistry course with students majoring in Commodities Management and Expertise (‘expert’ students). To test how effective the technology was, the control and experimental groups were formed. In the control group, learning was done with traditional methods. In the experimental group, it was reinforced by IPBL. A statistical analysis of the results, with an application of Pearson χ 2 test, showed that the cognitive levels in both IT and ‘expert’ experimental groups improved as compared with the control groups. The findings demonstrated that IPBL can significantly enhance learning. It can be implemented in any institution of higher or secondary education that promotes learning, including the CALS development and its use for solving problems in different subject areas.

Association for Learning Technology Annual Survey 2017 Data and Report

This is the fourth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically, and responses were collected between December 2017 and January 2018. The ALT Annual Survey contains a common core of questions asked in all annual surveys. This year the survey was supplemented with additional questions specifically aimed at gaining feedback for Certified Member of ALT (CMALT) framework and to identify other priorities 2018.

Association for Learning Technology Annual Survey 2018 Data and Report

This is the fifth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically. The ALT Annual Survey contains a common core of questions asked in all annual surveys.

Association for Learning Technology (ALT) Annual Survey 2019 Data and ALT Survey Report 2020

This is the sixth Association for Learning Technology (ALT) Annual Survey. As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically. The ALT Annual Survey contains a common core of questions asked in all annual surveys.