3,013 research outputs found
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
IMS LD Author Schemas
No full textMany XML tools encounter problems with the modular XML schemas of the IMS LD specification. Therefore non-modular XML schemas have been created for each of the levels of IMS LD. The only normative XML schemas for the IMS LD specification can be found at the IMS website
Extensión de la especificación IMS Learning Design desde la adaptación e integración de unidades de aprendizaje
No full textIMS Learning Design (IMS-LD) representa una corriente actual en aprendizaje online y blended que se caracteriza porque: a) Es una especificación que pretende estandarizar procesos de aprendizaje, así como reutilizarlos en diversos contextos b) Posee una expresividad pedagógica más elaborada que desarrollos anteriores o en proceso c) Mantiene una relación cordial y prometedora con Learning Management Systems (LMSs), herramientas de autoría y de ejecución d) Existe una amplia variedad de grupos de investigación y proyectos europeos trabajando sobre ella, lo que augura una sostenibilidad, al menos académica Aun así, IMS Learning Design es un producto inicial (se encuentra en su primera versión, de 2003) y mejorable en diversos aspectos, como son la expresividad pedagógica y la interoperabilidad. En concreto, en esta tesis nos centramos en el aprendizaje adaptativo o personalizado y en la integración de Unidades de Aprendizaje, como dos de los pilares que definen la especificación, y que al mismo tiempo la potencian considerablemente. El primero (aprendizaje adaptativo) hace que se puedan abordar itinerarios individuales personalizados de estudio, tanto en flujo de aprendizaje como en contenido o interfaz; el segundo (integración) permite romper el aislamiento de los paquetes de información o cursos (Unidades de Aprendizaje, UoL) y establecer un diálogo con otros sistemas (LMSs), modelos y estándares, así como una reutilización de dichas UoLs en diversos contextos. En esta tesis realizamos un estudio de la especificación desde la base, analizando su modelo de información y cómo se construyen Unidades de Aprendizaje. Desde el Nivel A al Nivel C analizamos y criticamos la estructura de la especificación basándonos en un estudio teórico y una investigación práctica fruto del modelado de Unidades de Aprendizaje reales y ejecutables que nos proporcionan una información muy útil de base, y que mayormente adjuntamos en los anexos, para no interferir en el flujo de lectura del cuerpo principal. A partir de este estudio, analizamos la integración de Unidades de Aprendizaje con otros sistemas y especificaciones, abarcando desde la integración mínima mediante un enlace directo hasta la compartición de variables y estados que permiten una comunicación en tiempo real de ambas partes. Exponemos aquí también las conclusiones de diversos casos de estudio basados en adaptación que se anexan al final de la tesis y que se vuelven un instrumento imprescindible para lograr una solución real y aplicable. Como segundo pilar de la tesis complementario a la integración de Unidades de Aprendizaje, estudiamos el aprendizaje adaptativo: Los tipos, los avances y los enfoques y restricciones de modelado dentro de IMS-LD. Por último, y como complemento de la investigación teórica, a través de diversos casos prácticos estudiamos la manera en que IMS-LD modela la perzonalización del aprendizaje y hasta qué punto. Este primer bloque de análisis (general, integración y aprendizaje adaptativo) nos permite realizar una crítica estructural de IMS-LD en dos grandes apartados: Modelado y Arquitectura. Modelado apunta cuestiones que necesitan mejora, modificación, extensión o incorporación de elementos de modelado dentro de IMS-LD, como son procesos, componentes y recursos de programación. Arquitectura engloba otras cuestiones centradas en la comunicación que realiza IMS-LD con el exterior y que apuntan directamente a capas estructurales de la especificación, más allá del modelado. Aunque se encuentra fuera del núcleo de esta tesis, también se ha realizado una revisión de aspectos relacionados con Herramientas de autoría, por ser este un aspecto que condiciona el alcance del modelado y la penetración de la especificación en los distintos públicos objetivo. Sobre Herramientas, no obstante, no realizamos ninguna propuesta de mejora. La solución desarrollada, se centra en las diversas cuestiones sobre Modelado y Arquitectura encontradas en el análisis. Esta solución se compone de un conjunto de propuestas de estructuras, nuevas o ya existentes y modificadas, a través de las que se refuerza la capacidad expresiva de la especificación y la capacidad de interacción con un entorno de trabajo ajeno. Esta investigación de tres años ha sido llevada a cabo entre 2004 y 2007, principalmente con colegas de The Open University of The Netherlands, The University of Bolton, Universitat Pompeu Fabra y del departamento Research & Innovation de ATOS Origin, y ha sido desarrollada parcialmente dentro de proyectos europeos como UNFOLD, EU4ALL y ProLearn. La conclusión principal que se extrae de esta investigación es que IMS-LD necesita una reestructuración y modificación de ciertos elementos, así como la incorporación de otros nuevos, para mejorar una expresividad pedagógica y una capacidad de integración con otros sistemas de aprendizaje y estándares eLearning, si se pretenden alcanzar dos de los objetivos principales establecidos de base en la definición de esta especificación: La personalización del proceso de aprendizaje y la interoperabilidad real. Aun así, es cierto que la implantación de la especificación se vería claramente mejorada si existieran unas herramientas de más alto nivel (preferiblemente con planteamiento visual) que permitieran un modelado sencillo por parte de los usuarios finales reales de este tipo de especificaciones, como son los profesores, los creadores de contenido y los pedagogos-didactas que diseñan la experienicia de aprendizaje. Este punto, no obstante, es ajeno a la especificación y afecta a la interpretación que de la misma realizan los grupos de investigación y compañías que desarrollan soluciones de autoría. _____________________________________________IMS Learning Design (IMS-LD) is a current asset in eLearning and blended learning, due
to several reasons:
a) It is a specification that points to standardization and modeling of learning processes,
and not just content; at the same time, it is focused on the re-use of the information
packages in several contexts;
b) It shows a deeper pedagogical expressiveness than other specifications, already
delivered or in due process
c) It is integrated at different levels into well-known Learning Management Systems
(LMSs)
d) There are a huge amount of European research projects and groups working with it,
which aims at sustainability (in academia, at least)
Nevertheless, IMS-LD is roughly an initial outcome (be aware that we are still working
with the same release, dated on 2003). Therefore, it can and must be improved in
several aspects, i.e., pedagogical expressiveness and interoperability. In this thesis, we
concentrate on Adaptive Learning (or Personalised Learning) and on the Integration of
Units of Learning (UoLs). They both are core aspects which the specification is built upon.
They also can improve it significantly. Adaptation makes personalised learning itineraries,
adapted to every role, to every user involved in the process, and focus on several
aspects, i.e., flow, content and interface. Integration fosters the re-use of IMS-LD
information packages in different contexts and connects both-ways UoLs with other
specifications, models and LMSs. In order to achive these goals we carry out a threephase
analysis. First, analysis of IMS-LD in several steps: foundations, information
model, construction of UoLs. From Level A to Level C, we analyse and review the
specification structure. We lean on a theoretical frameword, along with a practical
approach, coming from the actual modeling of real UoLs which give an important report
back. Out of this analysis we get a report on the general structure of IMS-LD.
Second, analysis and review of the integration of UoLs with several LMSs, models and
specifications: we analyse three different types of integration: a) minimal integration,
with a simple link between parts; b) embedded integration, with a marriage of both parts
in a single information package; and d) full integration, sharing variables and states
between parts. In this step, we also show different case studies and report our partial
conclusions.
And third, analysis and review of how IMS-LD models adaptive learning: we define,
classify and explain several types of adaptation and we approach them with the specificacion. A key part of this step is the actual modeling of UoLs showing adaptive
learning processes. We highlight pros and cons and stress drawbacks and weak points
that could be improved in IMS-LD to support adaptation, but also general learning
processes
Out of this three-step analysis carried out so far (namely general, integration,
adaptation) we focus our review of the IMS-LD structure and information model on two
blocks: Modeling and Architecture. Modeling is focused on process, components and
programming resources of IMS-LD. Architecture is focused on the communication that
IMS-LD establishes outside, both ways, and it deals with upper layers of the specification,
beyong modeling issues. Modeling and Architecture issues need to be addressed in order
to improve the pedagogical expressiveness and the integration of IMS-LD. Furthermore,
we provide an orchestrated solution which meets these goals. We develop a structured
and organized group of modifications and extensions of IMS-LD, which match the
different reported problems issues. We suggest modifications, extensions and addition of
different elements, aiming at the strength of the specification on adaptation and
integration, along with general interest issues.
The main conclusion out of this research is that IMS-LD needs a re-structure and a
modification of some elements. It also needs to incorporate new ones. Both actions
(modification and extension) are the key to improve the pedagogical expressiveness and
the integration with other specifications and eLearning systems. Both actions aim at two
clear objectives in the definition of IMS-LD: the personalisation of learning processes,
and a real interoperability. It is fair to highlight the welcome help of high-level visual
authoring tools. They can support a smoother modeling process that could focus on
pedagogical issues and not on technical ones, so that a broad target group made of
teachers, learning designers, content creators and pedagogues could make use of the
specification in a simpler way. However, this criticism is outside the specification, so
outside the core of this thesis too.
This three-year research (2004-2007) has been carried out along with colleagues from
The Open University of The Netherlands, The University of Bolton, Universitat Pompeu
Fabra and from the Department of Research & Innovation of ATOS Origin. In addition, a
few European projects, like UNFOLD, EU4ALL and ProLearn, have partially supported it
Comparative analysis of adaptation in adaptive educational hypermedia and IMS-learning design
No full textCurrently, Adaptive Educational Hypermedia (AEH) and IMS Learning Design (IMS-LD) are separate research areas, with little shared knowledge between them. Their goal, however, is the same: to design, author and implement the best possible learning experience for the learner. This paper addresses the issue of differences and similarities between AEH and IMS-LD with regard to knowledge representation and adaptation and investigates, generically, as well as for the specific case of the Layered AHS Authoring-Model and Operators (LAOS) framework, how these paradigms can benefit from each other
Psychophysical evidence for two routes to suppression before binocular summation of signals in human vision
No full textVisual mechanisms in primary visual cortex are suppressed by the superposition of gratings perpendicular to their preferred orientations. A clear picture of this process is needed to (i) inform functional architecture of image-processing models, (ii) identify the pathways available to support binocular rivalry, and (iii) generally advance our understanding of early vision. Here we use monoptic sine-wave gratings and cross-orientation masking (XOM) to reveal two cross-oriented suppressive pathways in humans, both of which occur before full binocular summation of signals. One is a within-eye (ipsiocular) pathway that is spatially broadband, immune to contrast adaptation and has a suppressive weight that tends to decrease with stimulus duration. The other pathway operates between the eyes (interocular), is spatially tuned, desensitizes with contrast adaptation and has a suppressive weight that increases with stimulus duration. When cross-oriented masks are presented to both eyes, masking is enhanced or diminished for conditions in which either ipsiocular or interocular pathways dominate masking, respectively. We propose that ipsiocular suppression precedes the influence of interocular suppression and tentatively associate the two effects with the lateral geniculate nucleus (or retina) and the visual cortex respectively. The interocular route is a good candidate for the initial pathway involved in binocular rivalry and predicts that interocular cross-orientation suppression should be found in cortical cells with predominantly ipsiocular drive
The effects of inclusionary programs on the self-concept of learning disabled students
No full textPlan BThe purpose of this study was to examine the relationship between the self-concept of middle school learning disabled students and inclusionary programming. The sample group (n=18) were middle school students grades 5-8 from a rural Wisconsin town. The Piers-Harris Self-Concept Scale was used to measure self-reported Total self-concept and the following cluster scales: Behavioral, Intellectual and School Status, Physical Appearance and Attributes, Anxiety, Popularity, and Happiness and Satisfaction. Individual education plans were studied to determine the amount of time (FTE) each student participated in inclusionary programs over a three year period. The null hypothesis stated that there would be no significant correlation between learning disabled students' self-concept, as reported on the Piers-Harris Self-Concept Scale Total and cluster scales, and the amount of time they participated in inclusionary programs. At the .05 level of significance the null hypotheses was rejected. The null hypothesis was accepted on six out of the seven areas measured. There was no statistical significance when comparing the amount of time LD students spent in inclusion programs and their self-reported self-concept in the following areas: Total self concept, Behavior, Intellectual and School Status, Anxiety, Popularity, Happiness and Satisfaction. The null hypothesis was rejected on the cluster scale which measured the relationship between Physical Appearance and Attributes self-concept and inclusion
Sodium bicarbonate ingestion improves Yo-Yo intermittent recovery test 1 performance: a randomized crossover trial
No full textHelen Dixon,1 Catherine E Baker,2 Julien S Baker,3 Susan Dewhurst,4 Lawrence D Hayes4 1School of Human Sciences, London Metropolitan University, London, 2English Institute of Sport, Bisham Abbey National Sports Center, Buckinghamshire, 3Institute of Clinical Exercise and Health Science, University of the West of Scotland, Hamilton, 4Department of Medical and Sport Sciences, University of Cumbria, Lancaster, UK Abstract: This study investigated the effect of sodium bicarbonate (NaHCO3–) ingestion on the Yo-Yo intermittent recovery test 1 (IR1). We tested the hypothesis that acute ingestion of NaHCO3– would increase blood lactate concentrations [BLa], enhance performance, and reduce rating of perceived exertion (RPE) in the Yo-Yo IR1. Eight recreationally active males (N=8, age: 26±4 yr, height: 178±6 cm, body mass: 82±10 kg) participated in the Yo-Yo IR1 on two separate occasions, separated by 1 wk, in a randomized crossover design. Following familiarization, during seated rest, participants’ pretest [BLa] was taken, and participants then consumed either a placebo of 0.3 g·kg–1 body weight sodium chloride or 0.3 g·kg–1 body weight NaHCO3–. Sixty minutes postingestion, a standardized warm-up preceded the Yo-Yo IR1. Upon completion, postexercise [BLa] (mmol·L–1), RPE (arbitrary units) and Yo-Yo IR1 time to fatigue (s) were recorded. Paired t-test revealed a small but significant improvement in Yo-Yo IR1 performance under the NaHCO3– condition (610±267 sec), compared to the placebo condition (556±259 sec; p=0.01; Cohen’s d=0.20). [BLa] increased more under the NaHCO3– condition (1.6±0.7 to 17.5±5.2 mmol·L–1; p<0.001; Cohen’s d=4.29), compared to the placebo condition (2.0±0.7 to 11.5±5.0 mmol·L–1; p=0.001; Cohen’s d=2.66). Postexercise RPE was not significantly different between conditions. The results of this study suggest that acute NaHCO3– ingestion improves Yo-Yo IR1 performance without altering RPE, likely through an increased lactate efflux, demonstrated by increased [BLa]. Keywords: alkalosis, anaerobic, blood lactate, ergogenic aid, performance, repeated sprint
Mahalanobis distances from each Federalist Paper of disputed authorship to each author centroid.
No full text<p>The texts with the closest distance to each author centroid are highlighted in bold. The longest distance (LD) between an undisputed authorship text and its author centroid is given in the table header.</p
Social skill expectations: do general education and special education teachers differ?
No full textPlan BThere has been much research on the inappropriate behaviors demonstrated by children with learning disabilities (LD). The interactions between teachers with students who have LD and those who do not have LD also have been studied. Research indicates that the perceptions of teachers related to the social skills exhibited by students may have an effect on their academic and behavioral functioning. The purpose of this study is to determine any differences in the social skill expectations, as measured by a modified version of the Social Skills Rating System (SSRS) - Teacher Form, of regular education teachers compared to special education teachers at the elementary level. Results indicate some statistically significant differences between the social skill expectations of regular education teachers compared to the teachers of learning disabled students
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