1,721,015 research outputs found
Video augmentation to support video-based learning
No full textMultimedia content and video-based learning are expected to take a central role in the post-pandemic world. Thus, providing new advanced interfaces and services that further exploit their potential becomes of paramount importance. A challenging area deals with developing intelligent visual interfaces that integrate the knowledge extracted from multimedia materials into educational applications. In this respect, we designed a web-based video player that is aimed to support video consumption by exploiting the knowledge extracted from the video in terms of concepts explained in the video and prerequisite relations between them. This knowledge is used to augment the video lesson through visual feedback methods. Specifically, in this paper we investigate the use of two types of visual feedback, i.e. an augmented transcript and a dynamic concept map (map of concept's flow), to improve video comprehension in the first-watch learning context. Our preliminary findings suggest that both the methods help the learner to focus on the relevant concepts and their related contents. The augmented transcript has an higher impact on immediate comprehension compared to the map of concepts' flow, even though the latter is expected to be more powerful to support other tasks such as exploration and in-depth analysis of the concepts in the video
Semantic Wiki: a collaborative tool for instructional content design
No full textThe rapid evolving of web technologies has brought to the increasingly diffusion of applications making the Web an interactive social network environment. The World Wide Web Consortium and several research centers are working on the integration of such technologies into the project of a Semantic Web. Consequently, e-learning systems and tools supporting instructional content design could take advantage of these advancements. In this scenario, according to a social-constructivist approach, the authors discuss the adoption of Semantic Wiki as a collaborative environment to design educational contents. The paper will outline the application perspectives and the strategies to adopt, in order to facilitate meaningful learning processes, and the potential advantages that Semantic Wikis would bring from the point of view of knowledge management, as well as for the re-use of learning resources
User experience evaluation of Edurell interface for video augmentation
No full textThis paper deals with the use of videos in education and describes an approach to improve the learners’ experience in the first-watch and rewatch learning contexts. Actually, learning through videos raises challenging issues like non-linear navigation and poor structure of the video content. Hence, a novel application is presented, designed to address such issues. To this aim, the proposed Edurell environment enriches standard video lessons with new services based on the contents’ structure of the video, resulting in a new hypervideo educational application. The system extracts the concepts explained in a given video lesson, their prerequisite relations, and the segments of the video where they occur, together with other pieces of knowledge. The resulting knowledge graph allows creating augmented video lessons and enables learners to perform non-linear navigation and in-depth exploration of their learning contents. This idea was implemented in a custom web-based video player with interactive visual tools. Then, a heuristic usability evaluation was performed with HCI experts. Also, a user study with university students was done, aimed to evaluate the perceived usability and the student’s experience in the two mentioned learning contexts. The first results achieved show the effectiveness of the proposed approach
Smart learning in smart cities
No full textCommonly, the term smart learning is connected to the use of smart learning environments, with reference to the combination of software and hardware used for education and training by universities, schools, institutions and industries. In this field of application, in recent years, we have observed a never-ending succession of innovations in support of learning and instruction where instructional designers and developers run-after every new technology, to create innovative applications based on what they believe more effective, efficient, and engaging for both learners and teachers (Spector, 2014). Then, such software environments can be more or less smart, depending on the number and the quality of services offered and the capability of interacting with other systems. Another possible interpretation is to consider smart learning as learning in smart environments and, in this respect, Koper (2014) defines smart learning environments as physical places enriched with digital, context-aware and adaptive devices, which promote better and faster learning. For what concerns smart cities, we observe that they should be considered the most advanced implementations of smart environments, since they are plenty of physical devices and systems, used to provide citizens with highly effective services, to the aim of improving their quality of life. In fact, cities are smart when they fully exploit newly available smart technologies and smart solutions, which rely on most recent advancements in, e.g., big data, analytics, cloud architectures, artificial intelligence and cognitive computing. Moreover, recent modifications in both laws and policy, also driven by economics and market trends, are dramatically changing learning processes and environments in the universities so that students are regarded as customers and, consequently, the objective is enhancing their satisfaction, which can be achieved by improving the overall quality of services. Since the main task of schools and universities is education, we observe that their role in forming smart citizens, also contributing to enhance the individuals’ quality of life, is of paramount importance. In conclusion, smart learning environments and smart cities adopt the same set of technologies and pursue the same objective of empowering people, thus, a new powerful educational ecosystem has to be considered, where learning involves students and teachers, which are primarily citizens
Using Visual Feedbacks in an Augmented Video-based Learning Tool
No full textIn this paper, we face the problem of using video-based learning with multimedia content, which is expected to assume a prominent role in the post-pandemic world. In this respect, we have investigated the possibility of developing new services with suited visual interfaces, to further exploit its potential. Such novel services want to integrate the knowledge extracted from multimedia materials into educational applications. To do this, our approach is that of extracting the theoretical concepts included in a video lesson and describing the prerequisites relations between them, according to the knowledge base of the subject matter of the video itself. Such an addition of knowledge allows creating augmented video lessons and providing learners with new methods to browse videos and perform a non-linear navigation of their learning materials, by means of visual feedback methods. To this aim, we designed a custom web-based video player to support video-based learning, implementing these ideas. From the relevant literature we argue that this approach can be effective from an educational point of view but such effectiveness can be achieved only if the proposed video player is an easy-to-use tool, thus, we made a preliminary evaluation to assess the usability of the proposed system and results are presented
I Semantic Wiki come strumento per la progettazione collaborativa di contenuti didattici
No full textIl rapido percorso di evoluzione delle tecnologie Web ha portato alla sempre maggiore diffusione di applicazioni in grado di facilitare la nascita e lo sviluppo di estese reti sociali. Da tempo il World Wide Web Consortium e differenti gruppi di ricerca lavorano alla integrazione di tali applicazioni con le tecnologie proprie del Semantic Web. Di un simile sviluppo potrà beneficiare anche il settore dell’e-learning e, più in particolare, ne guadagneranno gli ambienti dedicati a supportare processi di apprendimento e di progettazione didattica. In questo contesto, e in una prospettiva socio-costruttivista, gli autori presentano l'utilizzo dei Semantic Wiki come strumento per la progettazione collaborativa di contenuti didattici. Se ne discuteranno le prospettive e le strategie di applicazione che facilitino l’attivazione di processi di apprendimento significativo, senza trascurare gli aspetti legati alla strutturazione della conoscenza e al riuso delle risorse didattich
Semantic wiki for learning and teaching computer science
No full textThis paper discusses the use of a collaborative learning environment, specifically designed for computer science education. In particular, we investigate how students (may) meaningfully learn computer science and how web technologies (may) support them in this process. For a comprehensive view of the problem, different instructional theories are considered, as well as specific requirements for computer science education, driving the research to the adoption of semantic technologies and to the definition of a specific semantic-wiki-based framework. In this scenario, the authors present an ongoing research project, named Semantic-WikiSUN, which aims to investigate innovative strategies for learning and teaching computer science in the context of higher education. It is based on the use of semantic-wiki to support the sharing and acquiring of knowledge in this specific knowledge domain, enabling the application of basic pedagogical principles
Smart Learning Communities for Bridging the Gender Gap in STEM
No full textThis paper presents the results achieved in four years of activity within the ‘NERD?’ project, created by IBM Italy and La Sapienza university of Rome, and carried on in collaboration with several universities and schools, in Italy. The long-term objective of the project is bridging the gender gap in the so-called STEM disciplines, (science, technology, engineering and mathematics) starting from the secondary education. Specifically, we make reference to the experience conducted in the field of informatics and computer engineering by the Federico II University of Naples, which empowered the original format of the ‘NERD?’ project, introducing a collaboration model within a smart learning community. This involved people from industry, university and secondary schools, including both teachers and students at all the levels
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