1,720,964 research outputs found
The Lecomps5 framework for personalized web-based learning: A teacher's satisfaction perspective
No full textAdaptive web-based educational systems provide learners with personalized courses, where learning material is delivered to learners taking into account their personal learning needs, learning styles and learning progresses. In this paper we show the Lecomps5 system, a didactic framework, supporting the automated production and adaptation of personalized courses, implemented in the Lecomps5 system. In particular, this framework was designed in order to address the teacher's satisfaction issue, arising in many systems that are quite demanding in terms of the teacher's work and range of activities. Lecomps5 allows the teacher, through a simple and intuitive didactic tool, to define learning material, specify its characteristics pertaining to personalization and define, to some extent, the didactic strategies to be applied. In order to support both the management of learning material and the automated construction of personalized courses, the system embeds a planner, based on Linear Temporal Logic. The selection of learning material, its sequencing, and the delivery of courses, is performed according to both learners' initial and run-time knowledge and learning styles. The teacher can focus more on her didactic tasks and preferences rather than on the available authoring tools, and spend less time to generate courses. Finally we show encouraging results from experimentation we conducted to test the system from a teacher's point of view. (C) 2010 Elsevier Ltd. All rights reserved
Definition and Analysis of a System for the Automated Comparison of Curriculum Sequencing Algorithms in Adaptive Distance Learning
No full textLS-Lab provides automatic support to comparison/evaluation of the Learning Object Sequences produced by different Curriculum Sequencing Algorithms. Through this framework a teacher can verify the correspondence between the behaviour of different sequencing algorithms and her pedagogical preferences. In fact the teacher can compare algorithms outcomes over sample individual cases, represented by input student models. Such comparison can be accomplished through subjective observation of the sequences, and by evaluating the metrics computed and presented by the system. LS-Lab architecture allows extending the framework with both additional algorithms and metrics. According to the different algorithms needs, suitably varied data structures for the student models are managed. We show also the result of an experimental analysis, conducted to unveil LS-Lab usefulness, as perceived by teachers. Teacher's appreciation, acceptance of the system, and expected advantages, were analyzed through an experimental application involving 30 teachers, with 3 student models, and 3 different sequencing algorithms
Lecomps5: a Framework for the Automatic Building of Personalized Learning Sequences
No full textAbstract. In the context of distance learning, Adaptive Web-based Educational System focus on personalization and adaptation, that is on “learner’s satisfac- tion”. In this paper we address the other side of the coin, that is the "teacher’s satisfaction" problem, which is quite seldom taken into account in educational systems. We present a new version of the Lecomps5 Web-based Educational System, a system capable of providing personalization and adaptation on the basis of learner’s knowledge, learning styles and learning progresses. In this new version, a framework provides the teacher with an easy and flexible tool for managing learning material, expressing different didactic strategies and se- quencing personalized courses by means of an embedded planner. Such func- tionalities are supported by the system basing on evaluations of learner’s knowledge, learning styles, and learning progresses. We report on a first con- trolled experiment, we made to evaluate the “teacher’s satisfaction”
Automated and flexible comparison of course sequencing algorithms in the LS-Lab framework
No full textCurriculum Sequencing is one of the most interesting challenges in learning environments, such as Intelligent Tutoring Systems and e-learning. The goal is to automatically produce personalized sequences of didactic materials or activities, on the basis of each individual student's model. In this paper we present the extension of the LS-Lab framework, supporting an automated and flexible comparison of the outputs coming from a variety of Curriculum Sequencing algorithms over the same student models. The main aim of LS-Lab is to provide researchers or teachers with a ready-to-use and possibly extensible environment, supporting a reasonably low-cost experimentation of several sequencing algorithms. The system accepts a student model as input, together with the selection of the algorithms to be used and a given learning material; then the algorithms are applied, the resulting courses are shown to the user, and some metrics computed over the selected characteristics are presented, for the user's appraisal. © 2010 Springer-Verlag
Student and Teacher Perspectives Testing a System for Adaptive e-Learning
No full textPersonalization is becoming a mandatory requirement in Web-based Education and long distance learning in general, representing a flexible way of learning the exact amount of knowledge to reach a given learning goal. This approach saves time and money and it is particularly suited for life-long learning. The drawback is that the teacher has to produce some effort to prepare didactic material and while research in this field proposes several intelligent systems providing personalization with advanced didactic strategies, teacher’s point of view is less considered. In this chapter we extend our previous work that aimed to build an adaptive system for education called LS-Plan, taking into account both teacher’s and student’s needs. In particular we carried out a comprehensive evaluation of the system embedded into an Adaptive Educational Hypermedia called Lecomps5, in order to experiment and prove the added value of the system
A module for adaptive course configuration and assessment in moodle
No full textPersonalization and Adaptation are among the main challenges in the field of e-learning, where currently just few Learning Management Systems, mostly experimental ones, support such features. In this work we present an architecture that allows moodle to interact with the Lecomps system, an adaptive learning system developed earlier by our research group, that has been working in a stand-alone modality so far. In particular, the Lecomps responsibilities are circumscribed to the sole production of personalized learning objects sequences and to the management of the student model, leaving to moodle all the rest of the activities for course delivery. The Lecomps system supports the "dynamic" adaptation of learning objects sequences, basing on the student model, i.e., learner's Cognitive State and Learning Style. Basically, this work integrates two main Lecomps tasks into moodle, to be directly managed by it: Authentication and Quizzes. All in all, and so far, the advantage of the presented integration is in the real possibility to deliver and take personalized courses, residing and basically remaining into the moodle environment. © 2010 Springer-Verlag
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Virtual Cultural Tour Personalization by means of an Adaptive E-Learning System: a Case Study
No full textVisiting a real or virtual museum or an archaeological site
can be a hard task, especially in case of large sites provided with many
works of art or ancient ruins. For this reason most historical sites provide
guided tours, to improve visitors satisfaction and interest. In this
work we explore the use of an e-learning environment, called Lecomps5,
to provide museums or other cultural sites with the capability of automatically
planning personalized tours, according to visitors needs and
interests. Lecomps5 allows a domain expert, through a suitable GUI, to
build a pool of learning components concerning a given site. Then the
system, by means of an embedded planner, generates a personalized tour
through the works of art, on the basis of the visitor’s artistic interests and
needs. We propose a first application of this system to an ancient archaeological
site called Lucus Feroniae, showing how an e-learning platform
can be successfully used for guiding visitors as well
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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