Design of interactive visualization of models and students data

2013

Learning Management Systems (LMSs) are used in many (educational) institutes to manage the learning process. Adaptive Learning Environments (ALEs) offer support for the learning process through adaptive guidance and perhaps also personalized learning material (content). GRAPPLE offers a new infrastructure that brings both together. This is done through single sign-on, a common User Model Framework and an (asynchronous) event bus that coordinates the communication between the other components. Authors can create structured course material and define the adaptation through a graphical interface, and a flexible and very extensible adaptation engine offers almost any type of presentation and adaptation an author might want. This chapter reports on early experience with the GRAPPLE environment, for teaching and for learning. P.D. Bra et al.

Learning Management Systems (LMSs) are used in many (educational) institutes to manage the learning process. Adaptive Learning Environments (ALEs) offer support for the learning process through adaptive guidance and perhaps also personalized learning material (content). GRAPPLE offers a new infrastructure that brings both together. This is done through single sign-on, a common User Model Framework and an (asynchronous) event bus that coordinates the communication between the other components.

Adaptive Hypermedia and Adaptive Web-Based …, 2008

Current approaches to explicit user modelling are generally time consuming and tedious for the user. Oftentimes poor usability and overly long questionnaires deter the end user from reusing such modelling tools, thus only facilitating explicit personalisation once as they enter the system. This paper proposes a visual approach to user modelling resulting in the VUMA (Visual User Modelling Approach) tool that can be used in a playful and dynamic manner repeatedly during a user's engagement with a personalisation system. This work proposes and evaluates a visually empowering, usable, highly configurable and playful user modelling interface that is utilised to elicit user interests and preferences in a chosen knowledge domain.

This article presents a user modeling method, built upon constructivist foundations focusing in process of learning specific concepts. We analysed the real contribution of the use of Cabri Géomètre to the learning of Geometry. The method presented utilises data mining techniques and can be widely used in the evaluation of educational interfaces and in the design of interface agents. It complements traditional approaches for usability tests, adding to the set of tests an approach from the point of view of the learning of concepts.

Lecture Notes in Computer Science, 2002

Our work explores an interactive open learner modelling (IOLM) approach where a learner is provided with the means to inspect and discuss the learner model. This paper presents the design and implementation of a communication medium for IOLM. We justify an approach of inspecting and discussing the learner model in a graphical manner using conceptual graphs. Based on a n empirical study we draw design recommendations, taken into account in the implementation of the communication medium in STyLE-OLMan IOLM system in a terminological domain. The potential and improvements of the medium are discussed on the basis of study with STyLE-OLM.

2013

Abstract. Learning Management Systems (LMSs) are used in many (educational) institutes to manage the learning process. Adaptive Learning Environments (ALEs) offer support for the learning process through adaptive guidance and perhaps also personalized learning material (content). GRAPPLE offers a new infrastructure that brings both together. This is done through single sign-on, a common User Model Framework and an (asynchronous) event bus that coordinates the communication between the other components. Authors can create structured course material and define the adaptation through a graphical interface, and a flexible and very extensible adaptation engine offers almost any type of presentation and adaptation an author might want. This chapter reports on early experience with the GRAPPLE environment, for teaching and for learning. In the past 15 years two complementary technologies have been introduced in the area of learning: Learning Management Systems (LMS) and Adaptive Learning

2011

Abstract: The needs of tools able to effectively support the learning process is a well known open issue in the field of Technology Enhanced Learning. Two different directions for improving this situation could be explored, depending on the pedagogic model: directly support the self-reflection in a more self-regulated learning experience or fostering the tutoring processes for the supervision of learners' activities. Stressing the data collected in TEL platforms by the processes of adaptation and personalization, typical of Web 2.0 and ...

Human-Computer Interaction, 2007

The emergence of the accessible knowledge society for all underlines the need for all to acquire the necessary knowledge and skills for inclusion. One way to do so is through e-learning, which itself should be accessible to all intended users. The mere provision of knowledge systems is not enough, since the need is for active and accessible learning that engages

2011

User modelling in Exploratory Learning Environments (ELEs) is an emerging field with several challenges to be addressed. Due to the freedom given to learners, the amount of information generated is very large, making the modelling process very challenging. Consequently, only relevant information should be used in the user modelling process. This, however, leads to other challenges such as identification of relevant information, finding an optimal knowledge representation and defining an inference mechanism by which this knowledge is used in diagnosing the learner. This thesis addresses the challenges of user modelling in ELEs by monitoring learners' behaviour and taking into account only relevant actions in the context of an ELE for the domain of mathematical generalisation. An iterative approach was used, in line with the iterative design of the ELE. The modelling mechanism employed a modified version of Case-based Reasoning (CBR) and was evaluated using pedagogical scenarios and data from simulated and real students. This approach has the advantage of storing only relevant information and allows learner diagnosis during as well as at the end of a task. The user model was further exploited to support learning related activities, such as prioritising feedback and grouping for collaboration. For feedback prioritisation, a mechanism based on Multi-criteria Decision Making was developed and tested with the help of educational experts. The grouping for collaboration approach was inspired from Group Technology, a method from cellular manufacturing systems, and its testing showed it produces meaningful groups. Both the feedback prioritisation and the grouping for collaboration mechanisms propose solutions that are particularly relevant for ELEs by considering pertinent criteria for this type of learning. To ensure optimal coverage of the knowledge base, the user modelling approach was enhanced with adaptive mechanisms for expanding the knowledge base, which was tested on real and simulated data. This approach ensures that learner diagnostic is possible when the initial knowledge base is small and/or new behaviours are encountered over time.

This paper describes DynMap, a system based on Concept Maps for dynamically visualizing the Learner Model of an Intelligent Tutoring System (ITS). The aim is to facilitate learners and teachers to better understand ITS outcomes. The paper, first, describes some domain issues of IRIS authoring tool. Then, the main characteristics of Concept Map EDitor are listed. Next, the functionality and the components of DynMap are presented. Finally, the results of the study conducted on the graphical resources of DynMap are presented.