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Advanced Learning Technologies, 2003. Proceedings. The 3rd IEEE International Conference on

Date 9-11 July 2003

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Displaying Results 1 - 25 of 210
  • New approaches to media-supported project work at the university level

    Publication Year: 2003 , Page(s): 356 - 357
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (210 KB) |  | HTML iconHTML  

    We present experiences made with a course in applied computer science which was based on the concept of communities of practice. Within the scope of the course "entrepreneurship and new media" we offered a project lab which was accompanied by a set of lectures given by internal and external lecturers. In the project groups, the students worked in close cooperation with start-up companies. The students were connected through a community system to each other and to their supervisors in academia and practice. As the communities of practice emerged we discuss the role they may play in teaching. View full abstract»

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  • Using digital video as an asynchronous method of instruction

    Publication Year: 2003 , Page(s): 130 - 134
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (199 KB) |  | HTML iconHTML  

    We examine the use of digital video as a method of instruction. The applied method uses digital video files, which demonstrate the task that has to be performed from the student in order to complete a given task. This asynchronous method of instruction is examined by using a questionnaire completed from students who used this method. View full abstract»

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  • Speech-adaptive time-scale modification for computer assisted language-learning

    Publication Year: 2003 , Page(s): 165 - 169
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (221 KB) |  | HTML iconHTML  

    In traditional foreign language learning programmes students are offered a tutor model characterised by slow, deliberate speech. This is insufficient to prepare them to cope with native, colloquial speech. By applying a time-scale modification (TSM) algorithm to natural-speed, native speech, students have access to a more desirable, natural speech corpus which permits them to practise essential listening skills in a more focussed manner. We present a method which allows slowing down speech without compromising the quality, pitch or naturalness of the slowed speech by applying different scaling factors to different types of speech segments. The new method is compared to traditional uniform-rate techniques and other variable time-scaling methods. The results show that the proposed approach produces a superior quality output, even for high modification rates. View full abstract»

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  • An e-learning service management architecture

    Publication Year: 2003 , Page(s): 140 - 144
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (219 KB) |  | HTML iconHTML  

    We propose a configurable architecture for implementing e-learning service management, taking into account several diverse aspects concerning not only the educational process, but also network infrastructure, the QoS requirements, the types of educational content, etc. We present a flexible, parametrical and component-oriented management scheme, which dynamically creates a session profile for each request for e-learning service according to current context that depends on all diverse aspects that an e-learning service comprises. Continuously, we analyse the components comprising the management scheme and the management information bases that they maintain. View full abstract»

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  • Supporting collaboration and adaptation in a CSCL environment

    Publication Year: 2003
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (172 KB)  

    We present the basic features guiding the development of a Web-based CSCL environment, which: (i) enables the students to work on collaborative learning activities concerning various subject matters with different orientation, (ii) guides and helps the students at the communication and at the learning level through intelligent agents, (iii) supports alternative models of collaboration between the group members, and (iv) improves/facilitates the collaboration/communication by adapting the provided "communication-scaffolding " tools (i.e. sentence openers-communication acts) according to the learning outcomes addressed by the learning activity and/or the model of collaboration. View full abstract»

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  • Web-based peer assessment in learning computer programming

    Publication Year: 2003 , Page(s): 180 - 184
    Cited by:  Papers (11)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (391 KB) |  | HTML iconHTML  

    Peer assessment is a method of motivating students in learning computer programming, involving student's marking and providing feedback on other student's work. We report on the design and implementation of a novel Web-based peer assessment system, and discuss its deployment on a large programming module. The results indicate that this peer assessment system has successfully helped students to develop their understanding of computer programming. View full abstract»

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  • Cohesion and roles: network analysis of CSCL communities

    Publication Year: 2003 , Page(s): 145 - 149
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (406 KB) |  | HTML iconHTML  

    We provide empirical support for the assertions that high level of knowledge construction is associated with structured design and that knowledge construction is associated with cohesion and equivalence network structures. We built and analyzed two CSCL communities - one structured the other nonstructured. The levels of learning processes were measured by content analysis. The social capital structure of the communities was analyzed by social network analysis. The analysis revealed that the structured community developed social capital, encoded by a mesh of interlinked cliques, and that participants undertook bridging and triggering roles, and exhibited high levels of constructing knowledge. The tutor (guide) remained on the side. The nonstructured community did not construct knowledge, cohesion was dull, and participants did not undertake any essential roles. View full abstract»

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  • An approach to distance learning curriculum appropriation

    Publication Year: 2003 , Page(s): 234 - 238
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (269 KB) |  | HTML iconHTML  

    The work presented aims at supporting distance learning students in their appropriation of a curriculum. We propose an approach that consists in helping students to construct individual projects. We dissociate different aspects (planning, evaluation and regulation) that can be useful for this purpose, propose a technological approach (epiphyte system, ontology-based model) and example of tools currently provided by the Saafir framework. View full abstract»

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  • Distance education between immersive indoor and outdoor environments using multimedia satellite network system

    Publication Year: 2003
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (210 KB) |  | HTML iconHTML  

    We developed a multimedia satellite network system based on the Internet protocol (IP) and personal computers. It enables collaborative distance education between outdoor and indoor environments. Integration of IP technologies and satellite communications enhances the flexibility of the network system. The satellite communication system enables us to communicate to and from outdoor environments where terrestrial infrastructures are poor or do not exist. Personal-computer-based systems allow us to utilize already available software and to make the outdoor system portable and easy to install outdoors. We conducted an experiment for collaborative distance education between a farm and an immersive display environment by using the multimedia satellite communication system and a transportable Earth station outdoors. The experiment showed that our system could be used for collaborative distance education between outdoor and indoor environments, and could reduce the amount of equipment needed outdoors. View full abstract»

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  • Constructivism vs. objectivism: where is difference for designers of e-learning environments?

    Publication Year: 2003 , Page(s): 496 - 500
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (208 KB) |  | HTML iconHTML  

    We discuss different philosophical views of learning and the consequences of these different epistemologies on the design of online learning environments. Academic learning is proposed as a process of constructing knowledge and the development of reflexive awareness, where the individual is an active processor of information and is therefore proposed as a constructivist process. However, the pragmatic constraints of learning and teaching in higher education (HE) institutions pose clear restrictions on the use of pure constructivism. In fact, modularisation, semesterisation, accreditation needs, modes of assessment, as well as staff and financial limitations, mean that pure constructivist ideals are very difficult to implement and maintain at HE levels. Pedagogical models based on moderate constructivist approaches rooted and constrained by practice, may provide designers and educationalists with more useful and applicable approaches. View full abstract»

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  • Adaptive hypermedia based on metaphors as an instructional strategy

    Publication Year: 2003 , Page(s): 378 - 379
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (299 KB) |  | HTML iconHTML  

    Analogy and metaphor can be a powerful instructional strategy when used as cognitive tools. In a previous work, we have described a learning environment based on analogy and metaphor and on concept mapping as instructional strategies. We concentrate on the hypermedia part of this environment, and we describe the analogy links, the adaptation to the user and a prototype realized for the domain of computer networks. The source domain and target domain documents are linked with semantic analogy links. This implies a high complexity of links, so a mechanism has to be provided in order to manage the links. The hypermedia is adapted to the learner according to his preferences on the metaphors. View full abstract»

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  • Tools to support on-line communities for learning

    Publication Year: 2003 , Page(s): 518 - 519
    Cited by:  Papers (3)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (184 KB) |  | HTML iconHTML  

    Higher education is not only about transmitting knowledge; it is about becoming a member of an expert community. Contemporary tools for on-line learning can be used in opening the learning environment and making the learning process more transparent so that the learners can rely on and benefit from each other in peer-to-peer fashion. View full abstract»

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  • Learning objects on the semantic Web

    Publication Year: 2003 , Page(s): 195 - 199
    Cited by:  Papers (9)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (197 KB) |  | HTML iconHTML  

    An important issue in reusing learning objects on the semantic Web is the development of appropriate technology to facilitate the discovery and reuse of learning objects stored in global and local repositories. Another issue is the development of ontologies for marking up the structure of learning objects and ascribing pedagogical meaning to them so that they can be understandable by machines. A third issue is making learning objects smarter so that they can perform a more meaningful role on the semantic Web. We discuss these and other issues as they affect the exploitation of learning objects on the semantic Web. View full abstract»

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  • OSCAR: a framework for structuring mediated communication by speech acts

    Publication Year: 2003 , Page(s): 229 - 233
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (344 KB) |  | HTML iconHTML  

    The work presented addresses the problem of the structuration of textual communication through chats or forums as a means to: (1) support students involved in collective activities and (2) support the tutor in his perception of these activities. OSCAR is a framework based on the speech-acts theory. It allows defining theories composed of a set of speech-acts and precedence relations between these speech-acts and to perform synchronous and asynchronous discussions structured by these theories. OSCAR can be used both as an operational tool within a distance learning platform and as a research tool as it proposes means to study a posteriori the discussions (e.g., analysis of the different student's attitudes in the discussion). View full abstract»

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  • Infolab: a Web learning pedagogical based content repurposing approach

    Publication Year: 2003 , Page(s): 150 - 154
    Cited by:  Papers (2)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (398 KB) |  | HTML iconHTML  

    A global effort is underway aiming at developing the technologies that would enable online Web-based education; technologies based on learning objects and their description methods - metadata - as well as on the processes for their management and structuring into educational entities. We present a system for the provision of Web-based education, Infolab: a Web learning pedagogical based content repurposing approach which is based on the use of XML metadata for the description of learning objects. For the development of the educational entities it uses two techniques, graph-based and template-based, which are unified into a dynamic synergy in the context of the description of the granularity of learning objects (LOs). View full abstract»

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  • Planning online degree programs: the stakeholders' perspectives

    Publication Year: 2003 , Page(s): 292 - 293
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (187 KB) |  | HTML iconHTML  

    This qualitative case study applied the lens of the negotiation of power and interests to the planning process for an online degree program. The major findings of the study were: 1) stakeholders bring to the planning process conflicting perspectives of what constitutes an effective planning process, and 2) the actual planning process followed is negotiated among the stakeholders to negotiate the process. View full abstract»

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  • Mixing human and software agents: a case study

    Publication Year: 2003 , Page(s): 239 - 243
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (237 KB) |  | HTML iconHTML  

    We describe a multiagent approach of the organisation of a collective activity within a pedagogical context. We consider pedagogical situations where students have to explicitly define the articulation of their collective work and then achieve the different tasks they have defined. Our objective is to support these students by taking some of these tasks in charge whilst making them work out such organisation features. For this purpose, we propose to consider that the group of students forms a multi agent system and to introduce software agents that can achieve some of the tasks within this group. This conducts students to tackle the problem in terms of human and software agent coordination. We present how this approach can be conceptualized and modelled using Engestrom's triangle and how task delegation can be used as a means to enable students to define the software agent's behaviour. View full abstract»

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  • WIPE-a model for a Web-based database-driven environment for teaching programming

    Publication Year: 2003
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (177 KB)  

    We describe a Web-based programming environment that serves for the teaching of the basic principles of programming. The environment is accessible via the Internet through a Web browser and uses a specially featured compiler to translate the source code of the programming language into a pseudo assembly code. Supplementary programming tools accompany the compiler and a database is used for storing the intermediate remits (i.e., the code students develop while trying to solve an exercise). In addition, there is a complete user, file and group management environment and a tool to automate the testing of the student solutions to programming exercises. View full abstract»

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  • Constructivist versus behaviourist learners: the weight of previous learning - culture in the assimilation of constructivist learning materials

    Publication Year: 2003 , Page(s): 501 - 505
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (216 KB) |  | HTML iconHTML  

    We discuss the outcomes of an introductory module to networked information and communication literacy skills (NICLS) designed from a constructivist approach in order to prepare postgraduate students for networked learning. The module run with different cohorts of students each comprising different cultures, produced very diverse responses from students depending on their previous learning experiences, cultural expectations and cultural contexts. View full abstract»

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  • A controlled experiment investigation on the impact of an instructional tool for personalized learning

    Publication Year: 2003 , Page(s): 354 - 355
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (194 KB) |  | HTML iconHTML  

    We describe a controlled experiment concerning the use of a learning aid during the instructional procedure. The core issue of investigation is whether this instructional aid can augment the cognitive transfer of the learners by personalizing the offered knowledge. A controlled experiment was performed with the participation of 79 students. The results have shown that for the transfer of simple information this "lesson sheet" does not provide any statistically significant advantage, yet for complex information a statistically significant better performance is observed for the student group that used the tool. View full abstract»

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  • Skills superstore: on-line interactive learning skills system

    Publication Year: 2003
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (175 KB) |  | HTML iconHTML  

    We describe a newly developed Web-based interactive learning system for helping students, particularly those in their first year of university education, develop their study and other transferable skills. The system's features, functionality and architecture were developed based on the findings of a viability study which was facilitated mainly by surveying a number of students from various departments and disciplines. The system is designed as a suite of online workshop and modules to be use as a flexible learning aid, in conjunction with existing learning skills resources. The contents of the system are designed to help the students explore and evaluate their own approaches to learning and to stimulate them to become active and efficient independent learners. The interactivity of the system is facilitated by users making choices, answering questions, and completing activities related to their own experience. The system also incorporates an electronic chat feature to encourage collaborative and peer support work. View full abstract»

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  • Online learning for on-board training officers

    Publication Year: 2003 , Page(s): 280 - 281
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (184 KB) |  | HTML iconHTML  

    We describe a Finnish project on developing a blended learning approach to training the merchant marine onboard training officers. Maritime education and training is regulated by the international maritime organization's code on Seafarer's training, certification and watchkeeping. Onboard training comprises one third of the deck officer and engineer studies. There have been problems in arranging training for the onboard training officers that are responsible for supervising the maritime academy students on their shipborne onboard training. A blended learning approach was applied in order to enhance the accessibility and content of the training for the onboard training officers. The combination of classroom teaching, a CD-ROM study material, a Web site and an Internet-based discussion forum turned out to be a promising method to serve these aims. However, some interesting development options still remain open for experimenting. View full abstract»

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  • Social computing and collaborative learning environments

    Publication Year: 2003 , Page(s): 520 - 521
    Cited by:  Papers (1)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (179 KB) |  | HTML iconHTML  

    Social experiences and interaction can be critical to the conceptualization and design of a collaborative learning environment. Social computing offers a theoretical context for investigating the ways in which the environment can create rich social experiences that serve as a foundation for building effective learning support. View full abstract»

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  • Evaluating the role of a shared document-based annotation tool in learner-centered collaborative learning

    Publication Year: 2003 , Page(s): 200 - 203
    Cited by:  Papers (3)
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (280 KB) |  | HTML iconHTML  

    This study presents a shared document-based annotation tool, EDUCOSM. Usefulness of the system is empirically evaluated in a real-life collaborative learning context. Relationships between learner's self-rated use of learning strategies, cognitive outcomes, and completion of various tasks in the system are investigated. An empirical study (n=31) was conducted in order to investigate various dependencies between variables from precourse self-rated questionnaire, system log file data collected during the course and postcourse e-mail survey. View full abstract»

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  • Learner agents as student modeling: design and analysis

    Publication Year: 2003
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (175 KB) |  | HTML iconHTML  

    Educational systems such as intelligent tutoring systems (ITSs) are computer programs that provide customized and adaptive learning according to learner's needs, behavior, and learning situation. Most implementations of these systems are built from scratch and are set to tackle a specific domain or a programming concept (e.g. Johnson, 1990). As a result, ITSs limit the use of learner's profile in one tutoring system. We propose a learner agent concept that allows a profile to encompass multiple learning activities. We discuss how the learner agent is used as the student model of an ITS. We also focus on how the learner agent collects and stores information into this profile. View full abstract»

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