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Learning Technologies, IEEE Transactions on

Issue 1 • Date First Quarter 2012

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Displaying Results 1 - 11 of 11
  • Editorial

    Page(s): 1
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    Freely Available from IEEE
  • Automatic Assessment of 3D Modeling Exams

    Page(s): 2 - 10
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (650 KB) |  | HTML iconHTML  

    Computer-based assessment of exams provides teachers and students with two main benefits: fairness and effectiveness in the evaluation process. This paper proposes a fully automatic evaluation tool for the Graphic and Virtual Design (GVD) curriculum at the First School of Architecture of the Politecnico di Torino, Italy. In particular, the tool is designed for the 3D modeling course, taught during the second year, where students have to prove their ability to model static scenes using the open source modeler Blender. During the final exam, students are required to create a 3D model as similar as possible to a reference object proposed by the teacher and shown through a set of 2D views; the similarity of the images is judged according to both model shape and materials. The traditional assessment process is particularly slow and strongly based on teachers subjective evaluation; the proposed solution efficiently implements an objective assessment mechanism that exploits computer vision and image analysis algorithms to automatically extract similarity indices. These indices are related to partial evaluation grades, which are then combined to obtain the final mark. A comparison with the traditional assessment process shows robustness and trustworthiness of the designed approach. View full abstract»

    Open Access
  • An Intelligent Simulator for Telerobotics Training

    Page(s): 11 - 19
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (731 KB) |  | HTML iconHTML  

    Roman Tutor is a tutoring system that uses sophisticated domain knowledge to monitor the progress of students and advise them while they are learning how to operate a space telerobotic system. It is intended to help train operators of the Space Station Remote Manipulator System (SSRMS) including astronauts, operators involved in ground-based control of SSRMS and technical support staff. Currently, there is only a single training facility for SSRMS operations and it is heavily scheduled. The training staff time is in heavy demand for teaching students, planning training tasks, developing teaching material, and new teaching tools. For example, all SSRMS simulation exercises are developed by hand and this process requires a lot of staff time. Once in an orbit ISS astronauts currently have only simple web-based material for skill development and maintenance. For long duration space flights, astronauts will require sophisticated simulation tools to maintain skills. Roman Tutor addresses these challenges by providing a portable training tool that can be installed anywhere and anytime to provide “just in time” training. It incorporates a model of the system operations curriculum, a kinematic simulation of the robotics equipment, and the ISS, a high performance path planner and an automatic task demonstration generator. For each element of the curriculum that the student is supposed to master, Roman Tutor generates example tasks for the student to accomplish within the simulation environment and then monitors its progression to provide relevant feedback when needed. Although motivated by the SSRMS application, Roman Tutor remains applicable to any telerobotics system application. View full abstract»

    Open Access
  • Educational Technologies for Precollege Engineering Education

    Page(s): 20 - 37
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1792 KB) |  | HTML iconHTML  

    Numerous efforts seek to increase awareness, interest, and participation in scientific and technological fields at the precollege level. Studies have shown these students are at a critical age where exposure to engineering and other related fields such as science, mathematics, and technology greatly impact their career goals. A variety of advanced learning technologies have emerged to enhance learning, promote hands-on experiences, and increase interest in engineering. However, creating and sustaining technology-infused learning environments at the precollege level is a challenging task, as many schools have limited resources and expertise. Moreover, while numerous technology solutions are available to support ambitious engineering-learning goals, choosing the right technology to align to program goals and resources may be a daunting task. In this work, we fill the gap between the applicability of educational implements and suitable teaching methods for precollege engineering. We present an overview of available hardware- and software-based technologies, and characterize these technologies based on criteria such as median price, the type of learning activities fostered, and the required users' expertise levels. In addition, we outline how these technologies align with deductive and inductive teaching methods that emphasize direct-instruction, inquiry-, problem-, and project-based methods, as studies have shown these methods are effective for precollege engineering education. View full abstract»

    Open Access
  • Expressing Adaptation Strategies Using Adaptation Patterns

    Page(s): 38 - 51
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (3304 KB) |  | HTML iconHTML  

    Today, there is a real challenge to enable personalized access to information. Several systems have been proposed to address this challenge including Adaptive Hypermedia Systems (AHSs). However, the specification of adaptation strategies remains a difficult task for creators of such systems. In this paper, we consider the problem of the definition of adaptation strategies at a high level. We present two main contributions: a typology of elementary adaptation patterns for the adaptive navigation; and a process to generate adaptation strategies based on the use and the semiautomatic combination of patterns. We also describe how the generated adaptation strategies can be integrated into existing AHSs. A prototype has been implemented and an experiment in the e-learning domain has been conducted with a group of volunteers. This experiment shows that our pattern-based approach for defining adaptation strategies is more suitable than those based on “traditional” AH languages. View full abstract»

    Open Access
  • Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines

    Page(s): 52 - 61
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1510 KB) |  | HTML iconHTML  

    Comprehension assessment is an essential tool in classroom learning. However, the judgment often relies on experience of an instructor who makes observation of students' behavior during the lessons. We argue that students should report their own comprehension explicitly in a classroom. With students' comprehension made available at the slide level, we apply a machine learning technique to classify presentation slides according to comprehension levels. Our experimental result suggests that presentation-based features are as predictive as bag-of-words feature vector which is proved successful in text classification tasks. Our analysis on presentation-based features reveals possible causes of poor lecture comprehension. View full abstract»

    Open Access
  • Facilitating Trust in Privacy-Preserving E-Learning Environments

    Page(s): 62 - 73
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (442 KB) |  | HTML iconHTML  

    This research explores a new model for facilitating trust in online e-learning activities. We begin by protecting the privacy of learners through identity management (IM), where personal information can be protected through some degree of participant anonymity or pseudonymity. In order to expect learners to trust other pseudonymous participants, we realize that a reliable mechanism is needed for managing participants' reputations and assuring that such reputations are legitimately obtained. Further, because participants can hold multiple identities or can adopt new pseudonymous personas, a reliable and trustworthy mechanism for reputation transfer (RT) from one persona to another is required. Such a reputation transfer model must preserve privacy and at the same time prevent linkability of learners' identities and personas. In this paper, we present a privacy-preserving reputation management (RM) system which allows secure transfer of reputation. A prototypical implementation of our reputation transfer protocol and the successful experimental deployment of our reputation management solution in an e-learning discussion forum serve as a proof of concept. View full abstract»

    Open Access
  • The Conceptual Structure of IMS Learning Design Does Not Impede Its Use for Authoring

    Page(s): 74 - 86
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    IMS Learning Design (LD) is the only available interoperability specification in the area of technology enhanced learning that allows the definition and orchestration of complex activity flows and resource environments in a multirole setting. IMS LD has been available since 2003, and yet it has not been widely adopted either by practitioners or by institutions. Much current IMS LD research seems to accept the assumption that a key barrier to adoption is the specification's conceptual complexity impeding the authoring process. This paper presents an empirical study to test this assumption. Study participants were asked to transform a given textual design description into an IMS LD unit of learning using 1) paper snippets representing IMS LD elements and 2) authoring software. The results show that teachers with little or no previous IMS LD knowledge were able to solve a design task that required the use of all IMS LD elements at levels A and B. An additional finding is that the authoring software did not facilitate people in producing better solutions than those who used paper snippets. This evidence suggests that conceptual complexity does not impede effective IMS LD authoring, so the barriers to adoption appear to lie elsewhere. View full abstract»

    Open Access
  • Using Haptic and Auditory Interaction Tools to Engage Students with Visual Impairments in Robot Programming Activities

    Page(s): 87 - 95
    Save to Project icon | Click to expandQuick Abstract | PDF file iconPDF (1857 KB) |  | HTML iconHTML  

    The robotics field represents the integration of multiple facets of computer science and engineering. Robotics-based activities have been shown to encourage K-12 students to consider careers in computing and have even been adopted as part of core computer-science curriculum at a number of universities. Unfortunately, for students with visual impairments, there are still inadequate opportunities made available for teaching basic computing concepts using robotics-based curriculum. This outcome is generally due to the scarcity of accessible interfaces to educational robots and the unfamiliarity of teachers with alternative (e.g., nonvisual) teaching methods. As such, in this paper, we discuss the use of alternative interface modalities to engage students with visual impairments in robotics-based programming activities. We provide an overview of the interaction system and results on a pilot study that engaged nine middle school students with visual impairments during a two-week summer camp. View full abstract»

    Open Access
  • 2011 Reviewers List

    Page(s): 96 - 97
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    Freely Available from IEEE
  • 2011 Annual Index

    Page(s): Online - Only
    Save to Project icon | Request Permissions | PDF file iconPDF (190 KB)  
    Freely Available from IEEE

Aims & Scope

IEEE Transactions on Learning Technologies (TLT) covers research on such topics as Innovative online learning systems, Intelligent tutors, Educational software applications and games, and Simulation systems for education and training.

Full Aims & Scope

Meet Our Editors

Dr. Peter Brusilovsky