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References from “Developing Adaptive and Personalized Distributed Learning Systems…”

On 09/14/2010, in Artificial Intelligence/Agents/LLMs/and Related, learning agents, personalized/customized learning, by Daniel Christian

From DSC:
Though I can’t re-publish this article (it costs $19), I do hope it’s ok that I share the abstract and the references of the article (if not Birol or Mustafa, please advise). They are definitely onto something here, and we all need to continue to keep our eyes on such keywords as:

  • learning agents
  • multi agent systems
  • 1:1
  • personalized/customized learning
  • artificial intelligence (AI)
  • the semantic web
  • …as these items represent where technology can be powerfully leveraged in the future.

Developing Adaptive and Personalized Distributed Learning Systems with Semantic Web Supported Multi Agent Technology

Birol Ciloglugil
Dept. of Comp. Engineering
Ege UniversityIzmir, Turkey

Mustafa Murat Inceoglu
Dept. of Comp. Education and Instructional Technology
Ege University
Izmir, Turkey

Abstract—The early e-learning systems were developed with the one-size-fits-all approach where the differences among the learners were disregarded and the same learning materials were supplied to each user. Nowadays, with the technological advances and the new trends in system design, the newly-developed systems take into consideration the needs, the preferences and the learning styles of the learners. As a result of this, more personalized e-learning systems have been developed. This thesis will investigate how possible technologies such as multi-agent systems and semantic web can be used to achieve more adaptive and more personalized distributed e-learning environments.

Keywords-adaptive systems; e-learning, multi agent systems; personalized e-learning systems; semantic web

REFERENCES

[1] H. Wang, P. Holt, “The design of an integrated course delivery system for Web-based distance education”, Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education (CATE 2002), 2002, pp. 122-126.

[2] F. O. Lin, Designing Distributed Learning Environments with Intelligent Software Agents, Information Science Publishing, 2004.

[3] B. Ciloglugil, M. M. Inceoglu, “Exploring the state of the art in adaptive distributed learning environments”, LNCS, vol. 6017, 2010, pp. 556-569.

[4] I. S. B. Gago, V. M. B. Werneck, R. M. Costa, “Modeling an Educational Multi-Agent System in MaSE”, LNCS, vol. 5820, 2009, pp. 335-346.

[5] S. Garruzzo, D. Rosaci, G. M. L. Sarne, “ISABEL: A multi agent elearning system that supports multiple devices”, IEEE/WIC/ACM International Conference on Intelligent Agent Technology, 2007, pp.85-88.

[6] T. Berners-Lee, J. Hendler, O. Lassila, The semantic web, Scientific American, 2001, pp. 34-43.

[7] A. Gladun, J. Rogushina, F. Garc?a-Sanchez, R. Martínez-Béjar, J. T. Fernández-Breis, “An application of intelligent techniques and semantic web technologies in e-learning environments”, Expert Syst. Appl., vol. 36, 2, 2009, pp. 1922-1931.

[8] M. Gaeta, F. Orciuoli, P. Ritrovato, “Advanced ontology management system for personalised e-learning”, Know.-Based Syst., vol. 22, 4, 2009, pp. 292-301.

[9] B. G. Aslan, M. M. Inceoglu, “Machine learning based learner modeling for adaptive Web-based learning”, LNCS, vol. 4705, 2007, pp. 1133-1145.

[10] W. S. Lo, I. C. Chung, H. J. Hsu, “Using ontological engineering for computer education on online e-Learning community system”, International Conference on Education Technology and Computer, Singapore, 2009, pp. 167-170.

[11] L. Romero, H. P. Leone, “An ontology on learning assessment domain”, New Perspectives on Systems and Information Technology, vol. 2, 2007, pp. 137-148.

[12] A. Canales-Cruz, V. G. Sanchez-Arias, F. Cervantes-Perez, R. Peredo-Valderrama, “Multi-agent system for the making of intelligence and interactive decisions within the learner’s learning process in a web-based education environment”, Journal of Applied Research and Technology, vol. 7, 3, 2009, pp. 310-322.

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Post textbook world

On 09/13/2010, in digital learning, library / librarians, personalized/customized learning, textbooks, by Daniel Christian

Post textbook world — from HuffingtonPost.com by Tom Vander Ark

Most of the digital courseware being used is decidedly first generation–it’s flat and sequential, not engaging and adaptive. But we’re beginning to see adaptive content libraries that enable personalized digital learning. There will still be a role for curation but that will come in the form of content collections, learning games and virtual worlds, and playlists that (like iTunes Genius but smarter) that stitch objects and sequences together.

Because learning object libraries will replace textbooks, eReaders won’t be big in education. They only make sense where there is a tight narrative. Tablets that can support a full web experience and are also a useful input device will compete with netbooks for 1:1 supremacy.

Digital native kids and teachers expect a more social experience than ‘log in, follow directions, and email me if you have a problem.’ The shift from digital textbook to content libraries requires more flexibility than current learning management systems offers and will kick off more data than anyone is ready to handle.

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The Wild World of Massively Open Online Courses

On 09/02/2010, in Canada, disruption, higher education, innovation, personalized/customized learning, by Daniel Christian

The Wild World of Massively Open Online Courses — from unlimitedmagazine.com by Emily Senger
Would you participate in a class with 2300 other online students?

In a traditional university setting, a student pays to register for a course. The student shows up. A professor hands out an outline, assigns readings, stands at the front and lectures. Students take notes and ask questions. Then there is a test or an essay.

But with advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.

George Siemens, along with colleague Stephen Downes, tried out the open course concept in fall 2008 through the University of Manitoba in a course called Connectivism and Connective Knowledge, or CCK08 for short. The course would allow 25 students to register, pay and receive credit for the course. All of the course content, including discussion boards, course readings, podcasts and any other teaching materials, was open to anyone who had an internet connection and created a user profile.

“The course was the platform, but anyone could build on that platform however they wanted,” says Siemens. “There’s this notion that technology is networked and social. It does alter the power relationship between the educator and the learner, a learner has more autonomy, they have more control. The expectation that you wait on the teacher to create everything for you and to tell you what to do is false.”

More here…

Also see:
http://www.youtube.com/watch?v=XwM4ieFOotA
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Mapping major changes to education and training in 2025 (Europe)

On 09/02/2010, in education technology, Europe, future, future of higher education, global / globalization, informal learning, learning ecosystem, lifelong learning, open courseware and systems, personalized/customized learning, tools, training / L&D, trends, by Daniel Christian

From JRC -- Mapping Major Changes to Education and Training in 2025

.

The Landscape of the Future of Learning -- from JRC's Mapping Major Changes in Education and Training

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Ten tips for personalized learning via technology (K-12)

On 08/30/2010, in education technology, personalized/customized learning, by Daniel Christian

Ten tips for personalized learning via technology — from Edutopia.org by Grace Rubenstein
To challenge and support each child at his or her own level, the educators of Forest Lake Elementary deploy a powerful array of digital-technology tools. Discover what your school can learn.

From DSC:
Their first tip got my attention and I agree wholeheartedly; the following graphic relays my viewpoint/hope here:

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Advanced personal learning — from Engineering’s Grand Challenges

On 08/23/2010, in change, disruption, education technology, engineering, intelligent tutoring, learning ecosystem, learning preferences, learning theories, personalized/customized learning, by Daniel Christian

Advanced Personal Learning-- from Engineering's Grade Challenges

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Accessibility: A Guide for Educators — from Microsoft

On 08/23/2010, in accessibility / UDL, education technology, Microsoft, personalized/customized learning, teachers, tools, by Daniel Christian

Accessibility Guide from Microsoft

— resource from Luca Lorenzini’s blog

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9 ways to customize learning experiences – from Faculty Focus

On 08/16/2010, in pedagogy, personalized/customized learning, teaching & learning, by Daniel Christian

9 ways to customize learning experiences – from Faculty Focus

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Innovate to Educate: [Re]Design for Personalize Learning

On 08/11/2010, in expectations, innovation, leadership, mobile learning, mobile technologies, personalized/customized learning, strategy, by Daniel Christian

Innovate to Educate: [Re]Design for Personalize Learning — from mobl21.com/blog

The Symposium on [Re]Design for Personalized Learning has begun.

An initiative of the SIIA (Software & Information Industry Association) with ASCD (formerly the Association for Supervision and Curriculum Development) and the Council of Chief State School Officers (CCSSO), this collaborative effort asserts that the education system can more efficiently and effectively meet the needs of all students through a true paradigm shift from a mass production to a mass customization learning system.

An excerpt from the SIIA-ASCD-CCSSO Symposium Primer:
Some education leaders are becoming more focused on personalizing learning as critical to meeting the needs of all students.  They understand that changing student outcomes requires transforming their experience and our current education system.  They recognize the definition of educational insanity:  offering the same type of education model over and over again, and expecting a different result.  These leaders also see that educational equity is not simply about equal access and inputs, but as importantly requires that a student’s educational path, curriculum, instruction and schedule be personalized to meet her unique needs.  Reform efforts that continue to focus on the factory model, one-size fits all approach to learning are unlikely to make a sufficient difference for too many students in this knowledge-age when expectations are higher than ever.

In contrast to trends in other industries to personalize products, services, and the user experience – in part by leveraging continually evolving technologies – education has only scratched the surface on the potential to personalize the learner experience.  Such efforts continue to be the exception rather than the rule and often represent a “tweaking” of the traditional model rather than the necessary systemic redesign of how we educate our children.  Similarly, students have come to expect personalization in every other aspect of their lives, including through services like Facebook, Netflix and iTunes, to name a few.  If Google and Amazon can thoughtfully leverage customer data and virtual communities to better serve each person’s unique preferences and interests from afar, then education can do so for each student from a near — to understand each one’s performance level, learning style and learning preferences and then adjust instructional strategies and content to meet those needs.

Read the full primer here: http://www.siia.net/pli/primer.doc

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From DSC:
Eventually, we will have to deal with some major changing student expectations. Perhaps that’s this year..? Next year? 5 years down the line…? I’m not sure. But with the storm brewing, we don’t want to discount changing student expectations. We need to adapt and deliver and meet changing expectations.

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Personalized Learning: Object, Lesson, Course & School

On 08/04/2010, in personalized/customized learning, by Daniel Christian

Personalized Learning: Object, Lesson, Course & School — from EdReformer.com by Tom Vander Ark

There’s lots of talk about personalized learning these days.  It shows up in a lot of school plans, i3 grants, and individual development plans. Wikipedia even has a definition: “Personalized Learning is the tailoring of pedagogy, curriculum and learning support to meet the needs and aspirations of individual learners.”

That’s a good start, but I’d like to add a couple layers to the definition.  Educators often talk about personalization at the lessons level where “accommodations” are made for reading level and English language learners.   Projects have long been a great way to differentiate and leverage student interest.

In a digital learning environment, personalization at the lesson level can be a choice between small group instruction, online tutoring, a simulation or a learning game.  School of One is a good example of targeting lessons by level, interest, and modality.

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From DSC: Whether you agree with everything here, you *need* to read this one…

On 07/21/2010, in 24x7x365 access, business, business side of he, career development, change, changing business models, colleges, community colleges, competency-based learning/education, corporate / business world, cost of getting a degree, dangers of the status quo, disruption, education reform, education technology, elearning, emerging technologies, engagement / engaging students, face-to-face, faculty/staff, future of higher education, game-changing environment, global / globalization, higher education, innovation, leadership, learning ecosystem, lifelong learning, more voice more choice more control, new business models, online learning, online tutoring, open courseware and systems, pace of change, personalized/customized learning, strategy, teaching & learning, traditional / tradition, universities, using teams, workplace, by Daniel Christian

The future of colleges and universities -- from the spring of 2010 by futurist Thomas Frey

From Spring 2010

…

From DSC:

If you are even remotely connected to higher education, then you *need* to read this one!


Most certainly, not everything that Thomas Frey says will take place…but I’ll bet you he’s right on a number of accounts. Whether he’s right or not, the potential scenarios he brings up ought to give us pause to reflect on ways to respond to these situations…on ways to spot and take advantage of the various opportunities that arise (which will only happen to those organizations who are alert and looking for them).


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Flipboard for iPad — what if…?

On 07/21/2010, in convergence, digital audio, digital storytelling, digital textbooks, digital video, disruption, personalized/customized learning, social learning / networks, social media, by Daniel Christian

From DSC:
What if we had a “textbook” like this? One that targeted your social/learning network on a particular topic? Personalized…customized…and constantly up-to-date. Interesting…

(Quality may or may not be a concern…depending upon one’s social/learning network.)

flipboard.com -- what if we had textbooks like this?


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In Designing e-Learning Motivation Makes all the Difference — from Allen Interactions

On 07/08/2010, in elearning, instructional design, motivation, personalized/customized learning, by Daniel Christian

In Designing e-Learning Motivation Makes all the Difference — from Allen Interactions

What was deeply personal to one group was irrelevant and pointless to another.

This is exactly the problem we face so often as designers of e-learning.  Our subject matter experts or project owners live and breathe the content we are to teach. And they expect that the same values that have given significance to the content for them over many years can be directly transferred to the learners.  Unfortunately, that’s impossible.  To get learners engaged in understanding new content and performing new skills, we as designers need to tie the content to some motivation existing in the learner, or to manufacture an urgency (using game design, networking, or simulation aspects) that the learners buy into.  This is important in all learning, but particularly so in e-learning where learners are, for the most part, working entirely on their own.

So equal to the task of analyzing content and designing instruction is the challenge of understanding our learners and designing interactivity that will provide personal motivation.

…

Here are some ideas for designing for motivation:

  • Ensure learners are aware of meaningful consequences
  • Develop a sense of risk
  • Ensure the learner benefits from adaptive content and branching
  • Draw the learner in by expert storytelling and creation of suspense
  • Appreciate the aesthetic appeal of graphics and media
  • Engage in meta-thinking with questions whose importance is elevated through multiple-step tasks and delayed judgment
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Study shows which technology factors improve learning — EdNetNews.com

On 07/02/2010, in education technology, K-12 related, leadership, personalized/customized learning, by Daniel Christian

Study shows which technology factors improve learning — EdNetNews.com

Technology-assisted classes help students stay in school – reducing drop-out rates

  • The most important factor that Project RED found in reducing drop-out rates is using technology frequently in intervention classes. Students in reading intervention, special education, Title I (poverty program) and English Language Learners benefit from the individualized instruction that technology can provide best.
  • Principal leadership is the second most important factor in reducing dropout rates. Change management requires trained and committed leaders who are able to drive the school culture in new directions. Principals who model and lead technology usage are associated with schools with reduced dropout rates.
  • Daily use of technology in core classes is the third most important factor. Just as students can take control of their iPod, they also want to take control of their learning. Student engagement is one of the serious issues facing schools with high-entertainment-value options available elsewhere,

“We found that technology-infused classes in core subject areas, such as science and math, and in intervention classes such as Reading, Title I, English Language Learners and special education, were a significant factor in improvement. They were Key Implementation Factors in higher high stakes test score improvements, dropout rate reduction,, and improved discipline, tied with low students per computer ratios, “ said Jeanne Hayes, President of the Hayes Connection and co-author of the study.

  • Schools with 1:1 learning programs have better education success than do schools with fewer computing devices. Schools with one computing device per student also performed significantly better than schools with higher ratios, such as 3 students per computer.
  • Schools with 1:1 programs reported a 15 point reduction in disciplinary actions and a 13 point decrease in dropout rates as compared to all other schools.
  • Schools with properly implemented programs – those with frequent use of collaboration and online testing for improvement – found even greater gains. Compared to all 1:1 schools, properly implemented programs report a 15 point gain in high stakes test score improvement and even larger improvements in graduation rates and college attendance plans.
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11 leaders in artificial intelligence — from Forbes.com

On 06/28/2010, in Artificial Intelligence/Agents/LLMs/and Related, innovation, personalized/customized learning, by Daniel Christian

11 leaders in artificial intelligence -- from Forbes.com
…


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