View
220
Download
0
Category
Tags:
Preview:
Citation preview
1
NURAXI& Research Demonstrators
2
Agenda
• Distance education, NURAXI and the demonstrators
• Research Area: Networked administration and networked learning – Presentation– Demo 1: Infrastructure, Registration and Database Management– Demo 2: ColWare : a sample of a collaborative learning environment
• Research Area : Producing individualized hypermedia courses – Introduction to learning styles– Demo 3: Competencies & Contents – Demo 4: Adaptive interfaces
• Conclusion / Future Work / Discussion
3
Objectives
• Exemplify some of the main ideas of NURAXI
4
Issues
• Intelligent Distance Learning Environments at Work– How to provide for effective adaptive individualized
courses ?– How to support dialogue and communication?– How to manage the BackOffice (registration, curriculum,
security, profiles…)?
• Authoring for Distance Learning Environments– How to create and/or adapt didactic material? – How to select didactic material?– How to rapidly assemble, reuse and update course
material? – How to manage huge numbers of documents
5
intelligent distancelearningenvironments
• encompass basically two kinds of systems– system(s) for authors (design-time)– system(s) for learners \ tutors (run-time)
NURAXI
• NURAXI is a platform to– design– generate– deploy – manage– use
6
Bfolders.ico
Demo 1 : NURAXI infrastructure (cf report 073)
Gw_net2.ico
Demo 2 : ColWare(cf report 072)
flowchart.ico
Demo 3 : Competency and Content
(cf report 070)
java awt.icoDemo 4 :
Dynamic adaptation(cf report 069)
Learning Styles (cf report 071)Teaching
Strategies Communication
Models
CollaborationModels
4 Steps Towards NURAXI
7
4 Steps Towards NURAXITake 1• Research Area: Networked administration and networked learning
– Demo 1: Infrastructure, Registration and Database Management• DanielaTodorova, Daniele Maraschi
• Develop the back office (registration, course catalogues…)• Develop the basic infrastructure required to build and access on-line
courses
– Demo 2: ColWare : a sample of a collaborative learning environment
• J-C Pazzaglia, Marcello Cenati, Sylvain Giroux
• Design and implement a first collaborative learning environment• Use actual communication tools to provide for higher-level
environments• Integrate the notion of dialogue into the software architecture
8
4 Steps Towards NURAXITake 2• Research Area : Producing individualized hypermedia courses
– Introduction to learning styles• Paolo Rossetti• Define the basis for learning style models needed to produce individualized
course• Towards adaptive trails
– Demo 3: Competencies & Contents • Lorenzo Sommaruga, Nadia Catenazzi• How to integrate XML documents and competency models to produce adaptive
individualized learning material ?• Towards a learning environment model
– Demo 4: Adaptive interfaces• Claude Moulin, Guiseppe Cuccinelli
• How to provide for dynamic adaptation / presentation of adaptive individualized learning material ?
• How to support multiple learning styles ?• How to support multiple teaching strategies ?• Towards a learning environment model
9
BackOffice
10
Actors and functionalities
• Personalized sites for 7 different types of actors: – system administrator, – academic administrator, – author, – tutor, – librarian, – student – guest
• Role based communication facilities: chat, mail...
• Used for management of collaboration under Jigsaw schema
11
Actors and functionalities (cont.)
• Registration of new users• Uniform management of resources:
– courses – virtual library
12
ColWare
13
Subscribing a Jigsaw
14
Starting a Jigsaw
15
Exchanging messages
16
Monitoring a Jigsaw
17
Learning Styles
18
• Logical vs. Intuitive refers to the preferred organization of the material.
• A logical learner prefers a clearly-structured course, starting from A and logically building to Z, presenting theory before practice, values facts and details, dislikes ambiguity.
• An intuitive learner prefers a flexible course, starting from wherever s/he chooses, practice before theory, values creativity and ‘the big picture’, dislikes rigidity.
19
• Introvert vs. Extrovert refers to the preferred method of learning.
• An introvert learner prefers a quiet environment, time to internalize, individual practice, values self-reflection, dislikes uncomfortable social situations.
• An extrovert learner prefers a lively environment, time to relate to others, group practice, values sharing experiences, dislikes solitude.
20
• The resulting learning style descriptions are:
• LI logical-introvert (structured material in an internal way)
• LE logical-extrovert (structured material in a social way)
• II intuitive-introvert (flexible material in an internal way)
• IE intuitive-extrovert (flexible material in a social way)
21
Logical
Extrovert
Intuitive
Introvert
Structured layout Flowing layout
‘cold’ colours ‘warm’ colours
Graphical Presentation
22
Competencies
23
Co
mp
osed
Un
itCompetence 2
BasicUnit
BasicUnit
BasicUnit
BasicUnit
Composed Unit
Competencies Content Units Presentation -
Adaptive Interface
Profile
BasicUnit
BasicUnit
BasicUnit
BasicUnit
BasicUnit
BasicUnit
Re-usable
ExpoEducationExpoEducation ‘99, ‘99, Bari 16 Aprile 1999 © L. Sommaruga
CompetencyApplication Fields
COMPETENCIES
ASSESSMENT
JOBMARKET
INDIVIDUAL/HUMAN
RESOURCE
TRAINING
ExpoEducationExpoEducation ‘99, ‘99, Bari 16 Aprile 1999 © L. Sommaruga
Competencies for Trainingand Assessment
Competencies can be assumed at the basis of:
• the training design and development
• the creation of didactical material
• the initial positioning process of
learners in the training path
• the on-going progress assessment
• the final assessment and certification
Learning
Authoring
Assessment
ExpoEducationExpoEducation ‘99 , ‘99 , Bari 16 Aprile 1999 © L. Sommaruga
Competencies for Trainingand Assessment
Competencies can be assumed at the basis of:
• the training design and development
• the creation of didactical material
• the initial positioning process of
learners in the training path
• the on-going progress assessment
• the final assessment and certification
Learning
Authoring
Assessment
Competence 1
Comp. 3
Competency
Level
LS1LS1
LS3LS3LS4LS4LS2LS2
Learning Styles
TrainingObjectives
TeachingStyles
TU
TO
RS T
U D
E N
T
A Layered Learning Environment Model
24
Teaching Styles
25
The following sequences and modifications are applied to obtain four recommended learning paths:
LI: first definitions, then read, then reproduce in cloze
LE: first definitions, then read, then discuss in jigsaw cloze
II: first read, then match-up, then review definitions
IE: first read, then jigsaw match-up, then confirm definitions
26
Demo structure
• Tutoring Styles– progressive– demanding– helpful
• Learning Styles – layout
• colours, size, fonts, text justifications, tables disposition
– specific activities• order of presentation• selection of specific activities
27
July 19th, 1999
NURAXI& Research Demonstrators
Conclusion / Future Work / Discussion
28
Issues Intelligent Distance Learning Environment
• How to provide for effective individualized courses ?
– Competency model : to select what to teach (D3 - D4)– Ontologies for documents: which document to select (D3
- D4)– Learning styles : who is learning (D3 - D4)– Teaching strategies : how to teach (D4)– Adaptive interface : how to present (D4 - D3)– Generation and selection of didactic material : (D3)– Dynamic generation and selection of didactic material :
(D4)
29
Issues Intelligent Distance Learning Environment
• How to support dialogue and communication?
– Shaping the learning environments according to the collaboration models (D2)
• High-level collaborative environment – ColLab : in particular, shaping the e-mail functions according to
the dialogue structure (D2)
• Modeling and structuring conversations– agent conversation languages (D2)
• Modeling and structuring collaborations– JigSaw (D2)
30
Issues Intelligent Distance Learning Environment
• How to organize and manage the BackOffice?
– Identifying actors and roles (D1)
– Book keeping of actor profiles (D1)
– Establishing registration procedures (D1)
– Providing for curriculum maintenance (D1)
– Implementing security where it is necessary• logins, passwords and roles (D1)• provide access to functions only to authorized users (D1)
31
Issues Authoring Distance Learning Environments
• How to create and/or adapt didactic material ?
– DTD as templates (D3 - D4)
– XML and XSL to adapt the presentation of documents (D4)
– RDF for reusing existing didactic material (to be explored)
32
Issues Authoring Distance Learning Environments
• How to select didactic material ?
– Competencies models (D3)– Documents models (D3- D4)– Dynamic computation according to previous
actions (D4)
33
Issues Authoring Distance Learning Environments
• How to rapidly assemble, reuse and update course material ?
– Assemble & reuse• A model based on JavaBeans (D2 - under development)• Ontologies (D2-D3-D4)• XML to add meta-information on documents (D3-D4)• XSL to present to same material using various forms (D4-D3)
– Update• Web-based courses (D1-D2-D3-D4)• Dynamic computation (D4)
34
Issues Authoring Distance Learning Environments
• How to manage huge numbers of documents ?
– XML and ontologies (D3)– Databases (D1)
35
Steps to a release of the demos
• Improving the user-friendliness of interfaces
• Getting the touch of a professional graphist on the Web sites and on the interfaces
• More tests
• Encapsulating the demos into a presentation framework (Director, screen snapshots, movies…)
Recommended