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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2021年第12期16卷 123-141页

作者： Shishehchi, Saman Zin, Nor Azan Mat Seman, Esmadi Abu Abu Imam Khomeini Int Univ Qazvin Iran Univ Kebangsaan Malaysia Fac Informat Sci & Technol Res Ctr Software Technol & Management SOFTAM Interact Comp Bangi Selangor Malaysia Univ Malaysia Sabah Fac Comp & Informat Labuan Int CampusJalan Sungai Pagar WP Labuan 87000 Malaysia

The same learning process in educational systems could be boring and time consuming for some learners. This problem arises from the lack of personalized learning sequence for learners with different knowledge level. Recommender systems play an important role in assisting the learners to find suitable learning materials and personalized learning sequence. Use of ontology for knowledge representation in knowledge-based recommender systems would facilitate sharing, reuse and common terminology. Since programming concepts have logical relationships among together so, traditional education systems are more stressful and very time-consuming. This paper aims to propose an ontology-based recommender system to present a Personalized learning sequence in Programming (PLSP) domain which is depended to learner's knowledge level. A recommender module and, the knowledge base module are integrated together in the proposed framework. The recommender module as the main module in the framework, has three stages which is working based on semantic rules and ontology representation. Evaluation of the system was carried out by comparing the non-recommender system (web-based search) using 32 ICT respondents. Results demonstrate that the participants who used the proposed system spent 1119 seconds to find the suitable learning path in comparison to those who used a non-recommender system (3480 seconds) in the same learning material. It means that learners who follow learning path with PLSP, are more suitable for them. Furthermore, the average mean value of usability test is 4.47, (5 maximum scale) which indicates that the system proved to be useful, was easy to use, and satisfied the users.

关键词： learning sequence Ontology Programming language Recommender system

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The Effectiveness of Immersive Virtual Reality for Vocational Skills learning in Varying Combinations with PowerPoint Presentation Template learning

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ASIA-PACIFIC EDUCATION RESEARCHER 2025年 1-11页

作者： Dong, Wei Li, Yongjie Yu, Nengbao Dong, Zifei Tianjin Univ Coll Educ 135 Yaguan Rd Tianjin 300354 Peoples R China Tiangong Univ Coll Humanities Tianjin 300387 Peoples R China Univ North Carolina Chapel Hill Coll Art & Sci Chapel Hill NC USA

Immersive virtual reality (IVR) has been widely used in vocational education and training. However, its effectiveness in combination with other forms of teaching remains under-explored, especially concerning learning sequence priority. We aimed to examine the effectiveness of IVR in vocational education and the influence of varying learning sequences on students' vocational skills acquisition in blended learning environments when combining IVR and PowerPoint presentation templates (PPT) learning. We investigated the learning performances, cognitive processes, and emotional experiences of 92 learners in different blended learning environments. The learners were divided into four groups: PPT, IVR, combination PPT-first, and combination IVR-first groups). Varying sequences within the blended learning approach had a significant impact on students' skill learning. PPT-first learning followed by IVR learning was most effective in promoting students' skill learning.

关键词： Immersive virtual reality learning sequence Blended learning Vocational education and training Cognitive learning process

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The cognitive principles of learning underlying the 5E Model of Instruction

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INTERNATIONAL JOURNAL OF STEM EDUCATION 2022年第1期9卷 1-9页

作者： Ruiz-Martin, Hector Bybee, Rodger W. Int Sci Teaching Fdn Brighton E Sussex England

Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptual understanding of scientific ideas and models, positive effects on general achievement in science, and positive attitudes toward science. In this commentary, we would like to put forward the principles from cognitive sciences on how people learn which may underlie the 5E Model and that could theoretically contribute to the model's effectiveness as a learning sequence. Connections to conceptual change theory are especially highlighted.

关键词： 5E Model Cognitive sciences Constructivism Conceptual change learning theory learning sequence

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Educational Yin&Yang: Towards a Framework for the Instructional Design of MOOCs

Educational Yin&Yang: Towards a Framework for the Instructio...

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IEEE Conference on learning with MOOCS (LWMOOCS) - The 4th Industrial Revolution - From the Pandemic to the Remote World

作者： Kloos, Carlos Delgado Garcia, Boni Alario-Hoyos, Carlos Univ Carlos III Dept Telemat Engn Madrid Spain

ISBN: (数字)9781665424868

ISBN: (纸本)9781665424868

Massive Open Online Courses (MOOCs) are designed and developed in many ways, often paying more attention to the content of the course itself (e.g., videos, exercises, animations, texts...) than to the way the content is structured to achieve more efficient learning. We present a framework for encapsulating the content of the MOOC from an educational perspective. The metaphor used for it is that of Yin&Yang, a principle of dualism that sustains that everything in the universe is composed of two parts: a passive, receptive part and an active one. Also, in education, there is a passive part from the standpoint of the learner, namely the lecture or explanation of the facts by the educator, and an active part, where the learner must solve quizzes or problems, do projects, or create artifacts. It is important that these two parts go hand in hand. So, we define the concept of an educational pill embracing the Yin&Yang duality. This pattern can also be applied recursively when composing educational pills.

关键词： MOOCs learning sequence educational pills Yin&Yang

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A Covering Algorithm Based on Competition

A Covering Algorithm Based on Competition

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International Workshop on Information and Electronics Engineering (IWIEE) / International Conference on Information, Computing and Telecommunications (ICICT)

作者： Wang, Qingsheng Zhang, Yueqin Sun, Xianyang Liang, Bin Taiyuan Univ Technol Coll Comp Sci & Technol Taiyuan 030024 Peoples R China

In covering algorithm, the order of learning samples is random, but experiments show that the learning sequence has significant impact on the network performance. This paper proposes a new algorithm which is covering algorithm based on competition (CAC). In this algorithm, sphere neighborhoods can be adjusted gradually, the ill-suited sphere neighborhoods will be removed and the whole neural network will performs more stable. Finally the algorithm is applied to a widely used database. The experiment results show that it can effectively decrease the number of rejected samples, reduce the number of sphere domains and improve the recognition accuracy. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Harbin University of Science and Technology

关键词： neural network covering algorithm learning sequence

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An Automation of the Course Design with use of learning Objects with Evaluation based on the Bloom Taxonomy 9

An Automation of the Course Design with use of Learning Obje...

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9th International Conference of Information and Communiation Technologies (AICT)

作者： Karpova, Maria Shmelev, Vadim Dukhanov, Alexey ITMO Univ Dept High Performance Comp St Petersburg Russia

ISBN: (纸本)9781467368551

the paper presents an approach of forming course from learning objects (LOs) with use of Bloom taxonomy based metric and simplified ontology. In this article main points of metric of LOs are described: rate of compliance and rate of connections quality. Proposed metric is used in objective function in genetic algorithm that used to obtain course (set of LOs connected by competences) according to certain requirements (in this paper only sets of prerequisite and outcome competences).

关键词： course design learning prerequisites learning outcomes learning object learning objectives learning sequence genetic algorithm

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What is a good explanation in integrated STEM education?

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ZDM-MATHEMATICS EDUCATION 2023年第7期55卷 1255-1268页

作者： Baptista, Monica Jacinto, Helia Martins, Iva Univ Lisbon Inst Educ UIDEF Lisbon Portugal

Explaining is a vital spontaneous process for human beings, as through explanations we make sense of the surrounding phenomena. While the role and structure of explanations have been explored in each science, technology, engineering and mathematics (STEM) area, little is still known regarding what counts as a good explanation for a STEM problem. This study seeks to address this void by examining the nature of 82 explanations of a STEM challenge produced by 9th grade students (years 14-16) who participated in a learning sequence designed with an integrated STEM education perspective (I-STEM). We aim to find out which types of explanations are produced by 9th grade students when engaged in an I-STEM learning sequence, as a strategy to establish/identify the core features of a good I-STEM explanation. As a subsidiary aim, we intend to propose an analytical framework that enables the characterization and understanding of the students' explanations to an integrated STEM problem, based on the combination of a theoretical view on I-STEM explanations and the qualitative analysis of explanations produced by students. Results show that a majority of the students produced STEM explanations, either descriptive or relational, that failed to demonstrate knowledge or procedures from the four STEM areas. About a quarter of the solutions entailed I-STEM explanations, thus recognizing the role of knowledge or procedures of each area, concurring to obtain the solution, from the creation of the artefact to the understanding of the underlying law. We further propose a conceptualization of a good I-STEM explanation as involving the mobilization of conceptual knowledge and processes from all STEM areas in an explicit and intentional way to present the solution devised to the STEM challenge.

关键词： I-STEM explanation Reverse engineering STEM Education learning sequence Analytical framework

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An Automation of the Course Design Based on Mathematical Modeling and Genetic Algorithms 45

An Automation of the Course Design Based on Mathematical Mod...

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45th Annual Frontiers in Education Conference (FIE)

作者： Dukhanov, Alexey Karpova, Maria Shmelev, Vadim ITMO Univ Dept High Performance Comp St Petersburg Russia

ISBN: (纸本)9781479984541

This work in progress describes a technique of course design in the form of learning objects (LO) sequences. We defined the distance between LOs (metric of learning objects space based on revised Blooms Taxonomy) and used it to design an objective function. This function is a sum of distances between LOs in the given sequence learning prerequisites of a course and its learning outcomes. In addition, the function contains penalties for the violations of the learning sequence, when, for example, one or more learning prerequisites for the given LO are absent in learning outcomes of previous LOs and course's prerequisites. A genetic algorithm was used to find LOs sequences complied with the given requirements of the course. To provide the series of experiments, this algorithm was realized as a computer-aided application in the development environment Microsoft Visual Studio 12. These series showed that the suggested technique is suitable for automated course design based on big amount LOs. Several suggestions to develop the technique are given at the end of this paper.

关键词： Course design learning prerequisites learning outcomes learning object learning sequence genetic algorithm

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Going over the cliff: MOOC dropout behavior at chapter transition

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DISTANCE EDUCATION 2020年第1期41卷 6-25页

作者： Chen, Chen Sonnert, Gerhard Sadler, Philip M. Sasselov, Dimitar D. Fredericks, Colin Malan, David J. Harvard Univ Harvard Smithsonian Ctr Astrophys Cambridge MA 02138 USA Harvard Univ HarvardX Cambridge MA 02138 USA Harvard Univ Harvard John A Paulson Sch Engn & Appl Sci Cambridge MA 02138 USA

Participants' engagement in massive online open courses (MOOCs) is highly irregular and self-directed. It is well known in the field of television media that substantial parts of the audience tend to drop out at major episodic, or seasonal, closures, which makes creating cliff-hangers a crucial strategy to retain viewers (Bakker, 1993;Cazani, 2016;Thompson, 2003). Could there be an analogous pattern in MOOCs-with an elevated probability of dropout at major chapter transitions? Applying disjoint survival analysis on a sample of 12,913 students in a popular astronomy MOOC that built participants' cultural capital (hobbyist pursuits), we found a significant increase in dropout rates at chapter closures. Moreover, the latter the chapter closure was positioned in the course sequence, the higher the dropout rate became. We found this pattern replicated in a sample of 20,134 students in a popular computer science MOOC that introduced participants to programming.

关键词： MOOC learning analytics dropout cliff-hanger learning sequence

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Implementing Participatory Design for Developing a Constructivist E-learning Activity

Implementing Participatory Design for Developing a Construct...

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24th Annual Conference on European-Association-for-Education-in-Electrical-and-Information-Engineering (EAEEIE)

作者： Olga, Fragou Ioannis, Hatzilygeroudis Dimitris, Kalles Spiros, Likothanassis Hellen Open Univ Educ Content Methodol & Technol Lab Patras 25778 Greece Hellen Open Univ Patras GR-26335 Greece

ISBN: (纸本)9781479900428;9781479900435

European Qualification Framework in Open and Distance Education highlights issues such as content and existing concepts reusability, orchestrating tools for learning, adaptability and learner -centrics themes in curricula. This paper reports on preliminary findings and the process of the design and development of an e-learning activity, based on characteristics of the constructivist approach: Instructional Design tools have been applied in a Focus Group research context using learning Activity Management System. The basic idea has been to engage Hellenic Open University tutoring staff in the design of distance learning activities by making use of Communities of Practice (CoPs) practices, using their educational experience as a springboard to implement effective learning activities mediated by LAMS and facilitated by an Instructional Designer. The designed activity was actually implemented in a distance education setting, on undergraduate students of HOU in a senior undergraduate course on Artificial Intelligence at the School of Science and Technology, during the first semester of 2012-3.

关键词： learning sequence constructivism participatory design communities of practice empirical research

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