Principles for Designing Activity-based Personalized eLearning

Conlan, Owen; O'Keeffe, Ian; Brady, Aoife; Wade, Vincent

doi:10.1109/icalt.2007.209

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…While stating that existing approaches and even the adaptive hypermedia design approach do not support the modelling of adaptivity dependencies in terms of specification of content and functionality, Alatalo and Peräaho (2001) proposed a method in which they integrated adaptivity into the structure of the system by considering some objects as adaptors and developing heuristics which were based on the content and functionality. In a similar way, underlining the need in educational experiences for offering not only tailored content, but also tailored activities through interaction, Conlan, O'Keeffe, Brady and Wade (2007) described a multimodel approach, in that they integrated the areas of ‘Personalized Learning Content’ and ‘Adaptive Web Service Composition’ to deliver the distance learning solution. Rossi, Schwabe, Danculovic and Miaton (2001) provided four patterns of personalisation in their research study, which were defined as: Link Personalization, Content Personalization, Structure Personalization and Remote Personalization.…”

Section: Personalised Web‐based Learning and Personalised Technologiesmentioning

confidence: 99%

Ontology and taxonomy design and development for personalised web‐based learning systems

Yalçinalp

Gülbahar

2010

Brit J Educational Tech

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Recent developments and new directions in education have emphasised learners' needs, profile and pedagogical aspects by focusing on learner-centered approaches in educational settings. e-Learning, on the other hand, guarantees learners the opportunity of learning in their own way, and leads to new considerations in course design. e-Learning is defined as the new form of learning, rather than the use of new technologies. It requires new considerations in educational aspects and delivery methods. Personalised technologies and new approaches such as the use of ontologies and Semantic Webs in e-learning are some of the next challenges for both education and society in the future. This paper provides an overview and rationale for personalised web-based learning and personalised technologies. Also, it presents ontologies by emphasising the various usages of this term in a variety of fields, the main ontology structures, methodologies and design principles, and its applications in education.

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Section: Personalised Web‐based Learning and Personalised Technologiesmentioning

confidence: 99%

Ontology and taxonomy design and development for personalised web‐based learning systems

Yalçinalp

Gülbahar

2010

Brit J Educational Tech

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“…Such systems have been found to be useful in engaging the learner in the educational experience (Conlan et al, 2007). To sustainably enhance L2 learners' willingness to communicate, previous research has emphasized the importance to provide learners with various realistic opportunities to simulate conversation using the target language.…”

Section: Task-oriented Dialogue Systems and Second Language Communica...mentioning

confidence: 99%

An authoring tool for task-oriented dialogue scenarios design in EFL context

Ayedoun¹,

Hayashi²,

Seta³

2022

RPTEL

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Computer-based conversational environments have been advocated as a promising approach for providing virtual, yet realistic opportunities for communication practice to second language learners. However, the high authoring costs of such environments continue to prevent their widespread diffusion and adoption. Furthermore, there is a limited set of authoring interfaces dedicated to making the creation of dialogue scenarios in the context of language learning easier. In this research, we present a dialogue scenario authoring system that could aid the rapid implementation of desirable dialogue scenarios, lowering the barrier to dialogue scenario authoring for non-programmers or even educators. To that end, we built a pseudo-versatile dialogue scenario authoring interface that enables the automatic generation of services-related dialogue scenarios by leveraging the common underlying structure of services (restaurant, hotel, travel planning, etc.) that appear to share a certain degree of similarity at the task level. Here, we describe the proposed system’s features and present the findings of an experimental evaluation study that suggests the usefulness of our approach to facilitating dialogue scenarios designed by people with no prior experience authoring dialogue systems components. According to an evaluation of the tool by a second language teaching expert, the proposed system might also foster second language teaching and learning by allowing both educators and learners to participate in the design of dialogue scenarios that are adapted to different levels of learners.

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“…The purpose and promise of adaptive learning support technologies are to facilitate online instruction that is personalized to the needs of individual learners [50], [51]. The adaptive nature of such systems is not necessarily determined by their level of sophistication.…”

Section: Adaptive Language Learning Support Systemsmentioning

confidence: 99%

Toward Personalized Scaffolding and Fading of Motivational Support in L2 Learner–Dialogue Agent Interactions: An Exploratory Study

Ayedoun

Hayashi

Seta

2020

IEEE Trans. Learning Technol.

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This study proposes a computer-based approach to effectively enhance second language learners' willingness to communicate in the target language. To do so, we implemented a conversational agent embedding a dialogue management model based on two conversational strategies (i.e., communication strategies and affective backchannels), serving as scaffolds for enhancing learners' willingness to communicate in the target language. Here, we report on differences observed among second language learners' preferences for both conversational strategies according to their initial level of willingness to communicate and on variations of their willingness with respect to such differences. Although we found that most students generally preferred a combination of both strategies, learners' preferences and the effects of the support provided by these strategies varied according to their level of willingness to communicate. Learners with lower willingness to communicate tended to prefer affective backchannels whereas those with higher willingness to communicate seemed to favor communication strategies. These results were consistent with posttest results, which showed that learners' expected willingness to communicate tended to be higher after interacting with systems embedding their preferred strategies. In sum, these results are preliminary evidence of the meaningfulness of accounting for such learners' preferences in adaptively using and fading the strategies employed by conversational agents to motivate second language learners to communicate in the target language.

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Principles for Designing Activity-based Personalized eLearning

Abstract: Abstract

Cited by 8 publications

References 6 publications

Ontology and taxonomy design and development for personalised web‐based learning systems

Ontology and taxonomy design and development for personalised web‐based learning systems

An authoring tool for task-oriented dialogue scenarios design in EFL context

Toward Personalized Scaffolding and Fading of Motivational Support in L2 Learner–Dialogue Agent Interactions: An Exploratory Study

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