Social Context-Aware Recommendation for Personalized Online Learning

2017 ◽  
Vol 97 (1) ◽  
pp. 163-179 ◽  
Author(s):  
Wacharawan Intayoad ◽  
Till Becker ◽  
Punnarumol Temdee
Keyword(s):  
Online Learning ◽  
Social Context ◽  
Context Aware

Using Notification Systems to Create Social Places for Online Learning

2011 ◽  
pp. 1040-1050
Author(s):  
James M. Laffey ◽  
Christopher J. Amelung
Keyword(s):  
Online Learning ◽  
Context Awareness ◽  
Contextual Information ◽  
Learning Activity ◽  
Course Management Systems ◽  
Context Aware ◽  
Learning Context ◽  
Notification System ◽  
The Social ◽  
Critical Components

Context-aware activity notification systems have potential to improve and support the social experience of online learning. The authors of this chapter have developed a Context-aware Activity Notification System (CANS) that monitors online learning activities and represents relevant contextual information by providing notification and making the learning activity salient to other participants. The chapter describes previous efforts to develop and support online learning context awareness systems; it also defines the critical components and features of such a system. It is argued that notification systems can provide methods for using the context of activity to support members’ understanding of the meaning of activity. When designed and implemented effectively, CANS can turn course management systems (CMS) into technologies of social interaction to support the social requirements of learning.

scholarly journals A context-aware notification framework for developers of computer supported collaborative environments

2005 ◽  
Author(s):  
◽  
Christopher J. Amelung
Keyword(s):  
Social Context ◽  
Sense Of Community ◽  
Social Contexts ◽  
User Preferences ◽  
User Preference ◽  
Context Aware ◽  
Collaborative Environments ◽  
Notification System ◽  
Development Framework ◽  
New Development

Researchers have identified user presence, awareness, and a sense of community as important components of Computer Supported Collaborative Environments (CSCE) (Dourish and Bellotti, 1992; Erickson and Kellogg, 2003; Moody, 2000; Prinz, 1999). To support user actions and interactions sufficient to create and sustain a sense of community, recent CSCE have been developed with notification systems to provide activity notifications to users. However, these notification systems typically transmit generic notifications as actions occur and do not provide mechanisms for analyzing and providing notifications based on user preference or social context. A challenge facing developers of CSCE is to create a notification system for delivering awareness information based on the ever-changing preferences, interests, and social contexts of users. To address this challenge, this study articulated and advanced a theoretical framework for developers to use when integrating activity notifications into existing CSCE. The proposed framework is based on the importance of user preferences and social context and is derived from the Locales Framework (Fitzpatrick, 1998). The principles of this new development framework are Social Context, Awareness in Context, Activity Discovery, Trends in Activity, Meaning of Activity, and Notification Customization. To evaluate the concepts of this framework, this study developed a context-aware activity notification system for an existing CSCE based on the framework's proposed principles. During the development process, it was determined that not only could the Framework for Notification be used to provide notifications based on user preference and social context, but the use of the proposed Framework afforded a richer understanding of the collaborative needs of users for both the theorists discussing the implications of activity notifications and the developers working to provide those notifications.

scholarly journals A Context-Aware Framework for Collaborative Activities in Pervasive Communities

2014 ◽  
Vol 5 (2) ◽  
pp. 31-43 ◽  
Author(s):  
Christopher Lima ◽  
Mário Antunes ◽  
Diogo Gomes ◽  
Rui Aguiar ◽  
Telma Mota
Keyword(s):  
Social Context ◽  
Context Information ◽  
Context Aware ◽  
Design And Development ◽  
Pervasive Environments ◽  
Collaborative Applications ◽  
Information Interpretation ◽  
Collaborative Activities

Pervasive environments involve the interaction of users with the objects that surround them and also other participants. In this way, pervasive communities can lead the user to participate beyond traditional pervasive spaces, enabling the cooperation among groups taking into account not only individual interests, but also the collective and social context. In this study, the authors explore the potential of using context-aware information in CSCW application in order to support collaboration in pervasive environments. In particular this paper describes the approach used in the design and development of a context-aware framework utilizing users' context information interpretation for behaviour adaptation of collaborative applications in pervasive communities.

Social context-aware trust paths finding for trustworthy service provider selection in social media

2019 ◽  
Vol 78 (17) ◽  
pp. 24473-24500 ◽  
Author(s):  
Junwen Lu ◽  
Guanfeng Liu ◽  
Bolong Zheng ◽  
Yan Zhao ◽  
Kai Zheng
Keyword(s):  
Social Media ◽  
Social Context ◽  
Service Provider ◽  
Context Aware ◽  
Trustworthy Service

Discursive Context-Aware Knowledge and Learning Management Systems

2011 ◽  
pp. 1702-1715
Author(s):  
Cao mhi´n O’Nualláin ◽  
Adam Westerski ◽  
Sebastian Kruk
Keyword(s):  
Social Context ◽  
Problem Solving ◽  
Critical Role ◽  
Learning Management Systems ◽  
Research Area ◽  
Context Aware ◽  
Analysis Model ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Level Of Knowledge

In this chapter, we look at the research area of discursion and context-aware information as it relates to the user. Much research has been done in the area of effective learning, active learning, and in developing frameworks through which learning can be said to be achieved and have some possibility of being measured (i.e., Networked Learning and Bloom’s Taxonomy) (Bloom, 1956). Having examined many such frameworks, we have found that dialogue plays a large part, and in this chapter we specifically examine dialogue in context of the user’s background and social context. This always plays a critical role, and it is around this that we want to dig deeper. We aim to provide a quality discourse analysis model which will achieve in more detail a picture of the users actual level of knowledge. Problem solving skills, together with the critical thinking capability as part of a team, and individually, in the following chapter.

SocioPlatform: A Platform for Social Context-Aware Applications

2014 ◽  
pp. 291-308 ◽  
Author(s):  
Muhammad Ashad Kabir ◽  
Alan Colman ◽  
Jun Han
Keyword(s):  
Social Context ◽  
Context Aware

Video Big Data Retrieval Over Media Cloud: A Context-Aware Online Learning Approach

2019 ◽  
Vol 21 (7) ◽  
pp. 1762-1777 ◽  
Author(s):  
Yinan Feng ◽  
Pan Zhou ◽  
Jie Xu ◽  
Shouling Ji ◽  
Dapeng Wu
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Data Retrieval ◽  
Learning Approach ◽  
Context Aware ◽  
Media Cloud
Sign in / Sign up

Export Citation Format

Share Document