Adaptive Learning Technologies

AI Magazine ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 96-98
Author(s):  
Nicola Capuano ◽  
Santi Caballé
Keyword(s):  
Artificial Intelligence ◽  
Adaptive Learning ◽  
Online Courses ◽  
Learning Technologies ◽  
Massive Open Online Courses ◽  
Research Projects ◽  
Massive Open Online ◽  
Course Content ◽  
Close Relationship ◽  
Adaptive Learning Systems

Adaptive learning refers to technologies that dynamically adjust to the level or type of course content based on an individual’s abilities or skill attainment, in ways that accelerate a learner’s performance with both automated and instructor interventions. This column explores adaptive learning, its close relationship to artificial intelligence, and points to several results from artificial intelligence that have been used to build effective adaptive learning systems. The pairing of massive open online courses and adaptive learning has revealed new technical and pedagogical challenges that are currently being explored in various research projects.

scholarly journals A Semantic Recommendation System for Learning Personalization in Massive Open Online Courses

2020 ◽  
Vol 8 (1) ◽  
pp. 71
Author(s):  
Sara Assami ◽  
Najima Daoudi ◽  
Rachida Ajhoun
Keyword(s):  
Recommendation System ◽  
Online Courses ◽  
Learning Technologies ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Learning Context ◽  
Massive Open Online ◽  
New Era ◽  
Learner Model ◽  
Massive Open Online Course

<p class="0abstract">For an innovation producing education, MOOC (Massive Open Online Course) platforms offer a plethora of learning resources and pedagogical activities to support the university’s 4.0 new era and the lifelong learning movement. Nevertheless, the rapid advances in learning technologies imply the need for personalized guidance for learners and adapted learning materials. In this paper we seek to enhance the MOOC learner experience by providing a semantic recommender system for the diversity and abundance of MOOCs available for learners. Firstly, the paper analyses the state of the art of the semantic recommendation approach in a distance learning context. Then it describes the proposed MOOC recommendation system that uses the ontological representation of the learner model and MOOCs content to make its intelligent suggestions. Finally, we explore the development phases of the semantic MOOC recommendation system to define the implications for the progress of our research.</p>

Opinion of Computer Science Instructors and Students on MOOCs in an Indian University

2018 ◽  
Vol 47 (2) ◽  
pp. 205-212 ◽  
Author(s):  
Pushp Sra ◽  
Pinaki Chakraborty
Keyword(s):  
Artificial Intelligence ◽  
Computer Science ◽  
Undergraduate Students ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Computer Networking ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Effective Form ◽  
Science Instructors

Massive open online courses (MOOCs) have lately emerged as an effective form of distance education. Computer science is one of those disciplines in which MOOCs are quite common. We conducted a survey to know the opinion of computer science instructors and undergraduate students on MOOCs in an Indian university in March 2018. Of the 26 instructors and 273 students who participated, 73% instructors and 87% students reported to have attended MOOCs. We found that 50% instructors and 72% students considered MOOCs to be a more comprehensive source of knowledge and 54% instructors and 76% students felt that MOOCs let students learn faster when compared to courses taught in a classroom. Moreover, 58% instructors believed that the courses they teach in classrooms can also be taught effectively through MOOCs. The instructors and students appreciated several aspects of MOOCs. However, the students had an opinion that MOOCs can augment classroom teaching but cannot replace it. MOOCs on computer programming (22%), artificial intelligence (9%), and computer networking (8%) were found to be particularly popular among the students.

scholarly journals Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

2021 ◽  
Vol 20 (11) ◽  
pp. 154-169
Author(s):  
Vinu Sherimon ◽  
P. C Sherimon ◽  
Leena Francis ◽  
Disha Devassy ◽  
Teresa K George
Keyword(s):  
Professional Growth ◽  
Online Survey ◽  
Online Courses ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Student Enrollment ◽  
Success Rates ◽  
Massive Open Online ◽  
Vast Number ◽  
Course Content

This research aims to investigate the elements that influence learners' enrollment in, completion of and dropout from Massive Open Online Courses (MOOCs). MOOCs attract a vast number of participants, with enrollments growing at an unprecedented rate; however, only a small number of students who enroll, complete their study. In this research, data were collected from 79 participants using an online survey. Professional growth, flexible time, free of charge, and the opportunity to obtain certification were recognized as the four main factors that directly influenced student enrollment in MOOCs. The motivational variables revealed in this study that led to the effective completion of MOOCs included good-quality course videos, straightforward and clear tutor instructions, good course delivery, and useful instructor feedback, among others. The most prevalent reasons for dropout included failure to fulfil the deadline, the instructor's vocabulary, challenging assignments, and difficulty in grasping the course content. The findings of this study can provide educators and decision-makers with the information they need to better understand the factors that influence MOOC student enrollment, completion, and dropout rates, as well as relevant actions to improve the success rates of MOOC.

Using Artificial Intelligence in Massive Open Online Courses

2019 ◽  
pp. 116-133 ◽  
Author(s):  
Emel Güler ◽  
Buket Karatop
Keyword(s):  
Artificial Intelligence ◽  
Decision Making ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Artificial Intelligence Techniques ◽  
Training Materials ◽  
Ongoing Development

It can be said that the reflection of the philosophy of Transhumanism on education creates a threat to the survival of human civilization or, on the contrary, focuses on technologies that try to create opportunities to overcome basic human limitations. MOOCs are still a major tool in the ongoing development of opportunities to teach the whole community. With MOOCs, interactive student-oriented large audiences can be reached instantly. The MOOCs, which offer great opportunities, should be made intelligent by the interaction of the curricula and the learner in order to achieve more effective results. As MOOCs are student-friendly, it is important that, when preparing training materials, the curriculum is formulated strategically. It is important that stakeholders' views are involved in decision-making using artificial intelligence techniques because learning is too important to be left to coincidence.

scholarly journals Higher Education Lecturers’ Lived Experience of Going Public in MOOCs

Open Praxis ◽  
2017 ◽  
Vol 9 (3) ◽  
pp. 287
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Structured Interviews ◽  
Massive Open Online ◽  
Going Public ◽  
Good Opportunity ◽  
Course Content ◽  
Teaching In Higher Education

Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are recorded and made public for thousands of course participants to view. This study investigates, via semi-structured interviews, how 20 lecturers of 10 MOOCs at six Swedish Universities have experienced this. All have joined the projects voluntarily, but a few have done so with some ambivalence. For them, standing in front of the camera, publishing material and, to some extent, losing control of the course content was scary at the beginning of the projects. Overall, the lecturers overcame this and thought that it was a good opportunity to reach many students, as well as a way to keep up with the changing requirements for teaching in higher education.

scholarly journals Educational Advances in Artificial Intelligence

AI Magazine ◽  
2013 ◽  
Vol 34 (4) ◽  
pp. 127 ◽  
Author(s):  
Laura E. Brown ◽  
David Kauchak
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Language Processing ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The Past ◽  
Software Packages ◽  
Pedagogical Innovations ◽  
K 12

The emergence of massive open online courses has initiated a broad national-wide discussion on higher education practices, models, and pedagogy.  Artificial intelligence and machine learning courses were at the forefront of this trend and are also being used to serve personalized, managed content in the back-end systems. Massive open online courses are just one example of the sorts of pedagogical innovations being developed to better teach AI. This column will discuss and share innovative educational approaches that teach or leverage AI and its many subfields, including robotics, machine learning, natural language processing, computer vision, and others at all levels of education (K-12, undergraduate, and graduate levels).  In particular, this column will serve the community as a venue to learn about the Symposium on Educational Advances in Artificial Intelligence (EAAI) (colocated with AAAI for the past four years); introductions to innovative pedagogy and best practices for AI and across the computer science curricula; resources for teaching AI, including model AI assignments, software packages, online videos and lectures that can be used in your classroom; topic tutorials introducing a subject to students and researchers with links to articles, presentations, and online materials; and discussion of the use of AI methods in education shaping personalized tutorials, learning analytics, and data mining

Enhancing Massive Open Online Courses with Brain Computing Interface and Artificial Intelligence

2021 ◽  
pp. 305-311
Author(s):  
Sayantan Pal ◽  
Saptarshi Neogi ◽  
Sayanti Dutta ◽  
Sumalyo Datta ◽  
Nilanjana Bandyopadhyay ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

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