Ubiquitous Multi-Agent Context-Aware System for Enhancing Teaching-Learning Processes Adapted to Student Profile

2014 ◽  
pp. 237-253
Author(s):  
Demetrio Ovalle ◽  
Oscar Salazar ◽  
Néstor Duque
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Mobile Technologies ◽  
Context Aware ◽  
Student Centered ◽  
Student Profile ◽  
Multi Agent ◽  
Use Of The Internet ◽  
Context Aware System ◽  
Teaching Learning

The need for ubiquitous systems that allow access to computer systems from anywhere at anytime and the massive use of the Internet has prompted the creation of e-learning systems that can be accessed from mobile smart phones, PDA, or tablets, taking advantage of the current growth of mobile technologies. The aim of this chapter is to present the advantages brought by the integration of ubiquitous computing-oriented along with distributed artificial intelligence techniques in order to build student-centered context-aware learning systems. Based on this model, the authors propose a multi-agent context-aware u-learning system that offers several functionalities such as context-aware learning planning, personalized course evaluation, selection of learning objects according to student’s profile, search of learning objects in repository federations, search of thematic learning assistants, and access of current context-aware collaborative learning activities involved. Finally, the authors present some solutions considering the functionalities that a u-learning multi-agent context-aware system should exhibit.

scholarly journals Design of an Adaptive e-Learning System based on Multi-Agent Approach and Reinforcement Learning

2021 ◽  
Vol 11 (1) ◽  
pp. 6637-6644
Author(s):  
H. El Fazazi ◽  
M. Elgarej ◽  
M. Qbadou ◽  
K. Mansouri
Keyword(s):  
Reinforcement Learning ◽  
Learning Style ◽  
Learning Process ◽  
Learning Experience ◽  
Personalized Learning ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Multi Agent

Adaptive e-learning systems are created to facilitate the learning process. These systems are able to suggest the student the most suitable pedagogical strategy and to extract the information and characteristics of the learners. A multi-agent system is a collection of organized and independent agents that communicate with each other to resolve a problem or complete a well-defined objective. These agents are always in communication and they can be homogeneous or heterogeneous and may or may not have common objectives. The application of the multi-agent approach in adaptive e-learning systems can enhance the learning process quality by customizing the contents to students’ needs. The agents in these systems collaborate to provide a personalized learning experience. In this paper, a design of an adaptative e-learning system based on a multi-agent approach and reinforcement learning is presented. The main objective of this system is the recommendation to the students of a learning path that meets their characteristics and preferences using the Q-learning algorithm. The proposed system is focused on three principal characteristics, the learning style according to the Felder-Silverman learning style model, the knowledge level, and the student's possible disabilities. Three types of disabilities were taken into account, namely hearing impairments, visual impairments, and dyslexia. The system will be able to provide the students with a sequence of learning objects that matches their profiles for a personalized learning experience.

scholarly journals Aspectos pedagógicos, tecnológicos y de interacción social del aprendizaje móvil: Revisión Sistemática de Literatura

2021 ◽  
Vol 39 (1) ◽  
pp. 257-280
Author(s):  
Alicia González Pérez ◽  
María José Sosa Díaz
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Revisión Sistemática ◽  
Aprendizaje Móvil ◽  
Media Environments ◽  
Teaching Learning

El uso de tecnologías móviles se incrementa de forma exponencial en contextos formativos, favoreciendo metodologías de enseñanza- aprendizaje más dinámicas, flexibles y abiertas. Con el objetivo de elaborar un modelo explicativo en el que se identifiquen los elementos más significativos que emergen del mobile learning, se ha realizado una revisión sistemática de artículos científicos indexados en bases de datos del área de Educación, ERIC y Dialnet, considerando varios criterios de búsqueda. Posteriormente, se analizaron los artículos seleccionados para la conformación de un modelo explicativo del mobile learning considerando tres aspectos: pedagógicos, tecnológicos y de interacción social. Finalmente, se abre un apartado de discusión donde se dan claves para repensar la Educación que queremos para una sociedad cada vez más tecnologizada y se pone en valor algunos de los retos para la Educación del futuro: aprendizaje móvil, conectado y autoregulado por el estudiante, aprendizaje abierto, flexible y ubicuo, y la implementación de metodologías activas de aprendizaje. The use of mobile technologies is increasing exponentially in training contexts as a way to enable dynamic, flexible and open teaching-learning methodologies. This article presents a systematic review carried out considering scientific articles indexed in the Education databases ERIC and Dialnet. We aimed to develop an explanatory model in which elements emerging from mobile learning were identified. Articles were analyzed to configure an explanatory mobile learning model considering three aspects: pedagogical, technological and social interaction. The results show key elements that help to understand the importance of mobile learning in designing a student-centered learning process that addresses the needs of collaboration and interrelationship between users both in social media environments and outside the classroom. It also emphasizes the need for mobile learning to be connected, to be open, flexible, ubiquitous, and implemented through active learning methodologies.

Opportunities for Participation, Productivity, and Personalization Through GeoGebra Mathematics Apps

2018 ◽  
pp. 45-56 ◽  
Author(s):  
Melanie Tomaschko ◽  
Selay Arkün Kocadere ◽  
Markus Hohenwarter
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Technologies ◽  
Bring Your Own Device ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Widespread Availability ◽  
Teaching Learning ◽  
Mathematics And Science

The development of mobile devices as well as the technical possibilities going along with this progress are extensive. Especially since the last few years, the widespread availability of mobile technologies offers new opportunities to improve learning and teaching both in- and outside of classrooms. Bring Your Own Device (BYOD) models can help to support the shift towards more student-centered learning environments with their unique benefits for learning. This chapter takes a closer look at GeoGebra, a set of apps for learning and teaching mathematics and science, and how they can support teaching, learning, and assessing in relation to the aspects of participation, personalization, and productivity of BYOD.

scholarly journals Semantic Web Architecture and its Impact on E-learning Systems Development

2015 ◽  
Vol 10 (5) ◽  
pp. 29 ◽  
Author(s):  
Samir Abou El-Seoud ◽  
Hosam El-Sofany ◽  
Omar Karam
Keyword(s):  
Semantic Web ◽  
Semantic Representation ◽  
Learning Objects ◽  
Web Technology ◽  
Learning Systems ◽  
Learning Material ◽  
Semantic Web Technologies ◽  
Web Architecture ◽  
E Learning ◽  
Teaching Learning

The Semantic Web is the next giant step of the current web technology. The use and application of the Semantic Web in E-learning has been explored with regard to two areas: 1) software that supports instructors to perform their tasks in flexible online educational settings, and 2) software that interprets the structure of distributed, self organized, and self-directed web-based learning. These two application areas and related tasks require a semantic representation of educational entities and pedagogical material, specifically the structure and the techniques of the teaching-learning process. In most E-learning systems users are able to manage and reuse learning contents according to their needs without any access problems. The main objectives of this study are: how can e-learning take advantage of Semantic Web technology, and how to integrate the Semantic Web technologies with e-learning systems, taking into consideration the standards and reusable learning objects (LO), and to show the advantages of improving the descriptions of content, context and structure of the learning material. The main goal of this article it to introduce an updated E-learning model based on the latest Semantic Web architectures.

Algorithms for Rule Generation and Matchmaking in Context-Aware System

2009 ◽  
Vol 20 (10) ◽  
pp. 2655-2666 ◽  
Author(s):  
Dong LIU ◽  
Xiang-Wu MENG ◽  
Jun-Liang CHEN ◽  
Ya-Mei XIA
Keyword(s):  
Context Aware ◽  
Rule Generation ◽  
Context Aware System

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

scholarly journals Context-Aware Adaptation of Component-Based Systems: An Active Repository Approach

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Sindolfo Miranda Filho ◽  
Julio Melo ◽  
Luiz Eduardo Leite ◽  
Guido Lemos
Keyword(s):  
Context Aware ◽  
Current Configuration ◽  
Fuzzy Logic Algorithm ◽  
Running System ◽  
Component Based Software Engineering ◽  
Context Aware System ◽  
The Given ◽  
To Receive ◽  
Component Repository

Context-aware systems are able to monitor and automatically adapt their operation accordingly to the execution context in which they are introduced. Component-based software engineering (CBSE) focuses on the development and reuse of self-contained software assets in order to achieve better productivity and quality. In order to store and retrieve components, CBSE employs component repository systems to provide components to the system developers. This paper presents an active component repository that is able to receive the current configuration from the context-aware system and compute the components and the new architecture that better fit the given context. Since the repository has a wide knowledge of available components, it can better decide which configuration is more suitable to the running system. The repository applies Fuzzy logic algorithm to evaluate the adequacy level of the components and GRASP algorithm to mount the new system architecture. In order to verify the feasibility of our approach, we use a digital TV middleware case study to achieve experimental results.

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