The Construction of a Personalised and Social U-Learning Environment for Third Level Education

2012 ◽  
Vol 2 (3) ◽  
pp. 45-56
Author(s):  
Olapeju Latifat Ayoola ◽  
Eleni Mangina
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Learning Experience ◽  
Learning System ◽  
Ubiquitous Learning ◽  
The Third ◽  
Learning Platform ◽  
The University ◽  
Ubiquitous Learning Environment

This paper presents a ubiquitous learning (u-learning) system, the “Personalised Ubiquitous Learning Platform” (PULP), which integrates collaborative and social learning for the enhancement of the third level educational learning experience. University College Dublin (UCD) provides its students with managed learning environments (MLEs) and adaptive learning via UCD Horizon which enables students to take different courses from different colleges throughout the university. The main objective of this platform is to complement the current MLEs with a single supported intelligent and personalised ubiquitous learning environment that will promote and make provisions for adaptive and collaborative learning, human computer interaction on mobile and desktop clients anywhere and anytime. The system aims to enhance the students’ learning experience in third level educational environment by employing personalisation techniques such as the agent-oriented recommendation technique to engage students and help them access the content material for their studies.

scholarly journals Initiating the Development of the Ubiquitous Learning Environment as a Projection of the Ubiquitous Environment in South Korea

2019 ◽  
Vol 4 (1) ◽  
pp. 84-94
Author(s):  
Wirawan Yogiyatno
Keyword(s):  
Learning Environment ◽  
Ubiquitous Computing ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
Identification System ◽  
Ubiquitous Learning ◽  
Ubiquitous Environment ◽  
Learning Management ◽  
Ubiquitous Learning Environment

Indonesia's Internet users mostly are high school students. This is an opportunity for education activists to provide learning system that can be accessed anytime and anywhere just similar to regular websites on Internet. Learning environment that is accessible anytime and anywhere is built based on ubiquitous computing. Republic of Korea is a country that has a program to develop ubiquitous city, which one of its service is ubiquitous learning environment. In this study, a literature study about ubiquitous computing, ubiquitous learning environment, its characterics and components, also its possibility to implement on Indonesian schools was conducted. This study shows that ubiquitous learning environment development, with its components are a server providing learning management system software, hotspot access points, smartphones that have an application installed to access the learning management system, and radio frequency identification system, can be done in any education unit that has supporting factors for those components.

scholarly journals Users-Centric Adaptive Learning System Based on Interval Type-2 Fuzzy Logic for Massively Crowded E-Learning Platforms

2016 ◽  
Vol 6 (2) ◽  
pp. 81-101 ◽  
Author(s):  
Khalid Almohammadi ◽  
Hani Hagras ◽  
Daniyal Alghazzawi ◽  
Ghadah Aldabbagh
Keyword(s):  
Fuzzy Logic ◽  
Learning Environment ◽  
Adaptive Learning ◽  
Learning System ◽  
Superior Performance ◽  
Teaching Models ◽  
Learning Platform ◽  
E Learning ◽  
Interval Type

Abstract Technological advancements within the educational sector and online learning promoted portable data-based adaptive techniques to influence the developments within transformative learning and enhancing the learning experience. However, many common adaptive educational systems tend to focus on adopting learning content that revolves around pre-black box learner modelling and teaching models that depend on the ideas of a few experts. Such views might be characterized by various sources of uncertainty about the learner response evaluation with adaptive educational system, linked to learner reception of instruction. High linguistic uncertainty levels in e-learning settings result in different user interpretations and responses to the same techniques, words, or terms according to their plans, cognition, pre-knowledge, and motivation levels. Hence, adaptive teaching models must be targeted to individual learners’ needs. Thus, developing a teaching model based on the knowledge of how learners interact with the learning environment in readable and interpretable white box models is critical in the guidance of the adaptation approach for learners’ needs as well as understanding the way learning is achieved. This paper presents a novel interval type-2 fuzzy logic-based system which is capable of identifying learners’ preferred learning strategies and knowledge delivery needs that revolves around characteristics of learners and the existing knowledge level in generating an adaptive learning environment. We have conducted a large scale evaluation of the proposed system via real-word experiments on 1458 students within a massively crowded e-learning platform. Such evaluations have shown the proposed interval type-2 fuzzy logic system’s capability of handling the encountered uncertainties which enabled to achieve superior performance with regard to better completion and success rates as well as enhanced learning compared to the non-adaptive systems, adaptive system versions led by the teacher, and type-1-based fuzzy based counterparts.

Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning

2014 ◽  
Vol 10 (3) ◽  
pp. 77-86
Author(s):  
Jorge Luis Victória Barbosa ◽  
Débora Nice Ferrari Barbosa ◽  
Sandro José Rigo ◽  
Jezer Machado de Oliveira ◽  
Solon Andrade Rabello Jr.
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Software Agents ◽  
Learning Processes ◽  
Global Integration ◽  
Ubiquitous Learning ◽  
Collaboration Model ◽  
Ubiquitous Learning Environment ◽  
Simulated Scenario

The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. This article proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an infrastructure designed to create ubiquitous learning environments. Global provides software agents that perform tasks common to ubiquitous learning processes. By extending these agents or adding new ones, a system can be specialized to support ubiquitous learning environments. The CoolEdu/Global integration created a collaborative and decentralized ubiquitous learning environment. The resulting environment was evaluated through a simulated scenario dedicated to explore its functionalities. The results were encouraging and showed the potential of deploying the environment in real situations.

Collaborative Learning on Decentralized Ubiquitous Environments

2017 ◽  
pp. 141-157
Author(s):  
Jorge Luis Victória Barbosa ◽  
Débora Nice Ferrari Barbosa ◽  
Sandro José Rigo ◽  
Jezer Machado de Oliveira ◽  
Solon Andrade Rabello Junior
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Software Agents ◽  
Learning Processes ◽  
Global Integration ◽  
Ubiquitous Learning ◽  
Collaboration Model ◽  
Ubiquitous Learning Environment ◽  
Simulated Scenario

The application of technologies in the improvement of education strategies is called Ubiquitous Learning. This chapter discusses the collaborative learning and proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an infrastructure designed to create ubiquitous learning environments. Global provides software agents that perform tasks common to ubiquitous learning processes. By extending these agents or adding new ones, a system can be specialized to support ubiquitous learning environments. The CoolEdu/Global integration created a collaborative and decentralized ubiquitous learning environment. The resulting environment was evaluated through a simulated scenario dedicated to explore its functionalities. The results showed the potential of deploying the environment in real situations.

scholarly journals Deploying an e-Learning Environment in Zanzibar: A Short Guide

2020 ◽  
Author(s):  
Caspar Groeneveld ◽  
Elia Kibga ◽  
Tom Kaye
Keyword(s):  
Learning Environment ◽  
World Bank ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Digital Content ◽  
Key Factors ◽  
The Third ◽  
Learning Platform ◽  
The World Bank ◽  
E Learning

In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.

A Design of Ubiquitous Learning Environment with the Support of Pervasive Computing

2013 ◽  
Vol 397-400 ◽  
pp. 2483-2486
Author(s):  
Jing Zhang ◽  
Li Wei Zhang ◽  
Bing Liu
Keyword(s):  
Wireless Communication ◽  
Learning Environment ◽  
Communication Technology ◽  
Pervasive Computing ◽  
Adaptive Learning ◽  
Context Aware ◽  
Integrated Learning ◽  
Ubiquitous Learning ◽  
Ubiquitous Learning Environment ◽  
Integrated Learning Environment

Application of pervasive computing in education is attracting more and more attention. Wireless communication technology and context-aware technology is widely applied in ubiquitous learning environment. This paper discussed the function, characteristics and component of ubiquitous learning environment, aims to build a campus integrated learning environment and provide adaptive learning contents and service in an intelligent way for learners.

scholarly journals Perceptions of Saudi Students to Blended Learning Environments at the University of Bisha, Saudi Arabia

2020 ◽  
Author(s):  
Ammar Anas
Keyword(s):  
Saudi Arabia ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Learning Materials ◽  
Saudi Students ◽  
Learning Platform ◽  
The University ◽  
Blended Course

In this study, a survey is conducted to examine learners’ perceptions and satisfaction towards blended learning environments designed around the transactional and transformational approaches of learning theories in a blended course in the College of Arts & Sciences, Al-Namas, the University of Bisha, Saudi Arabia. The study aims to evaluate students’ perceptions and preferences towards the three components of a blended learning environment: multimedia learning materials, assessment, and interactive activities. A mixed-method of research design is used to collect the data. Quantitative data is collected in the form of 12 Likert items in which 22 Saudi students are asked to evaluate their learning experiences in three categories of the blended learning environment. These categories are multimedia learning materials, assessment, and interactive activities in a blended course on Blackboard, a virtual learning platform used by the University of Bisha to support on-line learning. The researcher’s observation is used to decode, and explain the responses of the participants qualitatively. The result reveals that learners prefer illustrated text materials to video, plain text and audio materials, flexible assessments to non-flexible assessment, and embedded communication tools like WhatsApp, blogging, wikis, collaborative activities, and discussion forum.

scholarly journals Design of an Effective WSN-Based Interactive u-Learning Model

2011 ◽  
Vol 8 (1) ◽  
pp. 514836 ◽  
Author(s):  
Hye-jin Kim ◽  
Ronnie D. Caytiles ◽  
Tai-hoon Kim
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Contextual Information ◽  
Learning Model ◽  
Learning System ◽  
Ubiquitous Learning ◽  
Ubiquitous Environment ◽  
Wide Range ◽  
Potential Applications ◽  
Ubiquitous Learning Environment

Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner's contextual information in ubiquitous learning. This paper presents a model of an effective and interactive ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at any time. The u-learning model is a web-based e-learning system utilizing various state-of-the-art features of WSN that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. It is based on the theory of connectivism which asserts that knowledge and the learning of knowledge are distributive and are not located in any given place but rather consist of the network of connections formed from experiences and interactions with a knowing community. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.

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