Dashboard for Analyzing Ubiquitous Learning Log

2016 ◽  
Vol 14 (3) ◽  
pp. 1-20 ◽  
Author(s):  
Erdenesaikhan Lkhagvasuren ◽  
Kenji Matsuura ◽  
Kousuke Mouri ◽  
Hiroaki Ogata
Keyword(s):  
International Students ◽  
Language Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Ubiquitous Learning ◽  
Self Reflection ◽  
Social Science History ◽  
Wide Range ◽  
History Of ◽  
Ubiquitous Learning Environment

Mobile and ubiquitous technologies have been applied to a wide range of learning fields such as science, social science, history and language learning. Many researchers have been investigating the development of ubiquitous learning environments; nevertheless, to date, there have not been enough research works related to the reflection, analysis and traces of learners' activities in the history of ubiquitous learning environment. Therefore this paper presents a research on the design and development of a dashboard function which proposes new opportunity for ubiquitous learning. The dashboard captures, analyzes and visualizes traces of learning activities in order to promote awareness and enables learners to reflect on their own activity and helps to recall what they have learned. An initial evaluation has been conducted with 14 international students. Results indicate that the dashboard is a useful tool for self-reflection on activities and recall what learners have learned by repeated quizzes.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

PACALL

2013 ◽  
Vol 11 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Bin Hou ◽  
Hiroaki Ogata ◽  
Toma Kunita ◽  
Mengmeng Li ◽  
Noriko Uosaki
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Daily Life ◽  
Learning Activities ◽  
Ubiquitous Learning ◽  
Learning Content ◽  
Digital Record ◽  
Learning Log

The authors’ research defines a ubiquitous learning log (ULLO) as a digital record of what a learner has learned in the daily life using ubiquitous technologies. In their previous works, the authors proposed a model named LORE (Log – Organize – Recall – Evaluate) to describe the learning process of ULLO and developed a system named SCROLL to implement this model. This paper focuses on Log among 4 factors in LORE and proposed a passive way to log ULLOs. They use SenseCam to capture a learner’s learning activities and propose a system named PACALL to support reflection of what s/he has seen. This system filters bad photos that taken by SenseCam and helps learner find learning content. The author use this system in language learning and help learners learn the foreign name of objects around.

scholarly journals Developing “SotonSmartSkills”: A Reflection on Scaffolded Independent Learning Programmes

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Vanessa Mar-Molinero ◽  
Christian Lewis
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Language Learning ◽  
Virtual Space ◽  
Professional Life ◽  
Independent Learning ◽  
Language Resources ◽  
Wide Range ◽  
The University

By focussing on the physical and virtual space of a Language Resources Centre and the development of a wide set of digital literacies skills, this article discusses the SotonSmartSkills (Mar-Molinero & Lewis, 2014) programme developed at the University of Southampton, UK. Through a wide range of scaffolded courses designed to support the transition to the learner autonomy required of students in Higher Education, the programme equips students with skills, strategies, techniques and tools vital for success in their language learning (for international students) and more generally, in their academic achievement and professional life. In this paper we illustrate this initiative with the specific example of an integrated SotonSmartSkills module on our Pre-Sessional English programmes

scholarly journals “The SALC is mine!”: Supporting the Development of Learner Agency and Reconfiguration of Language Learning Environments Beyond the Classroom

2021 ◽  
pp. 319-340
Author(s):  
Mayumi Kashiwa
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Structured Interview ◽  
Self Reflection ◽  
Study Approach ◽  
Before And After ◽  
Learner Agency ◽  
Future Self ◽  
Strategic Advice ◽  
Mind Maps

This study explores the process of how a learner recognises the value of a Self-Access Learning Center (SALC) and takes charge of her own learning through self-reflection of her language learning environments beyond the classroom as well as her ideal future self-image as a motivational factor. A university student who majors in English drew a mind map as a tool to reflect on her learning activities beyond the classroom before and after engaging in various reflective activities. Employing a qualitative narrative case study approach, multiple data sources, which included two mind maps, written descriptions of them, and a follow-up semi-structured interview, were analysed from an ecological perspective. The findings show that the learner’s self-reflection on her learning environments beyond the classroom, as well as her stronger image of ideal future-self, guided her to step forward to take action to engage with the SALC to create a meaningful space to achieve her goals. The learner’s self-reflection on her engagement with the environments, strategic advice from her friends, and a clearer image of her ideal future self are seen as key factors for the development of her learner agency. The benefits of teachers including self-reflection during class time on learning beyond the classroom as an aid to develop learner agency are also outlined.

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.

The History of CALL

2012 ◽  
pp. 16-34 ◽  
Author(s):  
Mary Ellen Butler-Pascoe
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
New Technologies ◽  
Language Teaching ◽  
Early Years ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Paradigm Shifts ◽  
Current State ◽  
History Of

It has been over 50 years since the emergence of computer-assisted language learning (CALL) that would forever change how second/foreign languages are taught. This article presents a historical overview of the evolution of CALL from the early years of the mainframe computer to the integrative technologies of the 21st century. It examines the evolution of the dual fields of educational technology and second/foreign language teaching as they intertwined over the last half of the 20th century into present day CALL. The paper describes the paradigm shifts experienced along this journey and the current state of CALL as new technologies rapidly advance language teaching capabilities and challenge practitioners to provide optimum learning environments for the future.

scholarly journals International Students Support System as a Learning Environment: Fostering Autonomous Japanese Language Learning 自律的日本語学習を支える学習環境としての留学生支援システム

2018 ◽  
pp. 135-145
Author(s):  
Noriaki Furuya ◽  
Fumihiko Kuroda
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Support System ◽  
Adaptive Learning ◽  
Personalized Learning ◽  
Japanese Language ◽  
Self Actualization ◽  
The Rich

We will describe our philosophy and practice to improve the learning environment which supports the autonomous learning of the Japanese language. The rich learning environment is indispensable for learners to fulfill their learning for self-actualization. By choosing people, things, and events as resources to contribute to their learning, learners can construct and update their own personalized learning environments, realize adaptive learning for themselves, and grow into autonomous learners. In this paper, we will discuss the development of the learning environment of the International Students Support System at Waseda University, and argue the necessity of knotworking to expand their learning environment. 自律的日本語学習の実現を支える学習環境の整備にあたり必要となる理念と実践に関し、記述する。日本語を学ぶ人たちが、自己実現に向けた学びを成就するには、豊かな学習環境が欠かせない。学習に資するリソースとなるヒト・モノ・コトを選び、個別的学習環境を構築・更新することで、学習者は適応学習を実現し、自律的学習者へと成長する。本稿では、早稲田大学における留学生支援システムを事例に、学習環境の整備に関し議論したうえで、学習環境整備の一環として、ノットワーキングが必要であることを指摘する。

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 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.

Sign in / Sign up

Export Citation Format

Share Document