A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development

2013 ◽  
Vol 11 (3) ◽  
pp. 12-31 ◽  
Author(s):  
Maria De Marsico ◽  
Andrea Sterbini ◽  
Marco Temperini
Keyword(s):  
Collaborative Learning ◽  
Adaptive Learning ◽  
Zone Of Proximal Development ◽  
Learning Activities ◽  
Proximal Development ◽  
Student Model ◽  
Web Based ◽  
E Learning ◽  
Learning Paths ◽  
The One

The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities.

scholarly journals An empirical study of authentication methods to secure e-learning system activities against impersonation fraud

2016 ◽  
Vol 4 (1) ◽  
pp. 42-61 ◽  
Author(s):  
Shauna Beaudin ◽  
Yar Levy ◽  
James Parrish ◽  
Theon Danet
Keyword(s):  
Exploratory Study ◽  
Learning Systems ◽  
Learning System ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Web Based ◽  
Academic Organizations ◽  
E Learning ◽  
The One ◽  
High Level

The demand for e-learning systems in both academic and non-academic organizations has increased the need to improve security against impersonation fraud. Although there are a number of studies focused on securing Web-based systems from Information Systems (IS) misuse, research has recognized the importance of identifying suitable levels of authenticating strength for various activities. In e-learning systems, it is evident that due to the variation in authentication strength among controls, a ‘one size fits all’ solution is not suitable for securing diverse e-learning activities against impersonation fraud. The focus of this exploratory study was to investigate what levels of authentication strength users perceive to be most suitable for activities in e-learning systems against impersonation fraud and aimed to assess if the ‘one size fits all’ approach that is mainly used is valid when it comes to securing e-learning activities from impersonation fraud. A sample of 1,070 e-learners was analyzed using descriptive statistics and exploratory factor analysis to uncover suitable levels of authentication strength to secure elearning activities against impersonation fraud. The findings determined that there is a specific set of e-learning activities that have high potential for impersonation and need a moderate to high level of authentication strength to reduce the threat.

scholarly journals OrPAF

2010 ◽  
pp. 159-173
Author(s):  
Amel Yessad ◽  
Catherine Faron-Zucker ◽  
Peter Sander ◽  
Med Tayeb Laskri
Keyword(s):  
Adaptive Learning ◽  
Domain Model ◽  
Web Based ◽  
Course Structure ◽  
Course Content ◽  
Learner Model ◽  
Meta Level ◽  
E Learning ◽  
The One ◽  
Relevance Measure

Adaptive learning support for learners becomes very important in the context of increasing re-use of resources from heterogeneous and distributed learning repositories. This chapter presents OrPAF, an Adaptive Educational Hypermedia (AEHS) and web-based System which integrates semantic web models and technologies in order to achieve interoperability with e-learning systems. The key feature of OrPAF is the construction of adaptive hypermedia courses: both the course structure and the course content are dynamically generated and adapted to learners. On the one hand, a learning ontology is proposed to describe, at a meta-level, abstract characteristics of an e-learning system. This learning ontology is instantiated to construct learning models: domain model, learner model and pedagogical model. On the other hand, semantic annotations and a semantic relevance measure are proposed to improve the LOM metadata associated to learning resources in order to reuse and share them. The authors tested the prototype on learners in order to evaluate the usability of OrPAF and to determine the conceptual capabilities developed by learners who used it.

Collaborative Learning Design within Open Source E-Learning Systems

2011 ◽  
pp. 212-233 ◽  
Author(s):  
Maria Kordaki ◽  
Haris Siempos ◽  
Thanasis Daradoumis
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Systems ◽  
Learning Activities ◽  
Learning Design ◽  
Web Based ◽  
Blended Courses ◽  
E Learning ◽  
Computer Based

This chapter addresses a number of serious ‘collaborative learning design’ problems faced by adults within the context of e-learning systems and outlines some innovative solutions. Specifically, thirty-three Computer Science students at the Hellenic Open University participated in an experiment aimed at designing collaborative learning courses for Computer Science concepts within MOODLE, a well known open source Learning Management System. The systematic study presented in this chapter argues and specifies that these Prospective Computer Science Professionals (PCSPs) have serious difficulties with the formation of both collaborative learning activities and collaboration procedures, and with realizing them within e-learning settings. The proposed solutions emphasize the design and development of a set of computer-based collaborative patterns reflecting diverse collaboration methods. These patterns are content free and could be used as scaffolding elements for the design of collaborative learning activities for online and blended courses. Specific examples of possible implementation of these patterns within well-known Web-based open source environments that support learning design are also presented.

IMPLEMENTING «KEYWORD» TECHNOLOGY IN PERSONNEL MANAGEMENT

2021 ◽  
Vol 23 (5) ◽  
pp. 92-98
Author(s):  
ILYA KAPLUNOVICH ◽  
◽  
SVETLANA KAPLUNOVICH ◽  
Keyword(s):  
Personnel Management ◽  
Adaptive Learning ◽  
Zone Of Proximal Development ◽  
Humanistic Psychology ◽  
Effective Management ◽  
Proximal Development ◽  
Genetic Method ◽  
Individual Zone ◽  
The Individual

The founder of humanistic psychology A. Maslow claimed: those who have only a hammer as a tool are inclined to consider the problem as a naill. Is it possible to learn to see in subordinates not nails, but individuals of joint labor activity? What effective management methods are able to identify the true cause and hidden motives of the employee, influence them and get him to voluntarily accept the actions expected and necessary for the manager? The answer to these questions is the purpose of the described study. In management, the Japanese ”Five Why” method is widespread, which, according to the authors, is not productive enough. Having abandoned the formal-logical and relying on the causal-genetic method of research, the technology of adaptive learning in the zone of proximal development, the authors propose another, domestic approach, which has proven its greater efficiency. The article describes the technology of working with it in practice and its advantages. When using the «keyword» technology, the movement towards the result is purposeful. Within the framework of the individual logical trajectory it affects the reasoning of the employee, not the manager. With these questions, the manager constantly assesses and leads the subordinate into an individual zone of proximal development, and the discussion is held within it (that is, the developing effect of the employee’s reflections is ensured). Reliance on the keywords of the respondent ensures that there are no obstacles in the construction of inferences. If in the end there are obstacles, they are quickly leveled by relying on the next keyword of the respondent.

Cultural Diversity in Collaborative Learning Systems

2011 ◽  
pp. 852-857
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Learning Process ◽  
Meaningful Learning ◽  
Learning Systems ◽  
Learning Activities ◽  
Cultural Backgrounds ◽  
Learning Programs ◽  
E Learning ◽  
Technology Aids

Globalization makes cultural diversity a pertinent factor in e-learning, as distributed learning teams with mixed cultural backgrounds become commonplace in most e-learning programs, which can be study-based (schools and universities) or work-based (training units) (Zhang & Zhou, 2003). In these programs, collaborative learning is supported via computermediated communication technologies and instructional technologies. The primary goal of enhancing learning with technology aids, aligning with the goal of education at all levels, is to engage students in meaningful learning activities, which require learners to construct knowledge by actively interpreting, acquiring, and analyzing their experience (Alavi, Marakas, & Yoo, 2002). In accordance, meaningful learning requires knowledge to be constructed by the learners but not by the teachers. In this regard, collaborative learning, an activity where two or more people work together to create meaning, explore a topic, or improve skills, is considered superior to other individualistic instructional methods (Lerouge, Blanton, & Kittner, 2004). The basic premise underlying this is the socio-learning theory, which advocates that learning and development occur during cooperative socialization among peers and emerge through shared understandings (Leidner & Jarvenpaa, 1995). This highlights the criticality of the communication and collaboration pertaining to an individual’s learning process. Since culture reflects the way one learns (Hofstede, 1997; Vygotsky, 1978), group members’ cultural backgrounds play a significant role in affecting the collaborative learning process (Chang & Lim, 2005). Language, cognitive style, and learning style are some aspects of culture that concern collaborative learning in the short term. Groups which have members of different cultural backgrounds are expected to be availed a wider variety of skills, information, and experiences that could potentially improve the quality of collaborative learning (Rich, 1997). In contrast, a group comprising members of similar backgrounds is vulnerable to the “groupthink” syndrome; when the syndrome operates, members could ignore alternatives, resulting in a deterioration of efficiency in making a group decision (Janis, 1982). Accordingly, it is conceivable that groups formed by members of different cultural backgrounds are inherently less prone to the “groupthink” syndrome. However, the advantages of cultural diversity in achieving meaningful collaborative learning are not easily realized, as the basic modes of communication may vary among different cultures and, in consequence, communication distortion often occurs (Chidambaram, 1992). Collaborative learning systems (CLS) are being increasingly researched owing to their potential capabilities and the associated new opportunities in supporting collaborative learning, in particular for distributed groups involving members of different cultural backgrounds (Alavi & Leidner, 2001). Collaborative learning systems provide the necessary medium to support interaction among learners, and therefore modify the nature and the ef- ficiency of the collaborative learning activities (Mandryk, Inkepn, Bilezikjian, Klemmer, & Landay, 2001). The current article looks into how collaborative learning systems may better accommodate cultural diversity in e-learning groups. In addition, this article discusses pertinent issues regarding the role of a leader in building the common ground among learners in order to maximize the potential of collaborative learning systems when cultural diversity is present.

Enhanced Speech-Enabled Tools for Intelligent and Mobile E-Learning Applications

2010 ◽  
pp. 147-165
Author(s):  
S. A. Selouani ◽  
T. H. Lê ◽  
Y. Benahmed ◽  
D. O’Shaughnessy
Keyword(s):  
New Media ◽  
Recognition Performance ◽  
User Profile ◽  
Learning Material ◽  
Speech Technology ◽  
Web Based ◽  
C Language ◽  
Web Based Learning ◽  
E Learning ◽  
The One

Web-based learning is rapidly becoming the preferred way to quickly, efficiently, and economically create and deliver training or educational content through various communication media. This chapter presents systems that use speech technology to emulate the one-on-one interaction a student can get from a virtual instructor. A Web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton (Canada) is described here. It integrates an Internet Voice Searching and Navigating (IVSN) system that helps learners to search and navigate both the web and their desktop environment through voice commands and dictation. LINC+ also incorporates an Automatic User Profile Building and Training (AUPB&T) module that allows users to increase speech recognition performance without having to go through the long and fastidious manual training process. New Automated Service Agents based on the Artificial Intelligence Markup Language (AIML) are used to provide naturalness to the dialogs between users and machines. The portability of the e-learning system across a mobile platform is also investigated. The findings show that when the learning material is delivered in the form of a collaborative and voice-enabled presentation, the majority of learners seem to be satisfied with this new media, and confirm that it does not negatively affect their cognitive load.

scholarly journals Collaborative online international learning: A way to develop students’ engineering capabilities and awareness to become global citizens

2020 ◽  
pp. 030641902093410
Author(s):  
Patricia Munoz-Escalona ◽  
Zulay Cassier de Crespo ◽  
Mara Olivares Marin ◽  
Meg Dunn
Keyword(s):  
Collaborative Learning ◽  
21St Century ◽  
Learning Experience ◽  
Learning Activities ◽  
Design Engineering ◽  
Global Citizens ◽  
International Perspectives ◽  
Intercultural Competencies ◽  
E Learning ◽  
International Learning

In the 21st century, academics must recognise the value of incorporating e-learning activities in teaching in order to provide students the opportunity to interact and engage with peers in collaborative learning. To achieve this, a Collaborative Online International Learning (COIL) activity was introduced to 2nd and 3rd year students in Mechanical and Industrial Design Engineering degrees, with the aim of enhancing aspects such as global manufacturing and reverse engineering. This activity was also used as an approach to internationalise the curriculum which is an important mechanism to promote intercultural competencies, international perspectives and ethical sensitivities, whilst also contributing to the enhancement of students’ abilities to develop as responsible global citizens. Three institutions were involved in this project, with results indicating that 93% of students felt they had a better understanding of the topic under study, 93% were satisfied with the learning experience and 90% enjoyed interacting with international peers.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING BERBASIS ZONE OF PROXIMAL DEVELOPMENT (ZPD)

2020 ◽  
Vol 3 (2) ◽  
pp. 55-60
Author(s):  
Roby Firdian Ruswanda ◽  
Achi Rinaldi ◽  
Siska Andriani ◽  
Gusti Ayu Farah Nabilla
Keyword(s):  
Experiential Learning ◽  
Creative Thinking ◽  
Zone Of Proximal Development ◽  
Thinking Skills ◽  
Learning Model ◽  
Proximal Development ◽  
Significance Level ◽  
Quasi Experimental ◽  
The One ◽  
One Way Anova

This research's background is the students' mathematical creative thinking abilities that are rarely of concern so that they are generally classified as low. This study aims to determine the Zone of Proximal Development Experiential Learning model's effect based on improving mathematical creative thinking skills. The design of this study uses the Quasi-Experimental Design form. This study's population were students of class VII SMP Negeri 19 Bandar Lampung with a sample of two experimental classes and one control class. Data analysis used the One Way Anova test, and the significance level was 5%. Based on the average increase, the Experiential Learning Model, based on the Zone of Proximal Development, is as good as the Experiential Learning Model. The Experimental Learning Model is based on Zone Of Proximal Development is better with conventional learning, Experiential Learning Model is better with conventional learning.   Latar belakang penelitian ini adalah kemampuan berpikir kreatif matematis peserta didik yang jarang menjadi perhatian sehingga secara umum masih tergolong rendah. Tujuan dari penelitian ini mengetahui pengaruh model pembelajaran Experiential Learning berbasis Zone Of Proximal Development untuk meningkatkan kemampuan berpikir kreatif matematis. Desain penelitian ini menggunakan bentuk Quasi Experimental Disign. Populasi pada penelitian ini yaitu siswa kelas VII SMP Negeri 19 Bandar Lampung dengan sampel dua kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan uji One Way Anova dan taraf signifikan 5%. Berdasarkan rata – rata peningkatan disimpulkan bahwa Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  sama baiknya dengan Model pembelajaran Experiential Learning,  Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  lebih baik dengan pembelajaran konvensional, Model pembelajaran Experiential Learning  lebih baik dengan pembelajaran konvensional.

scholarly journals Adaptive Learning Organizer for Web-Based Education

2010 ◽  
pp. 820-833
Author(s):  
Amel Yessad ◽  
Catherine Faron-Zucker ◽  
Rose Dieng-Kuntz ◽  
Med Tayeb Laskri
Keyword(s):  
Adaptive Learning ◽  
Distributed Learning ◽  
Learning Support ◽  
Web Based ◽  
Course Structure ◽  
Course Content ◽  
Use Of Resources ◽  
E Learning ◽  
Web Based System ◽  
Web Based Education

Adaptive learning support for learners becomes very important in the context of increasing re-use of resources from heterogeneous and distributed learning repositories. This paper presents OrPAF, an Adaptive Educational Hypermedia (AEHS) and web-based System which integrates semantic web models and technologies in order to achieve interoperability with e-learning systems. The key feature of OrPAF is the construction of adaptive hypermedia courses: both the course structure and the course content are dynamically generated and adapted to learners. We experimented the realized prototype on learners in order to evaluate the usability of OrPAF and the conceptual capabilities developed by the learners who used it.

scholarly journals Sistem Informasi Pembelajaran Daring Dengan Metode Learner-Led Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 156
Author(s):  
Herlambang Brawijaya ◽  
Samudi Samudi ◽  
Slamet Widodo
Keyword(s):  
Teaching And Learning ◽  
Modern Technology ◽  
Learning System ◽  
Learning Activities ◽  
The Internet ◽  
Web Based ◽  
Community Activities ◽  
Conventional Teaching ◽  
E Learning ◽  
Interactive Videos

Abstrak: Teknologi modern semakin pesat perkembangannya, sebagai masyarakat kita dapat merasakan hal positif dari perkembangan teknologi modern, salah satunya adalah internet. Memanfaatkan internet dengan hal positif dapat mempermudah kegiatan masyarakat, seperti dalam bidang pendidikan salah satunya adalah kegiatan belajar mengajar. Dengan adanya kegiatan belajar mengajar dapat menambah wawasan dan ilmu pengetahuan bagi masyarakat, akan tetapi terkadang pelajar bahkan pengajar yang melaksanakan kegiatan belajar mengajar tersebut terlalu terkekang oleh waktu dan peraturan yang berlaku pada tempat belajarnya. Hasil permasalahan yang penulis dapatkan pada kegiatan belajar mengajar konvensional adalah diharuskannya meluangkan waktu untuk pergi ke tempat belajar dan juga ditentukan durasi belajar mengajarnya bahkan diadakan peraturan yang terkadang membuat peserta sampai pengajar tidak nyaman dengan peraturan tersebut. Oleh karena itu penulis tertarik untuk menyelesaikan permasalahan tersebut dengan membuat sistem informasi pembelajaran (e-learning) dengan metode learner-led learning berbasis web yang dapat diakses dimanapun dan kapanpun tanpa mengeluarkan biaya dan tidak terkekang oleh waktu. Penelitian ini diharapkan dapat membantu dalam proses belajar mengajar dengan nyaman. Website ini juga menyediakan fasilitas seperti materi yang bersifat video dan artikel yang bertujuan bagi pelajar yang lebih nyaman belajar dengan video interaktif dan juga tersedia fasilitas sertifikat sebagai bukti bahwa pelajar telah berhasil dalam menyelesaikan soal dari materi yang dipelajarinya.   Kata kunci: pelajar, pembelajaran daring, pengajar, sistem pembelajaran, website   Abstract: Modern technology is growing rapidly, as a society we can feel positive things from the development of modern technology, one of which is the internet. Using the internet with positive things can facilitate community activities, such as in the field of education, one of which is teaching and learning activities. With teaching and learning activities, it can add insight and knowledge to the community, but sometimes students and even teachers who carry out teaching and learning activities are too constrained by time and the regulations that apply to the place of study. The results of the problems that the authors get in conventional teaching and learning activities are that they are required to take the time to go to the place of study and also determine the duration of teaching and learning and even make regulations that sometimes make participants until the teacher is not comfortable with these rules. Therefore, the authors are interested in solving these problems by creating a learning information system (e-learning) with a web-based learner-led learning method that can be accessed anywhere and anytime without incurring costs and not being constrained by time. This research is expected to help in the teaching and learning process comfortably. This website also provides facilities such as video materials and articles aimed at making students more comfortable learning with interactive videos and certificate facilities are also available as evidence that students have succeeded in solving problems from the material they have studied.   Keywords: e-learning, learning system, student; teacher, website

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