scholarly journals Implementation of Context aware Learning System by Designing Ubiquitous Learning Space and OWL Context Model

2011 ◽  
Vol 16 (6) ◽  
pp. 99-109
Author(s):  
Myoung-Woo Hong ◽  
Young-Whan Lee
Keyword(s):  
Learning System ◽  
Context Aware ◽  
Ubiquitous Learning ◽  
Context Model ◽  
Learning Space

scholarly journals A Proposed Ontology-Based Generic Context Model for Ubiquitous Learning

2021 ◽  
Vol 16 (3) ◽  
pp. 47-64
Author(s):  
Benmesbah Ouissem ◽  
Mahnane Lamia ◽  
Mohamed Hafidi
Keyword(s):  
Comparative Study ◽  
Intelligent System ◽  
Context Aware ◽  
Context Modeling ◽  
Ubiquitous Learning ◽  
Context Model ◽  
Specific Domain ◽  
Context Models ◽  
Common Understanding ◽  
Model Context

Context modeling is the keystone to enable the intelligent system to adapt its functionalities properly to different situations. As such, a representation mechanism that allows an adequate manipulation of this kind of information is required, and diverse approaches have been introduced; however, what takes more value and is being positioned as a standard is the ontology-based context modeling because it presents a common understanding vocabulary for a specific domain. Hence, it might be beneficial to have a generic ontology to model context in this area. However, according to diverse works, there is no proposal of a generic context model for context-aware learning. For addressing this problem, several existing context models are studied to identify the essentials of context modeling, whereby an ontology-based generic context model is presented. The proposed ontology is evaluated in two ways. Firstly, scenarios are used to justify the feasibility of the model; then a comparative study and evaluation metrics are applied to assess the proposal.

Closing the Experiential Learning Loops Using Learning Analytics Cycle

2020 ◽  
Vol 18 (3) ◽  
pp. 78-98
Author(s):  
Mohammad Nehal Hasnine ◽  
Hiroaki Ogata ◽  
Gökhan Akçapınar ◽  
Kousuke Mouri ◽  
Keiichi Kaneko
Keyword(s):  
Experiential Learning ◽  
Learning Analytics ◽  
Vocabulary Learning ◽  
Learning System ◽  
Context Aware ◽  
Ubiquitous Learning ◽  
Web Based ◽  
Seamless Learning ◽  
Learning Logs ◽  
Oriented Approach

In ubiquitous learning, authentic experiences are captured and later reused as those are rich resources for foreign vocabulary development. This article presents an experiential theory-oriented approach to the design of learning analytics support for sharing and reusing authentic experiences. In this regard, first, a conceptual framework to support vocabulary learning using learners' authentic experiences is proposed. Next, learning experiences are captured using a context-aware ubiquitous learning system. Finally, grounded in the theoretical framework, the development of a web-based tool called learn from others (LFO) panel is presented. The LFO panel analyzes various learning logs (authentic, partially-authentic, and words) using the profiling method while determining the top-five learning partners inside a seamless learning analytics platform. This article contributes to the research in the area of theory-oriented design of learning analytics for vocabulary learning through authentic activities and focuses on closing the loops of experiential learning using learning analytics cycles.

scholarly journals A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Gwo-Jen Hwang ◽  
Chin-Chung Tsai ◽  
Hui-Chun Chu ◽  
Kinshuk Kinshuk ◽  
Chieh-Yuan Chen
Keyword(s):  
Scientific Inquiry ◽  
Learning System ◽  
Context Aware ◽  
Ubiquitous Learning ◽  
Science Park ◽  
Personalised Learning ◽  
Sensing Technology ◽  
Real World Learning ◽  
Understanding Of Science ◽  
Learning Behaviours

<span>Fostering students' scientific inquiry competence has been recognised as being an important and challenging objective of science education. To strengthen the understanding of science theories or notations, researchers have suggested conducting some learning activities in the field via operating relevant devices. In a traditional in-field scientific inquiry activity, the teacher usually lets the students operate the devices on their own after demonstrating the operational procedure. With such an approach, the students are likely to suspend the practice when they encounter problems; moreover, it is difficult for the students to connect what they have learned from the textbooks with the field practice. To deal with this problem, this study presents a context-aware ubiquitous learning system with sensing technology to detect and examine the real-world learning behaviours of students, such that personalised learning guidance and feedback can be provided; moreover, the students' experiences of operating those scientific devices, such as solar power equipment or the constellation simulators, can be conjunct to the knowledge learned from the textbooks. The experimental results from a science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.</span>

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