A FCA-Based Cognitive Diagnosis Model for CAT

There is little room for doubt about that cognitive diagnosis has received much attention recently. Computerized adaptive testing (CAT) is adaptive, fair, and efficient, which is suitable to large-scale examination. Traditional cognitive diagnostic test needs quite large number of items, the efficient and tailored CAT could be a remedy for it, so the CAT with cognitive diagnosis (CD-CAT) is prospective. It is more beneficial to the students who live in the developing area without rich source of teaching, and distance education is adopted there. CD is still in its infancy (Leighton at el.2007), and some flaws exist, one of which is that the rows/columns could form a Boolean lattice in Tatsuoka’s Q-matrix theory. Formal Concept Analysis (FCA) is proved to be a useful tool for cognitive science. Based on Rule Space Model (RSM) and the Attribute Hierarchy Method (AHM), FCA is applied into CD-CAT and concept lattices are served as the models of CD. The algorithms of constructing Qr matrice and concept lattices for CAT, and the theory and methods of diagnosing examinees and offering the best remedial measure to examinees are discussed in detail. The technology of item bank construction, item selection strategies in CD-CAT and estimation method are considered to design a systemic CD-CAT, which diagnoses examinees on-line and offers remedial measure for examinees in time. The result of Monte Carlo study shows that examinees’ knowledge states are well diagnosed and the precision in examinees’ abilities estimation is satisfied.

A 3D Geometry Model Search Engine to Support Learning

Due to the popularity of 3D graphics in animation and games, usage of 3D geometry deformable models increases dramatically. Despite their growing importance, these models are difficult and time consuming to build. A distance learning system for the construction of these models could greatly facilitate students to learn and practice at different time and geographical locations. In such a system, an important component is the search engine, which serves as both the source of teaching materials and a platform for sharing resources. Although there have been a lot of works on text and multimedia retrieval, search engines for 3D models are still in its infant stage. In this article, we investigate two important issues: feature analysis, which affects the general usage of a system, and speed, which affects the number of concurrent users. Our method offers a mechanism to extract, index, match and efficiently retrieve features from these models.

A Highly Scalable, Modular Architecture for Computer Aided Assessment e-Learning Systems

In this chapter, the authors propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. The authors’ research proved that such architecture, while well suited for didactic content distribution systems is ill-suited for knowledge assessment products. In their design, they employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skill assessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically designed to support communication functions of e-learning systems in diverse network conditions (including offline environment and content aware networks).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. The tests also showed system’s versatility in classroom, remote and blended learning environments.

Collaborative Learning in Dynamic Group Environments

This chapter is dedicated to Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A novel Dynamic Group Environment for Collaborative Learning (DGE/CL) that supports students in making informed and intelligent choices about how, when, and with whom to collaborate is introduced. A face-to-face collaborative scenario, where all students are in the same room and can move freely around and interact with each other while using digitally enhanced printed materials with direct point-and-click functionality is considered. Flexible and efficient support for dynamic group management is ensured through the adopted Cluster Pattern Interface (CLUSPI) technology, which, while preserving the original touch-and-feel of printed educational materials, supports additional affordances and allows employment of new, non-traditional paper-based interactions. Possibilities for DGE/CL enhancements with specialized surface code readers and laser-based digital surface encoding being developed by the authors are outlined and references to recent projects are given.

Recent Contributions to a Generic Architecture Design that Supports Learning Objects Interoperability

Adaptation and personalization services in e-learning environments are considered the turning point of recent research efforts, as the “one-size-fits-all” approach has some important drawbacks, from the educational point of view. Adaptive Educational Hypermedia Systems in World Wide Web became a very active research field and the need of standardization arose, as the continually augmenting research efforts lacked interoperability capabilities. This article concentrates and classifies recent research work and notices important points that can lead to an open, modular and generic architecture of a Learning Management System based on widely accepted standards.

E-Learning Practice and Experience at Waseda E-School

In 2003, the School of Human Sciences, Waseda University (Japan), established the e-School, Japan’s first complete undergraduate program enabling students to earn their bachelor degrees solely through e-learning. Supported by the widespread availability of high-speed Internet connections, it has become possible to economically transmit videotaped lectures with an image quality close to that of television across Japan and throughout the world. In addition, lecture contents are transmitted with an image quality that allows students to easily read what is written on the blackboard. Waseda’s e-School has many features that contribute to its success, among these are the coupling of online and on-campus courses enhancing students educational experiences. In addition, online classes are relatively small—most are capped at 30 students—and new classes are created to respond to students’ needs and interests. This chapter outlines the e-School’s history, curriculum, administration, and management learning system. Various data are presented for the first four years of the e-School’s operation (2003-2006), when the newly-created program was under the Ministry of Education’s mandatory supervision period.

Effect of Teaching Using Whole Brain Instruction on Accounting Learning

McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey’s experiential learning, Kolb’s four learning styles, Jung’s personality types, as well as Bogen’s left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is improved in the whole brain treatment group and thus this model is effective in retaining learning information as long term memory. Specifically, when examine the effectiveness of student scoring levels (high, median, and low), the results indicated that retention improved across all levels in the treatment group while results were inconsistent in the control group. When examine academic achievement and attitudes, interaction factor of both school and method showed a statistically significant difference.

The Effects of Communicative Genres on Intra-Group Conflict in Virtual Student Teams

With increasing convenience and prevalence, the distant communication application has become a promising way for individuals who are eager to cooperate and interact virtually. This study explored the question of whether the collaborative interaction of the virtual teams has any effect on the conflict and network structure of virtual groups. A total of 150 participants were invited and randomly assigned to thirty groups with each group of five subjects. To function like real virtual groups, they were asked to communicate with their members through e-mail. Through genre analysis and social network analysis, nine communicative genres most frequently used in the collaborative groups were identified. Results of correlation analysis suggested that it was the communicative genres, not the network structure, that were associated with intra-group conflict of virtual group. Accordingly, whether the network structure of the virtual group is centralized or decentralized may not be instructors’ or developers’ major concern. Instead, they may wish to focus on a well-designed interface providing needed supports of communicative procedure for coordinating with distant members.

The Construction of an Ontology-Based Ubiquitous Learning Grid

The purpose of this study is to incorporate adaptive ontology into ubiquitous learning grid to achieve seamless learning environment. Ubiquitous learning grid uses ubiquitous computing environment to infer and determine the most adaptive learning contents and procedures in anytime, any place and with any device. To achieve the goal, an ontology-based ubiquitous learning grid (OULG) was proposed to resolve the difficulties concerning how to adapt learning environment for different learners, devices, places. OULG through ontology identifying and adapting in the aspects of domain, task, devices, and background information awareness, so that the adaptive learning content could be delivered. A total of 42 freshmen participate in this study for four months to learn Java programming. Both of pretesting and posttesting are performed to ensure that the OULG is useful. Experimental results demonstrate that OULG is feasibile and effective in facilitating learning.

Adaptivity in ProPer

Adaptive Educational Hypermedia Systems provide personalized educational content to learners. However most of them do not support the functionality of Learning Management Systems (LMS) and the reusability of their courses is hard work. On the other hand some LMS support SCORM specifications but do not provide adaptive features. This article presents ProPer, a LMS that conforms to SCORM specifications and provides adaptive hypermedia courses. ProPer manages and delivers SCORM compliant courses and personalizes them according to learner’s knowledge, goals and personal characteristics. In addition learner’s progress and behavior is monitored and useful feedback is returned to tutors. ProPer will be used for an adaptive Java Programming course distribution to CS1 students. Statistical feedback will be gathered by tutors in order to improve course effectiveness. The technology background is briefly given and the system’s architecture and functionality are analyzed.