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DEMONSTRATIONS

A Graphical Approach for the fast modeling of Learning Designs Fabrizio Giorgini

The IMS Learning Design specification provides a language for the description of didactic settings and thus enables teachers and instructional designers to model their pedagogical ideas and create the basis for advanced learning courses. In the demonstration the authoring software Learning Process Configurator is presented that supports instructional designers in searching learning material from different sources (digital repositories as well as Web 2.0 tools like Flickr, YouTube, Wikipedia, Connexion DR) via common OSIDs interfaces and creating interchangeable new IMS Learning Design courses using a graphical approach. The proposed solution, integrated in a LCMS, combines packaging functionalities based on IMS CP and IMS LD and the assessment authoring tool compliant with IMS QTI of the LCMS with the graphical editor of learning and support activities, offering a unique tool for the rapid generation of complete learning courses. demo storyboard

 

Modeling tools supporting the creation of domain-specific models for an adaptive WIL-system Viktoria Pammer, Barbara Kump, Chiara Ghidini, Marco Rospocher, Luciano Serafini, and Stefanie Lindstaedt

This demonstration will show MoKi, the Ontology Questionnaire and the TACT, three modeling tools which support the creation and revision of task, topic and skill models. Such models are frequently used in model-based adaptive work-integrated learning systems to represent the learning domain and the users’ skills in order to achieve user adaptivity.  Moki online demo

 

CoPe_it! - Supporting Collaboration, Enhancing Learning Nikos Karacapilidis, Manolis Tzagarakis, Nikos Karousos, George Gkotsis, Vassilis Kallistros, Spyros Christodoulou and Dora Nousia

CoPe_it! is an innovative web-based tool supporting argumentative collaboration. It complies with collaborative practices to provide members of communities with the appropriate means to manage individual and collective knowledge, and collaborate towards the solution of diverse issues. The tool introduces a framework able to address a wide spectrum of argumentation modes accommodating simultaneously human-understandable as well as on machine understandable discourses. Machine-understandable discourses are achieved by incrementally formalizing the human-understandable ones. demo storyboard

 

eLSe-Academy, a meaningful TEL approach for senior learners Sonia Hetzner, Melanie Rubenbauer, Lucia Pannese

Technology-enhanced learning environments bring new opportunities for supporting senior citizens to participate in the increasingly complex information society and to keep up-to-date with new developments. Furthermore, due to the ubiquity and flexibility of new technologies, technology enhanced learning copes best with the necessities of this very heterogeneous learners group. The proposed demonstration wants to give an overview of the eLSe-Academy, an e-learning training as a very practical solution to support senior citizens to overcome the "ICT-distance" they are still experiencing. demo storyboard

 

Contextualized Knowledge Services for Personalized Learner Support Andreas S. Rath, Didier Devaurs, and Stefanie N. Lindstaedt

In this demonstration we present our KnowSe framework, developed for observing, storing, analyzing and leveraging Contextual Attention Metadata, utilizing our ontology-based user interactions context model (UICO). It includes highly contextualized knowledge services for supporting learners in a personalized and adaptive way, by exploiting the learner's user context. demo storyboard

 

APOSDLE: Contextualized Support for Self-Directed Work-Integrated Learning Stefanie Lindstaedt, Robert de Hoog and Mario Aehnelt

The APOSDLE (Advanced Process-Oriented Self-Directed Learning Environment, www.aposdle.org) environment is a collaborative environment which provides computational support for knowledge work and work-integrated learning. It implements hybrid approaches to user context detection, user profile management, context-based recommendation and awareness building, expert identification, etc. APOSDLE features include, but are not limited to: Suggest Artifacts: contextualized recommendation of knowledge artifacts based on the current work task of the user and her prior knowledge; Suggest People: contextualized recommendation of people within the organization which have similar or more advanced skills than the user; Collaboration Wizard: scripted support for collaboration between a knowledge seeker and a knowledgeable person, the collaboration results can be shared easily within the organization; Learning Paths: contextualized recommendation of learning activities and resources (including people) ordered according to learning prerequisites, these learning paths can also be manually created and shared; Shared collections: share artifacts, insights, and links to people. demo storyboard

 

The virtual team room (vitero) - an user-friendly synchronous collaboration software by Katrin Allmendinger, Fabian Kempf and Karin Hamann

The virtual team room (vitero) is a web-based application that allows to conduct effective live e-learning sessions. Unlike other tools for web conferencing or web-based training, vitero uses realworld metaphors, i.e. habits, structures and principles known from reality. vitero looks like a real learning room. Participants are all represented by a photo avatar (or, alternatively, by their video image) and a name tag. The avatars sit around a table, with the moderator or tutor sitting at the upper end of the table. Audio communication, text chat contributions (displayed in speech bubbles next to the avatar) and a set of non-verbal gestures (for instance 'thumb up' and 'raised hand') are provided. Furthermore, vitero supports application sharing and interactive techniques, such as brainstorming or card-query.demo storyboard

 

GAT: The FP7 GRAPPLE Authoring Tool Set Maurice Hendrix , Alexander Nussbaumer, Michele Dicerto, Lucia Oneto, Alexandra I. Cristea

Personalised attention improves students learning outcomes, but due to time- or other constraints teachers are often unable, to provide this. On-line courses are becoming increasingly popular by means of Learning Management Systems (LMS). Adaptive Hypermedia (AH) systems can offer a richer learning experience, by giving more personalised attention to students. The aim of the GRAPPLE project is to integrate an AH system with major Learning Management Systems (e.g. Sakai, Moodle), to provide an environment that delivers personalised courses in a LMS interface. Designing an AH is a more complex and time-consuming task, than creating a course in a LMS. Several models and systems were developed previously, but the (re)-usability by educational authors of the adaptation remains limited. To simplify adaptive behaviour authoring for an educational author, a visual environment is considered most intuitive. This demo will showcase the new tools based on the new graphical model, based upon existing models. demo storyboard

 

Adaptive Hypermedia Content Authoring Using MOTPHP Jonathan G. K. Foss , Jonathan D. Bevan and Alexandra I. Cristea

Ideally, in a web environment, each person should receive the exact information that he/she needs. However, someone would have to have authored the information in such a way that it can easily be adapted to the reader's needs. This tasks falls to the author of adaptive hypermedia and this is why research into better authoring tools is continuing. In this demo proposal we present an improved version of our main authoring tool, MOT. The new development, MOTPHP, in addition to mirroring and debugging the functionality of the old tool, introduces more user-friendly functionality, as well as new ways of importing content from widely used formats, such as PowerPoint, or widely used collaborative data collections, such as Wikipedia. We also demonstrate the PEAL system, which provides a new way of authoring adaptation strategies (code which determines which parts of the content should be shown) using the LAG adaptation language. demo storyboard

 

Blended Learning through Global Network and Interdisciplinary Live Distance Experiments at Human Performance Laboratories Jacob Lindh, Claes Annerstedt, Daniel Garza, Lennart Gullstrand, Kjartan Halvorsen, Hans-Christer Holmberg, Martin Rydmark

Under a previous grant (2005-2008) we designed an interdisciplinary inquiry-based laboratory course in sports kinesiology, taught simultaneously over the Internet for undergraduate students at the University of Gothenburg and at Stanford University. Student groups developed their own research questions, conducted online distance experiments, processed their unique data with support from an interdisciplinary global network of expert consultants, and presented original scientific results. We will demonstrate one virtual experiment that is central to the course to conference attendees and present a unique set of interactive learning tools for the scientific process. This student-conducted experiment was first tested in a laboratory in Stockholm in 2007, and broadcasted live to three universities, with experts and students actively taking part via Polycom and Marratech. Real-time communication was possible in all directions through a moderator in Stockholm. Our course model seems to improve student learning outcomes while advancing the field of sports science. demo storyboard: Documents and files, RUN_EC-TEL_Cannes_2009

 

MOT 2.0: Learning 2.0 Tool Fawaz Ghali, Alexandra I. Cristea

The rapid emergence of social applications for e-learning is changing the way of how the learners learn and how the teachers create learning content. In learning 2.0, the authoring and learning processes are becoming very close, and the borders between the authors and learners are becoming lighter regarding the creation of the learning content. MOT 2.0 is an adaptive collaborative authoring and learning tool, which is built on Web 2.0 techniques, and at same time it provides group-based functions (i.e., authoring, learning, etc.). This demonstration will present the (current) main functions in MOT 2.0 which are: 1) collaborative authoring (i.e. editing the content of other users, describing the content using tags, rating the content, and commenting on the content, etc); and 2) authoring for collaboration (i.e., adding authors' activities, such as defining groups of authors, subscribing to other authors, etc). demo storyboard

 

Automatic retrieval of content from hypermedia in a semantic way Matthew Yau

In recent years, Semantic Web started to attract a lot of attention from researchers as well a practitioners. Retrieval of content mainly focuses on the retrieval content on the "surface Web" (e.g.HTML pages) but with Semantic Web involved it could be retrieving content from locations not visible on Web pages (from the "deep Web" that the content encapsulated inside, e.g. metadata). In this demonstration, we present a distributed system for content retrieval for authoring based on Web services enhanced with an Ontology to support semantics. Moreover, we show what advantages such an architecture has to offer and demonstrate the usage of the Semantic Web's technology for retrieval of useful content. Our main contributions are: 1) Demonstrate a Web-crawler for content retrieval 2) Provide a delivery engine for display of the content result 3) Allowing an author to author the retrieved content result via web 2.0 techniques. demo storyboard

 

Capturing and Sharing Community Experiences via Semantics: The AWESOME ProjectSirisha Bajanki, Vania Dimitrova, and Lydia Lau

This demonstration will present a novel community of practice environment 'AWESOME Dissertation Environment (ADE)' which uses semantic wikis to implement a pedagogical approach 'social scaffolding'. ADE was developed within an interdisciplinary UK research project called AWESOME (Academic Writing Empowered by Social Online Mediated Environments) which involved the universities of Leeds, Coventry and Bangor1. ADE has been instantiated in several domains: Education, Fashion and Design, Philosophy and Religious Studies, and an Academic Writing Centre. A public instance (intended as domain independent) is available at: http://awesome.leeds.ac.uk/wiki/publicinstance/index.php Dissertation writing is a major challenge faced by most students in the higher education. Research has shown that students could enrich their learning of writing by sharing ideas and experiences, and by communicating their thoughts with others on the various dissertation issues and problems encountered. These social exchanges can deepen their understanding of the process and help them make better connections between the steps and the already available explicit knowledge. Putting a structure or 'scaffold' for channelling and focusing these social dimensions amongst students and tutors is defined in this project as 'social scaffolding'. The distinctive characteristic of this work is the use of semantics to channel and focus social exchanges during dissertation writing. demo storyboard

 

I2Geo: Sharing Across Curriculum Regions

  Paul Libbrecht, Christian Mercat

This demonstration will present the I2geo web-platform and its search tool whose objective is to provide a central exchange for interactive geometry constructions and related materials that are found scattered in many places, communities, formats, and languages across Europe and beyond. The project is at work to encode the competencies and topics of the mathematics curriculum standards of Europe within an ontology. Thanks to the it and its methods of input, encoding, and display, a user of Germany can annotate a resource about rechter Winkel and a French teacher can nd it by typing angle droit. Textual matching would have doubly failed here: the missing translation, and the wrong matches of separate words angle and droit. The platform also invites active contribution of reviews so as to, as well, inuence the search tool. Both the reviews and search tools will be presented. storyboard

 

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