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Context-Aware Recommender Systems for Learning: A Survey and Future Challenges
- IEEE Trans. Learn
, 2012
"... Abstract—Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teac ..."
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Abstract—Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teaching tasks. As learning is taking place in extremely diverse and rich environments, the incorporation of contextual information about the user in the recommendation process has attracted major interest. Such contextualization is researched as a paradigm for building intelligent systems that can better predict and anticipate the needs of users, and act more efficiently in response to their behavior. In this paper, we try to assess the degree to which current work in TEL recommender systems has achieved this, as well as outline areas in which further work is needed. First, we present a context framework that identifies relevant context dimensions for TEL applications. Then, we present an analysis of existing TEL recommender systems along these dimensions. Finally, based on our survey results, we outline topics on which further research is needed. Index Terms—Adaptive and Intelligent Educational Systems, Personalized E-Learning, System Applications and Experience. F
A Context-aware and Adaptive Learning Schedule framework for supporting learners ’ daily routines
"... A learning context describes the current situation of a learner related to a learning activity, and continually changes in a mobile learning environment. As a result, context-awareness in mobile learning has become an essential part when designing more adaptive mobile learning systems. In this paper ..."
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A learning context describes the current situation of a learner related to a learning activity, and continually changes in a mobile learning environment. As a result, context-awareness in mobile learning has become an essential part when designing more adaptive mobile learning systems. In this paper, we introduce our novel Contextaware and Adaptive Learning Schedule framework which makes use of a learning schedule to support the students ’ daily routines, adapts the activities to the student’s learning styles and then selects the appropriate activity for the learner based on their current learning context.
Using and Modeling Context with Ontology in e-learning: the Case of Teacher's Personal Annotations
, 2006
"... This article aims at defining a context ontology of teacher’s personal annotation, in order to use it in a context-aware annotation tool “MemoNote”. Starting from a general definition of the context and its application to teacher’s annotation, we define the uses of active and passive contexts in M ..."
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This article aims at defining a context ontology of teacher’s personal annotation, in order to use it in a context-aware annotation tool “MemoNote”. Starting from a general definition of the context and its application to teacher’s annotation, we define the uses of active and passive contexts in MemoNote (annotation ontologies selection, annotation memorization, pattern definition and selection). We then develop completely teacher’s annotation context annotation ontology using the classical method specified for Protégé. Finally the current state of the tool development is sketched, in terms of context-aware functionalities.
Augmenting Traditional Books with Context-Aware Learning Supports from Online Learning Communities
- Educational Technology & Society
"... are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or t ..."
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are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org.
An e-learning approach to informed problem solving
"... Abstract: When taking into account individualized learning processes not only content and interaction facilities need to be re-considered, but also the design of learning processes per se. Besides explicitness of learning objectives, interactive means of education need to enable intertwining content ..."
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Abstract: When taking into account individualized learning processes not only content and interaction facilities need to be re-considered, but also the design of learning processes per se. Besides explicitness of learning objectives, interactive means of education need to enable intertwining content and communication elements as basic elements of active learning in a flexible way while preserving a certain structure of the learning process. Intelligibility Catchers are a theoretically grounded framework to enable such individualized processes. It allows learners and teachers agreeing and determining a desired learning outcome in written form. This type of e-learning contract enables students to individually explore content and participate in social interactions, while being guided by a transparent learning process structure. The developed implementation empowers learners in terms of creative problem-solving capabilities, and requires adaptation of classroom situations. The framework and its supporting semantic e-learning environment not only enables diverse learning and problem solving processes, but also supports the collaborative construction of e-learning contracts.
Context awareness for collaborative learning with uncertainty management
- J. Uni. Comput. Sci
"... Abstract: In Collaborative Learning, groups of students work together using traditional and computer-based tools or applications. Participants are continuously moving and reorganizing in groups as tasks develop and the contextual information about the physical arrangement of people within groups det ..."
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Abstract: In Collaborative Learning, groups of students work together using traditional and computer-based tools or applications. Participants are continuously moving and reorganizing in groups as tasks develop and the contextual information about the physical arrangement of people within groups determines the context of each sub-activity. The electronic environment needs to be in sync with the physical arrangement of the groups, but providing group context information to computer-based tools cannot effectively be done manually. This paper explores and addresses the problem of automating group awareness in CSCL applications by estimating group arrangements from location sensors and the history of interaction. We derive from case studies the requirements for context-awareness in collaborative learning, focusing on the Jigsaw technique supported by mobile devices. In our prototype system with real users, groups are detected from the location of the students within the classroom. However, this information needs filtering to avoid disturbing interruptions caused by uncertain location measures. A threephase filtering strategy is proposed to manage uncertain contextual information by identifying sources of uncertainty, representing uncertain information, and determining how to proceed. Validation with experimental data shows the usefulness of introducing mobile devices with group-supporting applications that incorporate automatic group awareness. Results show that by managing uncertainty in the estimation of location, group membership information becomes reliable enough to satisfy the need for supporting collaborative learning with applications that are automatically group-aware, without introducing extra burdens or interruptions.
Supporting context-aware collaborative learning through automatic
"... group formation ..."
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Sylvie Lerouge
, 2013
"... Abstract—This paper presents the design and evaluation of a system for pervasive learning at the workplace in the domain of the retail industry. The user driven design of the prototypes and the field trials have enabled to put in light the design dimensions of such a solution: resources, activities ..."
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Abstract—This paper presents the design and evaluation of a system for pervasive learning at the workplace in the domain of the retail industry. The user driven design of the prototypes and the field trials have enabled to put in light the design dimensions of such a solution: resources, activities and environment. We will show in this paper how these dimensions affect the overall solution. Keywords-Pervasive learning, mobile learning, workplace learning I.
(2009)" An Adaptive and Context-Aware Architecture for Future Pervasive Learning Environments
, 2009
"... Nowadays, technology-enhanced learning systems can be build on learning management systems (LMS) or personal learning environments (PLE). On one hand, LMS provide administrative services (admissions, registration, etc.), trace tools of learners activities accessible for teachers, ..."
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Nowadays, technology-enhanced learning systems can be build on learning management systems (LMS) or personal learning environments (PLE). On one hand, LMS provide administrative services (admissions, registration, etc.), trace tools of learners activities accessible for teachers,
