Towards adaptive open learning environments: Evaluating the precision of identifying learning styles by tracking learners’ behaviours

Open learning represents a new form of online learning where courses are provided freely online for large numbers of learners. MOOCs are examples of this form of learning. The authors see an opportunity for personalising open learning environments by adapting to learners’ learning styles and providing adaptive support to meet individual learner needs and preferences. Identifying learning styles of learners in open learning environments is crucial to providing adaptive support. Learning styles refer to the manner in which learners receive and perceive information. In the literature, a number of learning style models have been proposed. The Felder and Silverman Learning Styles Model (FSLSM) has been selected as the most appropriate model for open learning. In previous studies two approaches have been used to automatically identify learning styles based on the FSLSM. These approaches are known as the data-driven method and the literature-based method. In the literature, the literature-based method has been shown to be more accurate in identifying learning styles. This method relies on tracking learners’ interactions with the provided learning objects based on a set of pre-determined patterns that help in inferring learning styles. The patterns are monitored based on pre-identified threshold values. This paper aims to apply the literature-based method to open learning environments and introduce the optimal patterns and threshold values for identifying learning styles based on the FSLSM. To achieve this aim, a study was conducted whereby a prototype that simulates the open learning environment was developed and piloted on an undergraduate IT course so that learner behaviour could be tracked and data could be collected. Next, different sets of threshold values from the literature were considered along with some updated threshold values considering the context of open learning environments, and the precision of identifying learning styles was calculated. Eighty-three students participated in the study and used the developed prototype. Precision results from different threshold values presented in the literature along with customised threshold values for this study are reported and analysed in this paper. It is shown that threshold values derived from literature and customised to suit open learning environments provide a high level of accuracy in identifying learning styles. The paper presents the first study of its kind in evaluating threshold values and precision in identifying learning styles based on the FSLSM in open learning environments. The results are promising and indicate that the proposed methodology is efficient in detecting learning styles in open learning environments and useful for developing an adaptive framework.     

Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications

Abstract

Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.     

An architectural specification for a system to adapt to learning patterns

There has been numerous developments in education disciplines, which set fundamental approaches to support experiential learning indexes. On the other hand, learning technology research efforts have been largely focusing on containing education into reusable templates. This paper elevates this reusability quest to map advocated patterns of learning which have proven their pedagogical effectiveness, to guide domain learning-providers meeting dynamic learning profiles. In doing so, we identify sound techniques for learner-profiling based on recommended standards and propose an integration of learner attributes into a learning design model which encapsulates best practice instructional patterns. Taking their roots from behavioral learning discipline, these learning patterns mold contents as a separate process in learning production workflows. The goal of this paper is to form pedagogical pattern specification and design courseware by composing patterns. We suggest a semantic Web implementation of the proposed learning design approach and evaluate its usability and learning performance based on a prototyped framework.     

The identification of a value-based pedagogical pattern promoting ‘development of the person’ in higher education

The promotion of student development through engagement with a course of study in higher education (HE) is an area in need of urgent research. This study of college-based HE identified that teachers working with development in mind possessed a nexus of core values which were expressed in practice through an integrated pedagogical pattern (i) the development of trust, (ii) developing roles, relationships and a sense of community (iii) active confrontation and challenge and (iv) using pedagogical time and space. A naturalistic, ethnographic methodology and case study approach was used to answer the question ‘what is going on here?’ in contexts where ‘development of the person’ was a key aim. A sociocultural perspective on learning and development was adopted which supported an integrated approach to research design, analysis and interpretation.     

Fostering wise judgement: professional decisions in development programmes for early career engineers

This paper reviews literature that explores the role of judgement in professional practice. It discusses how workplace decisions, work activities and reflection on these activities may contribute to the development of wise judgements, or ‘wisdom’, and how workplaces can leverage these activities for induction and transition to work programmes. This review of the literature is prompted by survey results inviting engineering graduates and professionals to identify the capabilities they believe are most significant to success in the engineering workplace. The requirement for sound professional judgement resonates in participant responses. The paper summarises views of expertise, the relationship between experience and the development of professional judgement and the broader contribution of expansive and participatory learning environments to developing professional judgement. It concludes that the organisation of work and job design can facilitate the articulation of new engineers to professional practice, and that organisational learning programmes can leverage workplace activities to foster wise judgement in graduate engineers.     

Three dimensions of reflective thinking in solving design problems: a conceptual model

Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical factors in solving design problems. Related research has attempted to capture designers’ reflective thinking process. Yet a close inspection of designers’ reflective thinking taking place during their design process demands further effort. To understand designer’s reflective practice and to find better ways to promote novices’ reflective thinking in solving real-world design problems, a comprehensive model was developed. This model identified three dimensions to guide the understanding of designers’ reflective thinking during a design process: (1) the timing of reflection, indicating the points in the process where reflective thinking occurs, (2) the objects of reflection, showing the different types of objects that designers may reflect upon, and (3) the levels of reflection, referring to the different levels of designers’ reflection. This model provides for meaningful aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in developing appropriate learning environments for facilitating novice and practicing designers’ reflective thinking. Moreover, the model can serve as a stepping stone for further research.     

Medium-based design: Extending a medium to create an exploratory learning environment

This article introduces medium-based design – an approach to creating exploratory learning environments using the method of extending a medium. First, the characteristics of exploratory learning environments and medium-based design are described and grounded in related work. Particular attention is given to extending a medium – medium-based design's core method. Then, the product and process of two environments are detailed to show how medium-based design enables the creation of exploratory learning environments. Finally, a study compares medium-based design to a conventional design process to test the hypothesis that medium-based design is particularly effective in creating exploratory learning environments.     

国际示范合同成为国际惯例的判断标准

国际示范合同要成为国际惯例，须具有跨国性、准强制性、一般性和规范性。从物质因素层面判断，必须在时间上获得长期连续适用，在空间上得到一般适用；从心理因素层面判断，其行为模式必须获得国际法要求的确信。只有如此，国际示范合同才能转化为国际惯例，从而产生国际惯例的法律效力。     

核心概念的学习进阶:促进项目学习常态化的有效路径

聚焦于核心概念可以提升学习效率,借鉴学习进阶有助于概念学习路径科学化。基于核心概念学习进阶的项目学习教学设计包括确定学习目标、开发教学内容、进行反馈三个阶段:通过提取课标建立概念网络图,依据概念发展层级模型确定学习表现;基于学习进阶设计学习过程,使得项目内容符合学生认知发展规律;依靠反馈确保项目内容与学习进阶吻合。实践表明,项目学习在促进学生概念理解方面具有优势,能够有效减小性别差异,得到师生的高度认同,可作为促进学生核心素养发展的优良选择。     

Getting ‘What Works’ working: building blocks for the integration of experimental and improvement science

ABSTRACT

As a systemic approach to improving educational practice through research, ‘What Works’ has come under repeated challenge from alternative approaches, most recently that of improvement science. While ‘What Works’ remains a dominant paradigm for centralized knowledge-building efforts, there is need to understand why this alternative has gained support, and what it can contribute. I set out how the core elements of experimental and improvement science can be combined into a strategy to raise educational achievement with the support of evidence from randomized experiments. Central to this combined effort is a focus on identifying and testing mechanisms for improving teaching and learning, as applications of principles from the learning sciences. This article builds on current efforts to strengthen approaches to evidence-based practice and policy in a range of international contexts. It provides a foundation for those who aim to avoid another paradigm war and to accelerate international discussions on the design of systemic education research infrastructure and funding.     

An empirical study of using sequential behavior pattern mining approach to predict learning styles

The learning style of a learner is an important parameter in his learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments to increase learners’ performance. Thus, it is important to be able to automatically determine learning styles of learners in an e-learning environment. In this paper, we propose a sequential pattern mining approach to extract frequent sequential behavior patterns, which can separate learners with different learning styles. In this research, in order to recognize learners’ learning styles, system uses the Myers-Briggs Type Indicator’s (MBTI). The approach has been implemented and tested in an e-learning environment and the results show that learning styles of learners can be predicted with high accuracy. We show that learners with similar learning styles have similar sequential behavior patterns in interaction with an e-learning environment. A lot of frequent sequential behavior patterns were extracted which some of them have a meaningful relation with MBTI dimensions.     

Do values drive the plan? Investigating the nature and role of organizational values in university strategic planning

Strategic planning is a common practice at higher education institutions. Furthermore, it is assumed that identifying organizational values is an essential part of the planning process. Values are often construed as foundational elements of strategic thinking that serve to ‘drive the plan’. However, there is little conceptual or applied evidence to support the effectiveness of coupling organizational values articulation with strategic planning processes. The author reports on a study that was designed to effectively conceptualize organizational values, and foster a deeper understanding of organizational values application in higher education administration. This research involved a textual analysis of strategic planning documents pertaining to organizational values from Canadian universities. Research results offer concrete ways to conceptualize and apply organizational values within university settings. The results serve as a foundation to explore small-group-focused approaches to both policy creation and evaluation pertaining to the articulation of organizational values in university administration.

     

Scaffolding in technology-enhanced learning environments

Scaffolding has proven an especially interesting and promising area for supporting teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments. In this paper, we discuss how scaffolding is implemented in technology-enhanced environments, provide an overview of scaffolding processes and techniques in various contexts, and then provide empirically based guidelines for designing scaffolding in technological environments. We examine current research to identify two primary design components, cognitive and interface, and suggest how scaffold design might be improved for more effective use by learners. We conclude by identifying practice and research implications.     

内容语言模式在商务英语课程中的实践

内容教学法融语言学习与内容学习为一体,对中国高校复合型外语专业教学有一定的启发作用,尤其适合商务英语课程的教学特点和复合型人才培养模式。阐述内容教学法的含义、理论基础及发展过程,结合中国高校商务英语专业的教学要求、课程特点和教学模式,分析内容教学模式的适用范围、应用前景、实践模式和未来趋势,旨在提高高校复合型外语专业的教学质量。     

Implications of Research on Effective Learning Environments for Initial Teacher Education

As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning.     

Creating next generation blended learning environments using mixed reality,Video Games and Simulations

Summary The goal of this article has been to discuss next generation learning environments and next generation training technologies as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles of constructivist learning environments and how advanced technologies can potentially support meeting these principles as well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process     

Educational action research as the quest for virtue in teaching

Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action.     

基于ECD理论的课程学习过程性评价：基本内涵、实然困境与实现路径

当前过程性评价已成为基于核心素养培育的课程评价的应有之义。“以证据为中心”（ECD）的理论模型可回答有关评价目标、内容、标准、情境等关键问题,高度契合核心素养对课程评价改革的现实吁求。然而,在基于ECD的课程评价改革实践过程中,存在着因评价模式单一化、学科知识片面化、学习境域分离化等问题引发的现实困境。为摆脱传统结果性评价桎梏,落实过程性评价,应以上位框架为表征,重构课程评价蓝图;以素养目标为导向,把握评价关键要领;以真实境况为索引,创设有机评价生态。     

Analyzing the temporal evolution of students’ behaviors in open-ended learning environments

Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty’s Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students’ activity sequences in a study that compared different categories of adaptive scaffolding in Betty’s Brain. The analysis techniques for measuring students’ cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students’ frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students’ frequent behavior patterns over time. Our results show that it is possible to identify students’ learning behaviors and analyze their evolution as they work in the Betty’s Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments.