2011-11-14 learn3 cdk pres

Learn 3 : Towards Learning of the 3 rd Kind Carlos Delgado Kloos Univ. Carlos 3 de Madrid www.it.uc 3 m.es Learn3 Valladolid, 14-16 Nov. 2011

Project
Learn3: Towards Learning of the 3 rd Kind (TIN2008-05163)
Spanish Ministry of Science and Innovation
January 2009-December 2011
Universidad Carlos III de Madrid
Universidad Pompeu Fabra
Learn3 Valladolid, 14-16 Nov. 2011

Gradient Research Lab
Dr. Carlos Delgado Kloos
Dra. Raquel Crespo García
Dra. Mª Carmen Fdez Panadero
Dra. Mª Blanca Ibáñez Espiga
Dr. Pedro Muñoz Merino
Dr. Mario Muñoz Organero
Dr. Abelardo Pardo
Dr. Luis de la Fuente Valentín
Dr. José J. García Rueda
Dr. Hugo Parada Gélvez
Dra. Mª Mar Pérez Sanagustín
Israel Gutiérrez
Derick Leony
Julio Villena
David Maroto
Diego Morillo
Selene Pinillos
Francisco Sánchez
David Sánchez
José Sánchez
Ángela di Serio *
Gustavo Ramírez *
Álvaro Reina *
Learn3 Valladolid, 14-16 Nov. 2011 * left recently

E xplore 3 New Dimensions of Learning
1. Towards Learning 3.0
Web 2.0  Learning 2.0: Social Learning
Web 3.0  Learning 3.0: Intelligent Learning
2. Towards 3 rd Place Learning
Mobile Learning
Ubiquitous Learning
3. Towards 3D Learning
Learning with 2D maps
Learning in 3D worlds
Combination of the 3 dimensions

Introduction
Only a small sampler of the most recent research developments
Many more interesting activities reported in earlier meetings

Towards Learning 3.0 Learn3 Valladolid, 14-16 Nov. 2011

Some Research Work
Learning Analytics
Educational Model
Prediction of User Actions
Competition System
Adaptation and Recommendation
Visualization of Learning Activity

Learning Analytics
Five steps to analytics (Campbell & Oblinger)
Capture
Report
Predict
Act
Refine
Objective: Improve any aspect of a learning experience

Improve (Self-)Tutoring
Define goals (who?)
Show to tutors
Allow students to choose goals
Visualizations help monitor goals
Offer “actuators” to tutors

Distance “in attitude” Use of Tool 1 Use of Tool 2
What does “similar students” mean?
What is the best metric to find “similar students”?
Does “being similar” imply having similar grades?
What is the best-performing way to include the time factor in the analysis?

Detecting Learning Activities and Affective States
Do application logs provide enough information to infer learning activities?
Intra-session activities
Classification of actions and learning activities
Do sequences of actions reflect affective states of students?
Use of HMM to analyze event sequences
Adapt learning environment according to affective-state

GLASS: Gradient’s Learning Analytics System
Several visualization modules on a common event database
Allow an easy configuration of visualizations through filters and graphics
Identify relevant visualizations for the activity of a course
Foster students' self-reflection
Provide visualizations for tutor's awareness

Educational Practice Model
Mathematical model to characterize the educational process
Problem detection
Planning
Enactment
Evaluation
Pilot experience
Trabenco School
14 teachers
9 th grade (3º ESO)
Learn3 Valladolid, 14-16 Nov. 2011 Learning Path Time (min.) Performance Measured Ideal

Prediction of User Actions based on Survey Results
Computer Architecture Lab Course
26 exercises with hints
2 sessions of 90 mins
Learn3 Valladolid, 14-16 Nov. 2011 Student Survey for Prediction Pre-test Interacts. with the Hinting System Parameters Correlation p N (Student Hint abuse rate from a survey)*(pre-test results) vs The percentage of selected hints by a student 0.112 0.282 29 Survery about if penalties led students not to select many vs Difference between selected hints with/wihout penalties 0.322 0.044 29 Preference for hints that are available directly vs Difference between selected hints directly available or not 0.365 0.931 29

ISCARE: Information System for Competition in Education
Exercise solving
Competition
Different rounds
Different tournaments
Look for pairings evolution
General ratings
Adaptive exercises depending on student level
Adaptive matches of students

Adaptation and Recommendation
Automatic Discovery of Complementary Learning Resources
Based on students’ browsing activity
Applying Information Retrieval and Natural Language Processing techniques
Content-based recommendation system
Students’ reports on diverse topics
Automatic clustering of students’ docs (to characterize profiles)
Distribution of projects to review according to classification
Learn3 Valladolid, 14-16 Nov. 2011 Semantic Web Expert Systems Intelligent Player Text recognition Fuzzy Logic

Visualizing Learning Activity
Monitoring
LMS + Virtual Machine
Visualization & analysis
In/out-class, browsing activity, tools use, collaboration and interaction, etc.

Towards 3 rd Place Learning Learn3 Valladolid, 14-16 Nov. 2011

Some Research Work
Augmented Reality (AR) toolset
Orchestration of learning activities in an Augmented Reality environment
Several trials

Augmented Reality Toolset
MathAR
(implemented with AMIRE)
SyllbAR
(implemented with AMIRE)

Augmented Reality Toolset
FlashAR
(implementad with Junaio)
PuzzAR
(implemented with Popcode)

Orchestration of Learning Activities with AR Valladolid, 14-16 Nov. 2011 Learn3

Trial in School: Virtual Museum
Reproduction of well-known paintings by children
NFC: video explanation

Trials about Motivation and Authoring Valladolid, 14-16 Nov. 2011 Learn3 Impact of AR in motivation : Improvemens in attention and confidence 12-14 year students. Institut Enrique Tierno Galván (Madrid), May 2011 Authoring : How to build learning sequences with AR Cibernàrium Workshop, Barcelona, June 2011

Towards 3D Learning Learn3 Valladolid, 14-16 Nov. 2011

Some Research Work
Architectures for Educational Simulations
Integration of a QTI engine in 3D virtual worlds to assess knowledge and skills

Architectures for Educational Simulations Valladolid, 14-16 Nov. 2011 Learn3 3D-SimGenerator Unity-3D Simuflow Flash

Virtual CEIP
Virtual 3D environment
Generic exercises

3D Interaction Patterns in Computer-assisted Assessment Valladolid, 14-16 Nov. 2011 Learn3

Example Valladolid, 14-16 Nov. 2011 Learn3

Combining the 3 Dimensions Learn3 Valladolid, 14-16 Nov. 2011

Some Research Work
Architecture for the integration of the Real World and a Mirror World
Towards Interreality

Hybrid Learning Environment Valladolid, 14-16 Nov. 2011 Learn3 Gran Vía (Madrid) Real World Gran Vía (Madrid) Virtual World

Architecture Valladolid, 14-16 Nov. 2011 Learn3 Multimodal information Geolocalized and superimposed on the virtual world Augmented Virtuality Multimodal information Geolocalized and superimposed on the real world Augmented Reality

Conclusion
Monitor learning experience to enhance it
Monitoring through tools
Web-based environments
Mobile devices
Full immersion
Pilot trials
Plenty of high quality publications
Enhanced learning of the 3 rd kind

Towards Learning of the 3 rd Kind Learn3 Valladolid, 14-16 Nov. 2011

2011-11-14 learn3 cdk pres

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