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Context-awareness Ubiquitous Learning Service
Maiga [email protected]
http://maiga.dnsalias.org
School of Computing and Information SystemsAthabasca University
Alberta, Canada
2
曾任顧問 企業電子化顧問 , 台北市政府中小企業輔導中心
Small and Medium Enterprises Guidance & Service Center, Taipei City Government 行動學習顧問 , 育碁與啟碁科技
aEnrich Technology and Wistron NetWeb Corp. 學術活動 ( 擔任 )
諮詢委員 IEEE Int’l Conf. on Advanced Learning Technologies 2005 Computer Games & Allied Technology 2008
會議程序委員 , 超過 105 個國際會議 編輯 / 編輯群
客座編輯 Journal of Internet Technology (SCI-E), Journal Computer Assisted Learning (SSCI) Transactions on Edutainment, Information Communication Technologies and Human Development
編輯群 (Editorial Board/Executive Peer-Reviewer) Athabasca University Press/IJBIR/JWP/IJSDS/IJADS/JEMH/IJMBL/Trans. on Edutainment
榮譽 Invited Talks (International Conferences)
Edutainment 2006 and Edutainment 2008 WSEAS eActivities 2008
IEEE 2004 年輕研究學者獎 (in 先進學習科技 ) IEEE 2004 Young Researcher Award in Advanced Learning Technologies
2000 國際名人錄 (International Who’s Who of Professionals 2000) 著作
Learning Culture and Language through ICTs, Information Science Reference Book chapters published by IGI Global/Taylor & Francis Group 已發表超過 109 篇國際會議與期刊論文 ( 近五年 69 篇 ) 演講政府機關、組織、企業、大專院校 28 場
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Scenario
Oct. 15, 2009, Thursday, College of Mgmt Building, NKFUST Mr. Huang’s Biology Course
Maiga is taking a nap (he is so sleepy) Mr. Huang’s asks class to go to the zoo for writing an essay
Nov. 8, 2008, Saturday, the entrance of the zoo Maiga and Ching-Wen and their smartphones Maiga has idea about what he is looking for Ching-Wen is still sleepy
Butterfly Ecology in Amazon Rainforest Adventure with a friend is better than aloneScenario
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Three Cases
Case 1: student-centered self (formal/informal) learning go to a Zoo with objectives
a homework from the school teacher or want to see some interesting things
Case 2: who don't have any idea about the surroundings go to Zoo because his/her friend invited or asked
Case 3: remedial learning learn everything via either
traditional classroom instruction or e-learning take either a paper test or an online test plans a shortest remedial learning path
Scenario
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Research Issues
Students make their own decisions Maiga has idea about what he is looking for (case 1) Eric is still sleepy (case 2)
Efficiently learning path planning (case 1, 2, 3) Butterfly Ecology in Amazon Rainforest
Research Issues
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Learning Scene Definitions
Learning Object Palm tree, cypress tree, bear, butterfly, goat
Learning Spot Amazon river: The Woods, The People, and The Life
Learning Area Butterfly exhibition hall, Amazing flower hot-house, Amazon river
Learning Scene Botany in the Amazon River
Learning Area (room 203)
LOf
Learning Scene2
Learning Spot2
LOe
LOg
Learning Area (room 202)
LOs
Learning Spot1
LOdLOa
LOb
LOc
Learning Area (room 204)
LOiLearning Spot3
LOlLOh
LOk
LOjLearning Scene1Learning Scenes
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Learning Path Planner
Students choose what they want to know Personalized Context-awareness Knowledge Structure
Dividing learning sequence into several scenes Personalized Learning Scene Construction
Leading student to go the next scene Learning Scene Switching
Learning Scenes
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Learning Scenes and Personalized Context-aware Knowledge
Personalized Context-aware Knowledge Structures Represented by the first two blocks (details in IEEE WMUTE 2008)
Stis’ and Alex’s First Learning Scenes Alex prefers “Color”
Spot1 Spot3
Stis prefers “Dynasty” Spot1 Spot2
(details in Transactions on Edutainment)
Personalized context-aware knowledge structure order by learner choosing is "Dynasty"
ColorBlueRed Ruby-red Kuan-yin Tsun Vase
Dynasty
Ch’ing Dynasty
K’ang-hsiYung cheug
Ruby-red Kuan-yin Tsun Vase
Personalized context-aware knowledge structure order by learner choosing is "Color"
Context-awareness knowledge structure
Stis's choosing is "Dynasty"
Alex's choosing is "Color"
Stis
Alex
Blue
Red Ruby-red Kuan-yin Tsun Vase
Color
Ch’ing DynastyK’ang-hsi
Yung cheug
Ruby-red Kuan-yin Tsun Vase
Dynasty
Archives in Old Manchu
Archives in Old Manchu
Stis's "Dynasty" Scene
Spot2Spot1
Ruby-red kuan-yin Tsun vase
Archives in Old Manchu
Alex's "Color" Scene
Painted enamelware vase with dragons
Painted enamelware vase with dragons
Ruby-red Kuan-yin Tsun Vase
Painted enamelware vase with dragonsSpot1
Spot3
Scene extract
Scene extract
Learning Scenes
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Personalized context-aware knowledge structure
Story & question Choose story Answering Different personalized
knowledge structure
Story B:With the establishment of the Ming dynasty (1368-1644) in the
latter half of the 14th century , the production of objets d'art entered a new realm . In the world of porcelain alone , as painted and colored glazes of decorative designs became more elaborate , this period may well be dubbed a "new era of ornamentation ."
Question What is the best answer to you as three following options
1 . Items of daily use were specially produced for the Ming imperial court.2 . The administration of porcelain production was very strict3 . The painted Ruby-red kuan-yin Tsun vase color is red
Stis
Alex
Personalized context-aware knowledge structure order by learner choosing is "Dynasty"
Color
Blue
Red Ruby-red Kuan-yin Tsun Vase
Dynasty
Ch’ing Dynasty
K’ang-hsi
Yung cheug
Ruby-red Kuan-yin Tsun Vase
Personalized context-aware knowledge structure order by learner choosing is "Color"
Context-awareness knowledge structure
Stis's choosing is "Dynasty"
Alex's choosing is "Color"
Stis
Alex
Blue
Red Ruby-red Kuan-yin Tsun Vase
Color
Ch’ing Dynasty
K’ang-hsi
Yung cheug
Ruby-red Kuan-yin Tsun Vase
Dynasty
Learning Scenes
10
`
Personalized context-aware knowledge structureLearner answering question 1 "Items of daily use were specially produced for the Ming imperial court."1
After answering question 1: personalized knowledge structure
2Learner answering question 3: "In ch'ing dynasty Diplomatic credentials are official documents sent by the head of state, as representative of his government, to the head of another country."
Function
Adornment
Container
Ruby-red kuan-yin Tsun vase
Painted enamelware vase with dragons
Two round conjoined containers in carved red lacquer
Learning Area (room 204)
Learning Spot3Tripitaka in Manchu
Archives of the Grand Council
Learning Area (room 202)
Learning Spot1Ruby-red kuan-yin Tsun vase
Painted enamelware vase with dragons
Learning Area (room 205)
Learning Spot4Archives in Old Manchu
Learning Area (room 207)
Learning Spot2Two round conjoined containers in carved red lacquer
Extracting learner's individual learning objects after end of answering questions
After answering question 3: personalized knowledge structure
3
Learning Scene2:Document Scene
Spot3
Spot4
Tripitaka in Manchu
Archives of the Grand Council
Archives in Old Manchu
Learning Scene1: Function Scene
Ruby-red kuan-yin Tsun vase
Painted enamelware vase with dragons
Two round conjoined containers in carved red lacquer
Spot1
Spot2
Extracting learner's individual learning Scenes4
Documents
Dynasty Ch'ing
Author
Archives in Old Manchu Archives of the Grand Council Tripitaka in Manchu
Anonymous Archives in Old Manchu Archives of the Grand Council Tripitaka in Manchu
Lang Shih-ning
Archives in Old Manchu Tripitaka in Manchu Archives of the Grand Council
FunctionAdornment
Container
Ruby-red kuan-yin Tsun vasePainted enamelware vase with dragonsTwo round conjoined containers in carved red lacquer
Scene extract
Learning Scenes
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Learning Scene Switching - Detail example
POS set = {LOa, Lob}; NEG set = {LOg, LOk}; BND1 set = {LOc , LOd}; BND2 set = LOe , LOh
Real learning environment
Learning Area (room 203)
LOf
Learning Scene2
Learning Spot2
LOe
LOg
Learning Area (room 202)
LOs
Learning Spot1
LOdLOa
LOb
LOc
Learning Area (room 204)
LOiLearning Spot3
LOlLOh
LOk
LOjLearning Scene1
Learning ScenesLearning Scene1 Spots: Spot1, Spot2
Learning Scene2 Spots: Spot3
The learner starts at Learning Spot1
LOg
LOe
LOkLOh
LOa LOd
LOb
LOc
Spot2
Spot3
Spot1
Red
Ch'ing
Anonymous
Blue
Ming
POSLOa
LOb
BND1
LOc
LOd
NEGLOg
BND2
LOh
LOe
NEGLOkLearning Scene1
Characteristics that the learner does not interests with
Characteristics that the learner interests with
Boundary
Positive
Negative
Learning Scenes
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Learning Path
Considering Distances Rough set
Distances between learning objects and scenes
Learning Scene2:
Document Scene
Learning Scene1:
Function SceneLearning Spot1
Ruby-red kuan-yin Tsun vase
Painted enamelware vase with dragons
Learning Spot2
Two round conjoined containers in carved red lacquer
start
Learning Spot3
Tripitaka in Manchu
Archives of the Grand Council Learning Spot4
Archives in Old Manchu
72
3
6
55
8
65
4
3
Learning Scene2:Document Scene
Spot3
Spot4
Tripitaka in Manchu
Archives of the Grand Council
Archives in Old Manchu
Learning Scene1: Function Scene
Ruby-red kuan-yin Tsun vase
Painted enamelware vase with dragons
Two round conjoined containers in carved red lacquer
Spot1
Spot2
Learning Path Planner
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Remedial Learning Path
Let students doing remedial learning in proper sequence complexity of misconceptions learning object number in the real world
Planning efficient remedial learning paths classifying relevant learning objects Analyzing the learning objects’ spatial relations
Learning Path Planner
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Research Issues and Solutions
How to store the spatial relations of learning objects and areas Spatial Relation Map and Real Environment Model
How to divide learning objects into different learning scenes? Formal Concept Analysis (FCA)
How to divide remedial learning activity into several rounds? One-Third Rule
Research Issues
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Ubiquitous Knowledge Structure
植物名稱 葉序 葉種類 葉緣 命名榕樹 互生 單葉 全緣 LO1
龍柏 對生 單葉 全緣 LO2
黃斑榕 互生 單葉 全緣 LO3
杜鵑花 互生 單葉 全緣 LO4
七里香 互生 複葉 全緣 LO5
小葉欖仁 輪生 單葉 細鋸齒 LO6
紫薇 對生 單葉 全緣 LO7
白千層 互生 單葉 全緣 LO8
樟樹 互生 單葉 細鋸齒 LO9
萬年麻 叢生 單葉 波浪狀 LO10
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植物學科 葉序
葉種類
葉緣
互生
對生
輪生
叢生
單葉
複葉
全緣
細鋸齒
波浪形
榕樹龍柏黃斑榕杜鵑花七里香小葉欖仁紫薇白千層樟樹萬年麻
Character LayerDomain Layer Object Layer
Solutions of Remedial Learning Path Planning
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Real Environment Model
Distances and directed paths among learning areas Learning objects a learning area has Acting as a map to help students moving from one to another
16
A1
A3
A2
A4
54
3
LO1
LO2
LO3
LO4
LO8
LO9
LO10LO7
LO6
LO5
Learning Area (A2)
LO4LO3
Learning Area (A1)
LO2
LO1
Learning Area (A4)
LO9
LO10
Learning Area (A3)
LO6
LO7
LO8
LO5
Solutions of Remedial Learning Path Planning
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Learning Scenes (FCA)
17
Learning Area (A2)
LO4LO3
Learning Area (A1)
LO2
LO1
Learning Area (A4)
LO9
LO10
Learning Area (A3)
LO6
LO7
LO8
LO5
S1
S2
S3 S4
S5
S6
Learning Scenes
Classifying learning objects with concepts
Solutions of Remedial Learning Path Planning
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Spatial Relation Map
18 Relations of learning scenes, areas and objects.
Learning Area (A2)
LO4LO3
Learning Area (A1)
LO2
LO1
Learning Area (A4)
LO9
LO10
Learning Area (A3)
LO6
LO7
LO8
LO5
S1
S2
S3 S4
S5
S6
S1 S2 S3 S5S4 S6
A1 A1 A3 A3 A3 A4 A4
Root
A2
LO1 LO3 LO4 LO8 LO2 LO7 LO5 LO6 LO9 LO10
Learning ScenesSpatial Relation Map
Solutions of Remedial Learning Path Planning
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Remedial Learning Path Planner
Remedial Learning System
Login
Selecting Learning Objects Model
Formal Concept Analysis
Remedial Learning Path Generation
Spatial Relation Map
Ubiquitous Knowledge Structure
Real Environment Model
One-Third Rule
Personal Data and Misconceptions
Finish Learning Activity
Data BaseTheory
Remedial Learning Path Planner
20
Related Publications
Context-awareness Knowledge Structure IEEE WMUTE 2008, Beijing, China, March 23-26, 2008
Learning Path Planner Transactions on Edutainment, I, 2008 WSEAS Transactions on Computers, 7(4), 2008
Remedial Learning ICCE 2008, Taipei, Taiwan, October 27-31, 2008
Related Publications
21
Context-awareness Knowledge Structure
Stis Wu, Alex Chang, Maiga Chang, Tzu-Chien Liu, and Jia-Sheng Heh. (2008). Identifying Personalized Context-aware Knowledge Structure for Individual User in Ubiquitous Learning Environment. In the Proceedings of the 5th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education, (WMUTE 2008), Beijing, China, March 23-26, 2008, 95-99. (IEEE)
Related Publications
22
Learning Path Planner
Maiga Chang, Stis Wu, and Jia-Sheng Heh. (2008). Making the Real World as a Game World to Learners by applying Game-based Learning Scenes into Ubiquitous Learning Environment. Transaction on Edutainment. Transactions on Edutainment, I, 261-277. Berlin: Springer-Verlag. (EI)
Maiga Chang, Alex Chang, Jia-Sheng Heh, and Tzu-Chien Liu. (2008). Context-aware Learning Path Planner. WSEAS Transactions on Computers (ISSN: 1109-2750), 7(4), 316-325. (EI)
Related Publications
23
Remedial Learning
Chieh-Lun Liu, Stis Wu, Maiga Chang, and Jia-Sheng Heh. (2008). Guiding Students to do Remedial Learning in School Campus with Learning Objects' Spatial Relations. In the Proceedings of the 16th International Conference on Computers in Education, (ICCE 2008), Taipei, Taiwan, October 27-31, 2008, Workshop Proceedings, 249-256.
Related Publications
Thank you so much
Any questions, discussion, and/or comments?