基于表示学习的在线学习交互质量评价方法

当今的教育模式发生着非常重大的变革,教育正在向泛在化、智能化、个性化的方向发展。以Massive Open Online Courses(MOOCs)为代表的在线教育逐渐进入大众视野,在线教育中的交互性成为了决定在线学习质量的关键。研究表明,学习过程中的交互为学习者提供了有效且高效的帮助和支持,对学习过程的评价反馈可以有效地提高学习效果。在教育领域,对学习者和学习资源之间的交互进行建模至关重要,表示学习技术为学习者和学习资源之间的顺序交互建模提供了具体方案。文中首先建立在线学习的交互网络模型,然后使用两个循环神经网络将网络中的学习者和学习资源节点嵌入到一个欧氏空间中,并提出交互质量评价指标,以判断学习者的学习效果是否达到预期。在实际数据集上的实验证明了所提方法的有效性。     

Learning in a u-Museum: Developing a context-aware ubiquitous learning environment

Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the digital world. Although learning outside of the traditional classroom is an innovative teaching approach, the two main problems are the lack of proper learning strategies and the capacity to acquire knowledge on subjects effectively. To manage these problems, this study proposes a context-aware ubiquitous learning system (CAULS) based on radio-frequency identification (RFID), wireless network, embedded handheld device, and database technologies to detect and examine real-world learning behaviors of students. A case study of an aboriginal education course was conducted in classrooms and at the Atayal u-Museum in Taiwan. Participants included elementary school teachers and students. We also designed and used a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theory to measure the willingness for adoption or usage of the proposed system. The experimental results demonstrated that this innovative approach can enhance their learning intention. Furthermore, the results of a posttest survey revealed that most students' testing scores improved significantly, further indicating the effectiveness of the CAULS.     

Development of online instructional resources for Earth system science education: An example of current practice from China

Educators around the world are striving to make science more accessible and relevant to students. Online instructional resources have become an integral component of tertiary science education and will continue to grow in influence and importance over the coming decades. A case study in the iterative improvement of the online instructional resources provided for first-year undergraduates taking “Introductory Earth System Science” at Nanjing University in China is presented in this paper. Online instructional resources are used to conduct a student-centered learning model in the domain of Earth system science, resulting in a sustainable online instructional framework for students and instructors. The purpose of our practice is to make Earth system science education more accessible and exciting to students, changing instruction from a largely textbook-based teacher-centered approach to a more interactive and student-centered approach, and promoting the integration of knowledge and development of deep understanding by students. Evaluation on learning performance and learning satisfaction is conducted to identify helpful components and perception based on students’ learning activities. The feedbacks indicate that the use of online instructional resources has positive impacts on mitigating Earth system science education challenges, and has the potential to promote deep learning.     

Podcasting: A new technological tool to facilitate good practice in higher education

The literature has frequently highlighted the usefulness of podcasting in higher education; however, there is an important gap between the theory on good practice in higher education and empirical studies about podcasting. With this in mind, we carried out an empirical study on an undergraduate degree course in Information Systems Management. The study consisted of the creation and broadcast of 13 podcasts, distributed over four months in which ninety distance students took part. The analysis follows the suggestions proposed in previous literature about the evaluation of technologies in a university learning environment. The findings, discussed within the framework of principles for good practice in higher education, suggest some interesting issues in distance courses, such as: (1) podcasting is a powerful tool as a complement to the traditional resources on a course, but not a substitute for them; (2) the characteristics of podcasting increase the impression of permanent contact between students and teachers, increasing students’ motivation; (3) the use of podcasting allows for a diverse range of student skills and learning methods. Other secondary findings are discussed and some suggestions for future research are proposed at the end of this paper.     

Experimental evaluation of the impact of b-learning methodologies on engineering students in Spain

The aim of this article is to highlight the importance of an active learning methodology in engineering degrees in Spain. We present the outcomes of an experimental study carried out during the academic years 2007/2008 and 2008/2009 with engineering students at the University of Salamanca (Spain). In the present research, as we have done in previous ones, we have selected a subject which is common to the four degrees under consideration: Computer Science. This study explores in greater depth the validity of experimental designs coming from educational research and the impact of innovative teaching methodologies. The hypothesis that impulses this research is formulated to ascertain that the learning level and the satisfaction of students will be higher after the implementation of new teaching methodologies (based on constructive learning, collaborative work, and blended learning resources), than in more traditional teaching contexts. The obtained results partially confirm this hypothesis. The ultimate purpose of this work is that of providing evidence that contributes to the improvement of education and teaching methods for a better performance of students in engineering.     

Construction safety training via e-Learning: Learning effectiveness and user satisfaction

In Taiwan, promoting knowledge of “Labor Safety” which relates to life and work right is very important. Safety training and learning effectiveness become essential issues of adult learning. To reduce the costs of educational training, enterprises have also started to aggressively introduce e-learning education training. Unlike the construction industry, few studies have investigated the effectiveness of e-learning and conventional learning. This study tested the effectiveness of the safety education to prevent falls by different learning modes used to assess safety behavior and learning effectiveness during the education training period. According to the average pass rate, satisfaction degree of course and total number of unsafe behavior, the e-learning mode improves learning effectiveness. Additionally, when the e-learning mode is introduced in the construction safety education training, the labor can use the teaching material more independently and multimedia system, such as animated teaching materials, case teaching, and repeated course learning, to reduce the error rate of operation, property loss rate, and light (heavy) injury. Under this condition, the e-learning mode is positively associated with the learning effectiveness of construction safety education training. High learning effectiveness promotes safe behavior during construction operations.     

一种面向学习路径推荐的知识网络构建方法

随着在线教育的迅速发展,互联网上的教学资源数量也呈现出快速增长的趋势。针对当前在线学习平台普遍存在着教学资源内容重复、人们难以辨别与选择,导致学习者很难应用这些资源构建适合自己的学习路径的问题,提出一种面向学习路径推荐的领域知识网络构建方法。通过对每个学习对象的预备知识与目标知识进行社会标注,构建相应的领域知识网络,然后,运用弗洛伊德算法计算领域知识网络里任意两个知识点间的最短路径,为学习路径推荐提供基础。     

Distance learning in advanced military education: Analysis of joint operations course in the Taiwan military

High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military training. However, the question is what distance learning methodology best suits such a proprietary learning purpose.This study presents a sequential process of developing distance learning courses in advanced military education. Further, the Petri-Net analytical approach is adopted to discover the essential interaction requirements of advanced military education delivered via Internet. This study developed a systematic method for designing e-learning systems according to specific requirements of target courses. The proposed approach starts by comparing on-campus programs with the existing e-learning systems to identify the steps required to transform the program into an e-learning system. After first outlining the pedagogy of the on-campus program, its proposed teaching flow through the Internet is then sketched. Finally, the Petri-Net model was used for in-depth analysis of the stages affecting the learning curve of the line office taking e-learning courses. The example of a “Joint Operations” AME course elaborated the presented approach. An e-learning system prototype was also designed accordingly. Lastly, an experiment was conducted to verify the efficiency of the presented approach.     

学习资源的标准化模型研究

针对我国网络教育的特点,为解决学习资源共享的问题,结合CELTS的学习对象元数据标准（LOM）和内容包装规范标准（CP）,设计了学习资源的标准化模型,并对学习资源标准化的接口进行了设计;最后,采用标准化模型实现的学习资源包,并分析了其描述信息。该标准化模型促进网络教育资源标准化,有利于提高我国网络教育信息基础设施的质量,为网络教育教学系统、教育管理系统以及教学支撑工具的实现,提供了必要的信息基础和技术保障。     

Repositories and communities at cross-purposes: issues in sharing and reuse of digital learning resources

Abstract   Globally, institutions are setting up digital repositories to support the sharing of resources for teaching and learning. The educational rationale is that a single set of resources can be restructured to support different pedagogical approaches and to achieve economies of scale. A key problem is that these learning object repositories (LORs), like many other learning technology innovations, are often designed to exploit the capabilities of technology rather than to meet learners' needs. The premise of this study is that the nature and organization of a community is likely to impact the way an LOR is used. Key dimensions of repositories and communities are discussed. Three repository systems are analysed to identify how communities use repositories. Guided by Activity Theory, the LORs and user communities are analysed as activity systems. These activity systems are compared and contradictions between them are identified. From the analysis, barriers and enablers for the use of LORs to support learning are discussed and a framework for addressing the key issues in the repository development stage is proposed.     

面向智能教育的自适应学习关键技术与应用

本文是关于我们获得2020年度吴文俊人工智能科学技术奖主要工作的一个介绍。该成果针对自适应学习中面临的教学资源表示困难、学习状态诊断困难以及学习策略设计困难等关键技术难题,首先构建数据驱动的教学资源无监督表示新框架,提高了教学资源质量评估和内容检索的精度和效率。其次提出基于深度学习的学习者认知诊断新方法,突破了以量表为基础的教育测量理论研究范式。然后设计基于知识匹配的个性化推荐技术以及多目标匹配的自适应推荐技术,满足了智能教育场景的复杂约束与学习者的多样目标需求。最后,本文成果研发了面向基础教育的智能教育系统——智学网,已在全国推广使用,对我国智能教育发展具有积极意义。     

高校现代学习中心的设计与建设

本文提出高校现代学习中心应以建构主义学习理论为指导,充分利用海量的教育资源,运用先进的信息技术,科学设计,合理建设,人性化管理,以学生为中心,以学生的学习为中心,全面支持学生进行高效的意义建构,促进有效学习。     

Sources and nature of secondary school teachers’ education in computer-related ergonomics

Teachers’ knowledge of computer-related ergonomics in education will have an effect on the learning process and the work practices of their students. However little is known about teacher education in this area. The study aimed to investigate the sources and nature of secondary school teachers’ education about computer-related ergonomics. It also investigated the use of computers by secondary school children. The study included all secondary schools in the Republic of Ireland. The findings suggest that computers are widely available and are used frequently by students and teachers. However, there is evidence that teachers are not receiving information on computer-related ergonomics. Teachers were generally dissatisfied with this and would welcome information on the subject. The study discusses the implications of the findings and makes recommendations to meet the needs of the teachers.     

The study on integrating WebQuest with mobile learning for environmental education

This study is to demonstrate the impact of different teaching strategies on the learning performance of environmental education using quantitative methods. Students learned about resource recycling and classification through an instructional website based on the teaching tool of WebQuest. There were 103 sixth-grade students participating in this study and broken down into three groups: traditional instruction, traditional instruction with WebQuest and WebQuest instruction with outdoors. The major contribution of this study is the introduction of WebQuest into the outdoor instruction. The results of this study show that using WebQuest in outdoor instruction influences students’ learning performance positively. Two other interesting results are: (1) when WebQuest was used in real situations, students could acquire more knowledge and experiences, and (2) in the learning activity of the experiment, the students accomplished different learning tasks and expressed their own opinions and perspectives, which could foster their critical thinking skills. On the other hands, the students in outdoor situation could be positive to participate in learning activity; furthermore, they could ponder the learning contents by observing the real context and then they began to classify/categorize the resources. These findings will contribute to the development of teaching and learning for government, schools and teachers; for instance, teachers act as assistants or tutors and provide students with others public network resources, including PDAs, smartphones, tablet personal computers or the Internet, to improve their learning in outdoor learning environments, such as campus, museums or zoos.     

Are digital natives a myth or reality? University students’ use of digital technologies

This study investigated the extent and nature of university students’ use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. ‘Digital natives’ and students of a technical discipline (Engineering) used more technology tools when compared to ‘digital immigrants’ and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers’ teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students’ shifting patterns of learning and technology use.     

Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners

Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners with visual and verbal cognitive styles are needed. Additionally, many education scholars have argued that emotions directly affect learning performance. Therefore, a further study that confirms the relationships between learners' emotions and performance for learners with visual and verbal cognitive styles will provide useful knowledge in terms of designing an emotion-based adaptive multimedia learning system for supporting personalized learning. To investigate these issues, the study applies the Style of Processing (SOP) scale to identify verbalizers and visualizers. Moreover, the emotion assessment instrument emWave, which was developed by HeartMath, is applied to assess variations in emotional states for verbalizers and visualizers during learning processes. Three different multimedia materials, static text and image-based multimedia material, video-based multimedia material, and animated interactive multimedia material, were presented to verbalizers and visualizers to investigate how different multimedia materials affect individual learning performance and emotion, and to identify relationships between learning performance and emotion. Experimental results show that video-based multimedia material generates the best learning performance and most positive emotion for verbalizers. Moreover, dynamic multimedia materials containing video and animation are more appropriate for visualizers than static multimedia materials containing text and image. Finally, a partial correlation exists between negative emotion and learning performance; that is, negative emotion and pretest scores considered together and negative emotion alone can predict learning performance of visualizers who use video-based multimedia material for learning.     

Orchestrating the XO computer with digital and conventional resources to teach mathematics

Recent research has suggested that simply providing each child with a computer does not lead to an improvement in learning. Given that dozens of countries across the world are purchasing computers for their students, we ask which elements are necessary to improve learning when introducing digital resources into the classroom. Understood the orchestration as the coordination of conventional and digital resources, we examine whether effective resource orchestration improves student learning. To do so, an 8‐month study was undertaken across 17 schools in Uruguay, involving 544 fourth grade students. A treatment group worked under an orchestrated strategy, while a control group followed the national strategy, which includes the One Laptop per Child Computer (XO). Our study confirmed that the national strategy alone is capable of producing significant progress in student learning. However, we also found that the orchestration produces a statistically significant improvement in the results when compared to the control group. The main finding indicates that when teachers have an orchestrated strategy to integrate digital and non‐digital resources, student learning is enhanced in relation to the curricular objectives. Finally, we discovered that learning is improved in the treatment group when there is systematic use of resources, and when the school's infrastructure facilitates the use of the technology.     

"信号与系统"网络教学系统设计与实现

“信号与系统”是电子信息类专业的一门重要的技术基础课，“信号与系统”网络教学系统充分利用计算机技术、网络技术与多媒体技术与教育教学技术的统一，它的内容包括课程学习、视频课堂、在线答疑、课程讨论、课程资源等五大模块，注重实用性与技术性的统一，建立了更好的教学互动。     

An Effective Online Collaborative Training in Developing Listening Comprehension Skills

The COVID-19 outbreak severely affected formal face-to-face classroom teaching and learning. ICT-based online education and training can be a useful measure during the pandemic. In the Pakistani educational context, the use of ICT-based online training is generally sporadic and often unavailable, especially for developing English-language instructors’ listening comprehension skills. The major factors affecting availability include insufficient IT resources and infrastructure, a lack of proper online training for speech and listening, instructors with inadequate academic backgrounds, and an unfavorable environment for ICT-based training for listening comprehension. This study evaluated the effectiveness of ICT-based training for developing secondary-level English-language instructors’ listening comprehension skills. To this end, collaborative online training was undertaken using random sampling. Specifically, 60 private-school instructors in Chakwal District, Pakistan, were randomly selected to receive online-listening training sessions using English dialogs. The experimental group achieved significant scores in the posttest analysis. Specifically, there were substantial improvements in the participants’ listening skills via online training. Given the unavailability of face-to-face learning during COVID-19, this study recommends using ICT-based online training to enhance listening comprehension skills. Education policymakers should revise curricula based on online teaching methods and modules.