Christo Dichev

Authoring educational topic maps: can we make it easier?

In this paper we examine some problems related to capturing the structure and the topic name space of learning content in the context of topic map authoring. We demonstrate that the use of traditional course taxonomies as ontological resources is problematic. Based on these findings and on the results of a locally conducted study, we propose an empirically justified minimal ontology for topic maps-based e-learning. The proposed minimal set contains five relation types and is implemented in the TM4L Editor to support authors that experience difficulties in articulating and naming relationships.

Visualizing topic maps for e-learning

TM4L is an e-learning environment providing editing and browsing support for developing and using topic maps-based digital course libraries. The TM4L functionality is enhanced by an interactive graphical user interface that combines a hierarchical layout with an animated view, coupled with context sensitive features. This paper discusses the visualization design in TM4L and some development issues.

Open educational resources in computer science teaching

Open content and open access to resources are important factors in the innovation of Computer Science education. This paper presents a study aimed at gaining an understanding of the needs of Computer Science educators in terms of Open Educational Resources (OER): what kind of resources they need, when they need them, how they use them, and what are the barriers and the enablers for using OER The results of the study are compared and analyzed in the context of the popular OER sites. The work contributes to the research on OER utilization and discovery.

From Gamification to Gameful Design and Gameful Experience in Learning

Abstract Learning is a goal driven social activity determined by motivational factors. To be able to efficiently gamify learning for improved student motivation and engagement, the educators have to understand the related aspects studied in games, motivational psychology and pedagogy. This will help them to identify the factors that drive and explain desired learning behaviors. This paper presents a survey of the main approaches employed in gamification and the emerging new directions in the context of the relevant motivational psychology and pedagogy. The focus is on the motivational factors that impact learning and understanding of behavior change. The purpose of the paper is two-fold: on one side, to provide analysis and guide to relevant works related to gamification along with outlining the emerging trends, and on the other, to provide foundation for evaluation and identification of the areas of possible improvements.

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Gamification of education is a developing approach for increasing learners’ motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach.

Retrieving information in topic maps: the case of TM4L

Recent approaches to enhancing the quality of Web searches are based on associating metadata with the resources on the Web. Various metadata standardization initiatives have been created, including Dublin Core, and more recently the Semantic Web standards. Topic Maps are a Semantic Web technology for semantic annotation of resources, involving topics, their associations, and their occurrences. We have created TM4L, an environment for building, maintaining, and browsing Topic Mapbased, ontology-aware e-learning repositories. However, in large topic maps it is often more convenient for the users to search for needed information by querying the topic map as opposed to browsing it. In this paper we discuss the design and implementation of a Query plug-in for the TM4L Editor. We propose a generic Topic Map Query-By-Example framework based on the Tolog query language. The goal is to provide an efficient, user-friendly interface where the user can specify search queries by filling in predefined query templates and perform the specified queries on the topic map.

View-Based Semantic Search and Browsing

In this paper we address the issue of defining and using views in information seeking tasks in the context of topic-centered learning repositories. We propose an extension of the topic maps model with views and an approach for a view-based retrieval that improves the search of relevant resources. We have implemented this extension in the educational topic maps environment TM4L. The provided support enables users to retrieve resources by specifying view descriptors derived from their current tasks or goals

A cost-effective programmable environment for developing environmental decision support systems

Abstract This paper presents the TRACE system, a software platform for the development of Environmental Decision Support Systems, which is currently under development and will be available by late 1998. The main objective of the TRACE technology is to support the user in the real-time management of environmental emergencies, by rapidly assessing a crisis situation and building an effective intervention plan, which exploits the available operational resources at best. The first part of the paper presents the conceptual framework of the TRACE system, including user and application modelling methodologies, tools and techniques. Next the design framework is presented, including the architecture of the system and a selection of relevant modules (namely the resource manager, the dependency manager and the constraint reasoner). The TRACE approach is then illustrated by a pilot application that will support decision making in the case of wind-throw management in Romanian forests. The related works are considered within the context of the other relevant research projects.

A course gamification platform supporting student motivation and engagement

Gamification - the use of game design elements in non-game contexts - has seen rapid adoption in various areas in recent years. Its application in education is particularly promising, due to its potential to shape user behavior in desirable directions through increasing user motivation and engagement. This work-in-progress paper presents a course gamification platform aimed at supporting instructors to gamify courses that target skill development, such as computing-related courses.

Is it time to change the OER repositories role

The growing number of digital libraries providing open educational resources (OER) requires effective resource discovery mechanisms to optimally exploit the benefits of their openness. This paper discusses the OER repositories role and presents a study aimed at understanding how educators find OER by seeking answers to questions such as: what proportion of users seeking OER go directly to OER repositories and what proportion uses search engines or some other means and why. Understanding how and with what tools users discover and access resources can have an impact on the OER repositories strategic development.