Darina Dicheva

Ontological Support for Web Courseware Authoring

In this paper we present an ontology-oriented authoring support system for Web-based courseware. This is an elaboration of our approach to knowledge classification and indexing in the previously developed system AIMS (Agent-based Information Management System) aimed at supporting students while completing learning tasks in a Web-based learning/training environment. By introducing ontology-based layers in the courseware authoring architecture we aim at using subject domain ontology as a basis for formal semantics and reasoning support in performing generic authoring tasks. We also focus on cooperative authoring, which allows re-usage and sets the basis for authoring collaboration. To exemplify our method we define a set of generic tasks related to concept-based courseware authoring and present their ontological support by the newly added operational and assistant layers in the AIMS architecture.

Ontological technologies for user modelling

This paper brings together research from two different fields – user modelling and web ontologies – in attempt to demonstrate how recent semantic trends in web development can be combined with the modern technologies of user modelling. Over the last several years, a number of user-adaptive systems have been exploiting ontologies for the purposes of semantics representation, automatic knowledge acquisition, domain and user model visualisation and creation of interoperable and reusable architectural solutions. Before discussing these projects, we first overview the underlying user modelling and ontological technologies. As an example of the project employing ontology-based user modelling, we present an experiment design for translation of overlay student models for relative domains by means of ontology mapping.

AIMS: learning and teaching support for WWW-based education

This paper addresses an innovative approach to learning and teaching support in respect of information handling and knowledge management within web-based learning environments, where learners perform open learning tasks. The approach involves integrated domain-oriented informational support for both learners and instructors. It has three significant aspects: 1, building a domain ontology (represented as a concept map) and using it for defining course structures; 2, powerful visualisation and graphical navigation of the subject domain and the information search results; and 3, adaptation to the individual information needs and preferences of the learners. A system prototype called AIMS exemplifies the main ideas of this approach. It represents a task-based information and performance support system with an underlying agent-oriented architecture. Several pilot experiments are being performed within web-based courses in Dutch and Belgian universities to evaluate the system.

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.

Mental Models of Recursion

This article presents the results of a two-year study of childrens difficulties in learning the concept of recursion in Logo. A number of incorrect mental models of recursion identified in the study are described. These are classified into main groups: mental models associated with the interpretation of recursive procedures and those associated with the construction of recursive procedures. Misconceptions underlying the erroneous mental models are presented. Possible reasons for adopting these misconceptions are put forward.

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.