Julián Moreno

A genetic algorithm approach for group formation in collaborative learning considering multiple student characteristics

Considering that group formation is one of the key processes in collaborative learning, the aim of this paper is to propose a method based on a genetic algorithm approach for achieving inter-homogeneous and intra-heterogeneous groups. The main feature of such a method is that it allows for the consideration of as many student characteristics as may be desired, translating the grouping problem into one of multi-objective optimization. In order to validate our approach, an experiment was designed with 135 college freshmen considering three characteristics: an estimate of student knowledge levels, an estimate of student communicative skills, and an estimate of student leadership skills. Results of such an experiment allowed for the validation, not only from the computational point of view by measuring the algorithmic performance, but also from the pedagogical point of view by measuring student outcomes, and comparing them with two traditional group formation strategies: random and self-organized.

Student-Centered Multi-agent Model for Adaptive Virtual Course Development and Learning Object Selection

The use of artificial intelligence techniques has been efficiently employed not only for problem solving but also for modeling, simulation, and development of complex systems. The construction of virtual courses is a complex task since such computational systems must adapt their behavior to the student’s characteristics in a customized way. Thus, the aim of this chapter is to propose student-centered virtual course design and construction with adaptive features, through the integration of artificial intelligence techniques involving multi-agent systems and planning. It should be noted that virtual course adaptation has been performed with an emphasis on both instructional planning and student-centered intelligent selection of learning objects. The validation of the proposed model was made through the construction of an experimental computational platform called CIA (Spanish acronym for Adaptive Intelligent Virtual Courses), which carries out learning planning and individual learning object selection in an intelligent way, taking into account the students’ knowledge level, their learning styles, and their most used brain hemisphere.

Método para la selección de objetos de aprendizaje a partir de características cognitivas del estudiante

Este artigo discute a colaboracao entre estudantes na internet e a troca de conhecimento por meio desse canal de comunicacao. Propoe uma metodologia que visa potencializar as relacoes entre os usuarios de uma rede educacional situada num contexto especifico. Tal metodo tem como fundamento as teorias do contexto e a analise de redes sociais (ARS), para promover um mapeamento das redes estudadas.Refletir sobre curriculo escolar formal e comunidades de aprendizagem como metafora das TIC dinamizam os caminhos empiricos, construcoes criticas e aprofundamento da difusao do conhecimento como parte do processo de humanizacao/ tecnologizacao do homem. Oriundos de processos e movimentos contemporâneos, a consolidacao de ambientes computacionais nas escolas potencializa a construcao do conhecimento e a socializacao de praticas pedagogicas inovadoras. Esta investigacao assume as situacoes especificas curriculares, procura descobrir o que existe de mais essencial e caracteristico, partindo do conhecimento de curriculo e suas bases teoricas tradicionais, para a construcao da discussao sobre um curriculo em rede associada a instrumentalizacao das comunidades de aprendizagem.O sistema Moodle constitui-se atualmente numa das mais importantes ferramentas de apoio a cursos na Web. Apesar disto, seu modelo apresenta algumas deficiencias para uma estruturacao hierarquica e compartilhamento de materiais digitais entre disciplinas e turmas do seu ambiente virtual. Este artigo apresenta um estudo sobre a arquitetura central do Moodle, propondo a definicao de um novo nucleo, visando o aprimoramento destas caracteristicas.Estudo descritivo, qualitativo, com estudantes da 3a serie de Graduacao em Enfermagem de uma Universidade Publica de Sao Paulo, SP. Os participantes construiram Mapas Conceituais, por meio do software Cmap Tools®. Os dados foram coletados em um Grupo Focal e todos os sujeitos indicaram que o uso do software facilita e garante a organizacao, visualizacao e correlacao dos dados, porem houve dificuldades iniciais relacionadas ao manejo das ferramentas. Conclui-se, que o software Cmap Tools® favoreceu a construcao dos MC por seus recursos de formatacao, porem estrategias de orientacao deveriam ser implantadas. Como resultado, desenvolveu-se um manual para o uso do software Cmap Tool® em video Podcasting.Ha poucas iniciativas com respeito aos ambientes de virtuais para a divulgacao de materiais curriculares sobre modelagem matematica. Esses ambientes oferecem acesso as praticas pedagogicas em modelagem. Este trabalho apresenta um sistema Web para hospedar atividades de modelagem e materiais multimidia para descrever o desenvolvimento do ambiente de modelagem em sala de aula e apoiar outros professores na implementacao em suas praticas pedagogicas.A composicao e sequenciamento de Objetos de Aprendizagem sao discutidas neste trabalho a partir da representacao da estrutura conceitual de um dominio em termos das suas relacoes de dependencia. A composicao de Objetos de Aprendizagem e modelada a partir da estrutura narrativa de um discurso considerando-se os aspetos formais dos planos do conteudo e de expressao. O aspecto formal do conteudo da composicao e dado pelas pelos conceitos e seus relacionamentos e forma da expressao corresponde aos tipos de signos definidos pelo LOM. A estrutura da composicao obtida independe do tipo de midia utilizado e o modelo adequa-se as propostas de composicao adaptativas tanto do ponto de vista do meio como das disponibilidades de conexao.

Aprendizaje Basado en Juegos Digitales en Niños con TDAH: un Estudio de Caso en la Enseñanza de Estadística para Estudiantes de Cuarto Grado en Colombia

The current situation of technological innovation in education introduces a new insight into digital games, highlighting their pedagogical value. Considering this panorama, we propose digital game based learning, more specifically with massive multiplayer online games, as a favorable setting to enhance performance by children with ADHD (Attention-Deficit Hyperactivity Disorder) in order to improve their learning and strengthen their social skills, as well as provide for self-regulation of emotions. To this end, we carried out a case study in the Santa BertillaBoscardin primary school from Medellin city in Colombia, with fourth grade students in the subject of statistics, of whom 17 children were the experimental group and 40 were the control group. The results obtained using a standard test showed there was statistical significance (p-value < 0.005); not only did ADHD students manage to reach the same level of academic performance as control students, but theyalsoachieved slightly higher scores.

Learning Objects Repository Management Using an Adaptive Quality Evaluation Multi-Agent System

Availability and correspondence with expectations are desired characteristics in order to guarantee the quality of Learning Objects (LOs) retrieved from LO repositories during the search process. The administrators of these repositories have the responsibility of ensuring the quality of LOs after applying their corresponding evaluation. The implementation of metrics applied on relevant characteristics of LOs is a crucial tool for LO evaluation.This paper proposes an approach that uses a Multi-Agent System (MAS) for assessing main LO characteristics, applying different methods and metrics being adjustable to different kinds of repositories by employing adaptive parser agents. By using metadata as main source of information, the metrics allow users to rate the quality of LOs and generates alarms concerning inputs that do not meet the expected values.The system developed automatically evaluates a large number of resources to facilitate the work of the repository administrators before improving or publishing the LOs into a repository federation.

Design of an Educational Videogame to Transform Citizens into Agents of Change Considering a Colombian Post-Conflict Scenario

The project described in this paper proposes a model in which, through a videogame, players will become agents of change in a virtual world considering a Colombian post-conflict scenario. First we briefly describe a sample of games with similar approaches and later present the proposal making emphasis in explaining how the interaction between players is made, as well as the use of animated agents to provide narrative aspects. We also focus in one of the most important aspects of our proposal: a mechanism through which individual actions of each player, represented by an avatar, contribute to a collective construction. The metaphor used here is that, in the same way that players are able to collectively achieve the restauration of certain damaged zones within the virtual world, they would be able to contribute to peace in a Colombian post-conflict scenario.

A Proposal to Integrate a Learning Companion Agent Within Claroline LMS

During the last decade, learning management systems (LMS) have become a useful tool for students and teachers seeking to assist virtual learning processes. The aim of this paper is to present a proposal for the design and integration of a learning companion agent within the Claroline LMS intended to foster collaboration, assistance, support, and motivation of students. Using a role-based design method a learning companion agent was built having three main roles: Competitor, Fault Detector, and Collaborator. Through these roles the platform provides student-centered responses, educational resources, and the possibility to interact within a healthy competition learning environment. The companion agent was implemented and validated through a case study that includes a test virtual course and assessments for several registered students. It can be concluded that using a companion agent students become aware of their learning failures and overall performance of the virtual course.