Ronghuai Huang

An improved mix framework for opinion leader identification in online learning communities

With the widespread adoption of social media, online learning communities are perceived as a network of knowledge comprised of interconnected individuals with varying roles. Opinion leaders are important in social networks because of their ability to influence the attitudes and behaviours of others via their superior status, education, and social prestige. Many theories have been put forward to explain the formation, characteristics, and durability of social networks, but few address the issue of opinion leader identification. This paper proposes an improved mix framework for opinion leader identification in online learning communities. The framework is validated by an experimental study. By analysing textual content, user behaviour and time, this study ranked opinion leaders based on four distinguishing features: expertise, novelty, influence, and activity. Furthermore, the performances of opinion leaders were further investigated in terms of longevity and centrality. Experimental study on real datasets has shown that our framework effectively identifies opinion leaders in online learning communities.

Towards a Design Theory of Blended Learning Curriculum

The purpose of this article is to develop a design theory of blended learning curriculum in ways of establishing a model for designing such a curriculum and a model for designing an activity in a blended learning curriculum as well as demonstrating how these models can be utilized in a curriculum design. It first attempts to define what the essence of blended learning is by drawing on definitions of previous studies. Then, it goes on to identify the characteristics and rationales of blended learning. Finally, it exemplifies the devised BLC activity model, which is supported by the BLC design model and the BLC process model.

A review of using Augmented Reality in Education from 2011 to 2016

In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. This paper reports a review of literature on augmented reality in educational settings considering the factors include the uses, advantages, features, and effectiveness of augmented reality in educational settings. In total, 55 studies published between 2011 and 2016 in Social Sciences Citation Index database were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.

Assessing Collaborative Process in CSCL with an Intelligent Content Analysis Toolkit

Unveiling the collaborative process is of central importance in CSCL research. This paper firstly reviews the different methods to assess the collaborative process and corresponding supporting tools, and points out the existing weaknesses of such tools. Afterwards, by incorporating the domain ontology, NLP and association rules mining technologies, an integrated toolkit with comprehensive functionalities is designed and implemented to support content analysis with intelligence and visualization features. A case study is also conducted to show the functionalities of the tool. The results show that the toolkit is portable, versatile, and effective to assist researchers analyzing the discourse transcripts for enhancing our understanding of the collaborative process.

Ubiquitous E-learning System for Dynamic Mini-courseware Assemblying and Delivering to Mobile Terminals

From 2000, mobile Learning (m-Learning) and ubiquitous Learning (u-Learning) has been the hottest research topic in e-learning, and now, integrating ubiquitous learning into mainstream of education and train has been the direction in the area, which demand new generational elearning system. The paper introduces our research efforts in this direction. Based on the key concepts, such as ubiquitous learning object, mini-courseware, a new generational ubiquitous e-learning system is designed, which can be used for new requirements in m-Learning and u-Learning environments. In the system, learning resource related to a course is encapsulated into different ubiquitous learning objects, and mini-courseware can be assembled dynamically with learning resource extracted from these ubiquitous learning objects, accordingly, a mini-courseware player is designed for the situation. Based on these work, a resource based ubiquitous e-Learning system is designed considering pedagogical requirements under m-Learning and u-Learning environment.

Semantic-based thematic search for personalized e-learning

This paper describes one solution to the problem of how to collect, organize, and select Web learning resources into a coherent, focused organization for instruction to address learners’ immediate and focused learning needs. By exploiting the semantic relationships that characterize learning resources and learner profile, the proposed semantic-based thematic approach supports both semantic querying and conceptual navigation of learning resources pertaining to specific topics. A system has been developed and deployed within an academic setting, enabling learners to organize, search, and share the learning resources in a flexible and personalized manner.

Analyzing Peer Interactions in Computer-Supported Collaborative Learning: Model, Method and Tool

One of the most important facets in CSCL research is the interaction between individual and collaborative learning activities. This paper proposes a holistic and complementary analysis model of the collaborative interactions base on three dimensions --- process pattern, social relationship and topic space. By making use of content analysis, social network analysis and text mining technologies, asynchronous discussion transcripts are semi-automatically processed to address the questions concerned with peer interactions in collaborative learning: what are they talking about, who are talking to whom, and how do they talking with others. An integrated tool with comprehensive functionalities is designed and implemented to support collaborative interaction analysis with intelligence and visualization features. With the assistance of the tool, a case study is conducted to analyze the discussion records of a class composed of 18 graduate students who enrolled in a course along with online discussion in knowledge forum platform.

The New Shape of Learning: Adapting to Social Changes in the Information Society

Changes in the way we communicate in the age of social informatization has affected the way we live, work, and consequently, the traditional ways in which we learn. This transformation requires a new way of thinking about learning. The essential difference between learning in a traditional manner, called nibbled learning, and information-based learning, also called connected learning, lies in the different understandings of knowledge processing. Nibbled learning is the process by which the learners pass required tests according to standard requirements and a set order of knowledge units so as to comprehensively master the learning contents within a specified period of time. Connected learning, with the characteristics of autonomy, enquiry, and collaboration, has been widely piloted and adopted in informal learning and training. In order to understand and promote connected learning, we define a learning scenario as “a comprehensive description of one or a series of learning events or learning activities”, which includes four elements: learning time, learning place, learning peers and learning activities. Five typical types of learning scenario are defined; classroom lectures, individual learning, inquiry learning, learning by doing, and work-based learning. The concept of an effective learning activity is introduced followed by a description of the five conditions that make up an effective learning activity; to start with authentic problems, to motivate with learning interests, to take the experience of learning activities as the explicit behaviors, critical thinking as the implicit behaviors, and tutoring and feedback as external support. A proposal is put forward that the five laws of technology enhanced learning (TEL), namely digital learning resources, virtual learning communities, learning management systems, designer psychology and learner psychology, must be met in order to carry out effective learning activities and make use of technologies to enhance learning demands. Lastly, the process of transformation of main-stream digital learning resources (such as the modes of individual task, micro courseware, hand-on processes, group coordination and similar experiences) from nibbled learning to connected learning is discussed.

An Integrated Learning Resource Management System with Web Services

In recent years, there are some new directions in learning resource management and sharing research field, which mainly focus on innovative methods to promote sharing and reusing learning resource in modular manner, to create system with capabilities suitable for personalized learning and mobile learning. The feature of adaptive capability becomes more and more important in these systems. These requirements demand new generation e-Learning system. The paper introduces an approach to design new generation learning resource management and sharing system according to these requirements, which should be realized with bottom up design, and the system adopted this approach should be implemented with technologies of reusable Learning Object and Web Services, and furthermore, these technologies should be integrated inherently according to a integrated framework, and provide programmable learning resource management facilities. The design approach has been initially validated in the realization of a prototype system aimed to provide capabilities aforementioned.

The Open Educational Resources (OER) Movement: Free Learning for All Students

In recent years, the term Open Educational Resources (OER) has emerged, aiming to promote open access to digital educational resources that are available online for everyone at a global level. This panel presents views from different countries on the development of open educational resource initiatives.