Yoneo Yano

Context-aware support for computer-supported ubiquitous learning

This paper describes a computer supported ubiquitous learning environment for language learning. This paper proposes two systems. The first is context-aware language-learning support system for Japanese polite expressions learning, which is called JAPELAS (Japanese polite expressions learning assisting system). This system provides learner the appropriate polite expressions deriving the learners situation and personal information. The second system is called TANGO (Tag Added learNinG Objects) system, which detects the objects around learner using RFID tags, and provides the learner the educational information. This paper describes the preliminary evaluation of those two systems.

Knowledge awareness map for computer-supported ubiquitous language-learning

This paper describes a computer supported collaborative learning (CSCL) in a ubiquitous computing environment. In the environment called CLUE, the learners provide and share individual experience and interaction corpus and discuss about them. This paper focuses on the design, implementation, and evaluation of knowledge awareness map. The map visualizes the relationship between the shared knowledge and the current and past interactions of learners. The map plays a very important role for finding peer helpers, and inducing collaboration.

LOCH: supporting mobile language learning outside classrooms

This paper describes a Computer-Supported Mobile Learning (CSML) environment for language learning, called Language-learning Outside the Classroom with Handhelds (LOCH). In the environment, the teacher assigns field activities to the students, who go around the town to fulfil them and share their individual knowledge and experiences. The main aim of this project, called One-Day Trip with PDA, was to integrate the knowledge acquired in the classroom and the real needs of the students in their daily life. This paper also presents the evaluation by five different groups of foreign students for the past three years.

Computer supported ubiquitous learning environment for vocabulary learning

Ubiquitous computing could help the organisation and the mediation of social interactions wherever and whenever these situations might occur. Using those technologies enables the learning environment to be embedded in real daily life. One of the most important ubiquitous technologies is the radio frequency identification (RFID) tag, which is very useful and efficient to realise ubiquitous computing, by mapping the real objects and the information into a virtual world. In the near future, RFID tags will be embedded in a lot of physical objects in order to trace the shipping of the products, and so forth. This paper proposes a computer assisted language learning (CALL) environment called tag added learning objects (TANGO). TANGO detects the objects around the learner using RFID tags, and assigns some questions to the learner related to the detected objects that he usually uses during daily life to improve his vocabulary knowledge. Also, this environment allows the learners to share their knowledge through RFID tags and to learn a language with authentic and tangible objects. This environment is implemented and evaluated.

A collaborative learning environment based on intelligent agents

Abstract One of the current trends in the research on AI applied to computer assisted learning is the area of Computer Supported Collaborative Learning (CSCL). A CSCL environment should include software elements that assist the learners in the application of the domain knowledge and promote opportunities of effective collaboration and learning. In this paper we present a CSCL environment based on two kinds of intelligent agents, domain agents and mediator agents, modeled based on ideas from distributed artificial intelligence. The domain agents are able to assist the learners in the application of domain knowledge elements. In order to support the collaboration between learners each mediator agent constructs and maintains a learner model represented as a set of beliefs about the capabilities, commitments, intentions and learning opportunities of its learner. Mediator agents cooperate by exchanging their beliefs about the capabilities of their learners and proposing the practice of those knowledge elements that promote assistance among learners, keeping the group heterogeneous and collaborative. Based on its learner model the mediator agent is able to support awareness in the environment and maintain the learning possibilities of its learner in a community of practice. This framework provides a collaborative environment for second language learning based on an implementation of the theoretical concepts of social learning (Vygotsky, L. S., 1978, Mind in Society: the Development of Higher Psychological Processes. London: Harvard University Press) and agent oriented programming (Shoham, Y, 1993, Agent-oriented programming. Artificial Inteligence, 60, 51–92).

Computer Supported Ubiquitous Learning Environment for Vocabulary Learning Using RFID Tags

This paper describes a computer-assisted language learning (CALL) in a ubiquitous computing environment. The environment, called TANGO (Tag Added learNinG Objects) system, detects the objects around the learner using RFID (Radio Frequency Identification) tags, and provides the learner the right information for language learning. This system supports learning in daily life with PDA (personal digital assistant) beyond web based education with desktop computers. In the experiment, the learner played the game of TANGO, and was very interested in this system.

A Framework of Context-Awareness Support for Peer Recommendation in the e-Learning Context.

For learners in distributed e-learning environments, it is difficult, but very important, to locate the right peer for collaboration on the right knowledge, at the right time and in the right way. This paper proposes the use of context awareness (CA) to support peer recommendation in the e-learning context. For this purpose, this paper explores the e-learning context that involves knowledge, social and technical contexts. Accordingly, this paper proposes a three-dimensional CA model for peer recommendation that includes CA to knowledge potential, social proximity and technical access. By matching the peer seeker and the peer candidate with respect to these three dimensions, the CA information is promising as an aid to the peer seeker in finding suitable knowledge collaborators. The importance of activity context is highlighted in CA-supported peer-recommendation mechanism. A five-dimensional (who, what, how, when and where) representation approach is suggested for activity-context description.

Knowledge awareness for a computer-assisted language learning using handhelds

This paper describes a computer supported collaborative learning (CSCL) in a ubiquitous computing environment. In the system called CLUE, the learners provide and share individual experience and interaction corpus and discuss about them. This paper focuses on the design, implementation, and evaluation of knowledge awareness map. The map visualises the relationship between the shared knowledge and the current and past interactions of learners. The map plays a very important role for finding peer helpers, and inducing collaboration.

Supporting Mobile Language Learning outside Classrooms

The continuous development of wireless and mobile technologies has allowed the creation of an additional platform for supporting learning, one that can be embedded in the same physical space in which the learning is taking place. This paper describes a computer supported ubiquitous learning environment for language learning, called LOCH (Languagelearning Outside the Classroom with Handhelds). In the environment, the teacher assigns field activities to the students, who go around the town to fulfill them and share their individual experiences. The main aim of this project, called One Day Trip with PDA, was to integrate the knowledge acquired in the classroom and the real needs of the students in their daily life.

Personalized Knowledge Awareness Map in Computer Supported Ubiquitous Learning

Seeking for knowledge is one of the most important problems that learners frequently face during their learning process. In this research, a computer supported collaboration learning in ubiquitous computing environment is designed and implemented. This environment is called Perkam (personalized knowledge awareness map). Perkam allows the learners to seek for and share knowledge, interact, collaborate, and exchange individual experiences. This system recommends the appropriate educational materials and peer helpers. The knowledge awareness map visualizes the relative distance between the learners request and location from one side, and the suggested educational materials and peer helpers from the other side. This paper focuses on the design and the implementation of the knowledge awareness map which is personalized according to the learners interest and location