context -aware ness ubiquitous learning service

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Context-awareness Ubiquitous Learning Service Maiga Chang [email protected] http://maiga.dnsalias.org School of Computing and Information Syste ms Athabasca University Alberta, Canada

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Context -aware ness Ubiquitous Learning Service. Maiga Chang [email protected] http://maiga.dnsalias.org School of Computing and Information Systems Athabasca University Alberta, Canada. 曾任顧問 企業電子化顧問 , 台北市政府中小企業輔導中心 - PowerPoint PPT Presentation

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Page 1: Context -aware ness  Ubiquitous Learning  Service

Context-awareness Ubiquitous Learning Service

Maiga [email protected]

http://maiga.dnsalias.org

School of Computing and Information SystemsAthabasca University

Alberta, Canada

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曾任顧問 企業電子化顧問 , 台北市政府中小企業輔導中心

Small and Medium Enterprises Guidance & Service Center, Taipei City Government 行動學習顧問 , 育碁與啟碁科技

aEnrich Technology and Wistron NetWeb Corp. 學術活動 ( 擔任 )

諮詢委員 IEEE Int’l Conf. on Advanced Learning Technologies 2005 Computer Games & Allied Technology 2008

會議程序委員 , 超過 105 個國際會議 編輯 / 編輯群

客座編輯 Journal of Internet Technology (SCI-E), Journal Computer Assisted Learning (SSCI) Transactions on Edutainment, Information Communication Technologies and Human Development

編輯群 (Editorial Board/Executive Peer-Reviewer) Athabasca University Press/IJBIR/JWP/IJSDS/IJADS/JEMH/IJMBL/Trans. on Edutainment

榮譽 Invited Talks (International Conferences)

Edutainment 2006 and Edutainment 2008 WSEAS eActivities 2008

IEEE 2004 年輕研究學者獎 (in 先進學習科技 ) IEEE 2004 Young Researcher Award in Advanced Learning Technologies

2000 國際名人錄 (International Who’s Who of Professionals 2000) 著作

Learning Culture and Language through ICTs, Information Science Reference Book chapters published by IGI Global/Taylor & Francis Group 已發表超過 109 篇國際會議與期刊論文 ( 近五年 69 篇 ) 演講政府機關、組織、企業、大專院校 28 場

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Scenario

Oct. 15, 2009, Thursday, College of Mgmt Building, NKFUST Mr. Huang’s Biology Course

Maiga is taking a nap (he is so sleepy) Mr. Huang’s asks class to go to the zoo for writing an essay

Nov. 8, 2008, Saturday, the entrance of the zoo Maiga and Ching-Wen and their smartphones Maiga has idea about what he is looking for Ching-Wen is still sleepy

Butterfly Ecology in Amazon Rainforest Adventure with a friend is better than aloneScenario

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Three Cases

Case 1: student-centered self (formal/informal) learning go to a Zoo with objectives

a homework from the school teacher or want to see some interesting things

Case 2: who don't have any idea about the surroundings go to Zoo because his/her friend invited or asked

Case 3: remedial learning learn everything via either

traditional classroom instruction or e-learning take either a paper test or an online test plans a shortest remedial learning path

Scenario

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Research Issues

Students make their own decisions Maiga has idea about what he is looking for (case 1) Eric is still sleepy (case 2)

Efficiently learning path planning (case 1, 2, 3) Butterfly Ecology in Amazon Rainforest

Research Issues

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Learning Scene Definitions

Learning Object Palm tree, cypress tree, bear, butterfly, goat

Learning Spot Amazon river: The Woods, The People, and The Life

Learning Area Butterfly exhibition hall, Amazing flower hot-house, Amazon river

Learning Scene Botany in the Amazon River

Learning Area (room 203)

LOf

Learning Scene2

Learning Spot2

LOe

LOg

Learning Area (room 202)

LOs

Learning Spot1

LOdLOa

LOb

LOc

Learning Area (room 204)

LOiLearning Spot3

LOlLOh

LOk

LOjLearning Scene1Learning Scenes

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Learning Path Planner

Students choose what they want to know Personalized Context-awareness Knowledge Structure

Dividing learning sequence into several scenes Personalized Learning Scene Construction

Leading student to go the next scene Learning Scene Switching

Learning Scenes

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Learning Scenes and Personalized Context-aware Knowledge

Personalized Context-aware Knowledge Structures Represented by the first two blocks (details in IEEE WMUTE 2008)

Stis’ and Alex’s First Learning Scenes Alex prefers “Color”

Spot1 Spot3

Stis prefers “Dynasty” Spot1 Spot2

(details in Transactions on Edutainment)

Personalized context-aware knowledge structure order by learner choosing is "Dynasty"

ColorBlueRed Ruby-red Kuan-yin Tsun Vase

Dynasty

Ch’ing Dynasty

K’ang-hsiYung cheug

Ruby-red Kuan-yin Tsun Vase

Personalized context-aware knowledge structure order by learner choosing is "Color"

Context-awareness knowledge structure

Stis's choosing is "Dynasty"

Alex's choosing is "Color"

Stis

Alex

Blue

Red Ruby-red Kuan-yin Tsun Vase

Color

Ch’ing DynastyK’ang-hsi

Yung cheug

Ruby-red Kuan-yin Tsun Vase

Dynasty

Archives in Old Manchu

Archives in Old Manchu

Stis's "Dynasty" Scene

Spot2Spot1

Ruby-red kuan-yin Tsun vase

Archives in Old Manchu

Alex's "Color" Scene

Painted enamelware vase with dragons

Painted enamelware vase with dragons

Ruby-red Kuan-yin Tsun Vase

Painted enamelware vase with dragonsSpot1

Spot3

Scene extract

Scene extract

Learning Scenes

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Personalized context-aware knowledge structure

Story & question Choose story Answering Different personalized

knowledge structure

Story B:With the establishment of the Ming dynasty (1368-1644) in the

latter half of the 14th century , the production of objets d'art entered a new realm . In the world of porcelain alone , as painted and colored glazes of decorative designs became more elaborate , this period may well be dubbed a "new era of ornamentation ."

Question What is the best answer to you as three following options

1 . Items of daily use were specially produced for the Ming imperial court.2 . The administration of porcelain production was very strict3 . The painted Ruby-red kuan-yin Tsun vase color is red

Stis

Alex

Personalized context-aware knowledge structure order by learner choosing is "Dynasty"

Color

Blue

Red Ruby-red Kuan-yin Tsun Vase

Dynasty

Ch’ing Dynasty

K’ang-hsi

Yung cheug

Ruby-red Kuan-yin Tsun Vase

Personalized context-aware knowledge structure order by learner choosing is "Color"

Context-awareness knowledge structure

Stis's choosing is "Dynasty"

Alex's choosing is "Color"

Stis

Alex

Blue

Red Ruby-red Kuan-yin Tsun Vase

Color

Ch’ing Dynasty

K’ang-hsi

Yung cheug

Ruby-red Kuan-yin Tsun Vase

Dynasty

Learning Scenes

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`

Personalized context-aware knowledge structureLearner answering question 1 "Items of daily use were specially produced for the Ming imperial court."1

After answering question 1: personalized knowledge structure

2Learner answering question 3: "In ch'ing dynasty Diplomatic credentials are official documents sent by the head of state, as representative of his government, to the head of another country."

Function

Adornment

Container

Ruby-red kuan-yin Tsun vase

Painted enamelware vase with dragons

Two round conjoined containers in carved red lacquer

Learning Area (room 204)

Learning Spot3Tripitaka in Manchu

Archives of the Grand Council

Learning Area (room 202)

Learning Spot1Ruby-red kuan-yin Tsun vase

Painted enamelware vase with dragons

Learning Area (room 205)

Learning Spot4Archives in Old Manchu

Learning Area (room 207)

Learning Spot2Two round conjoined containers in carved red lacquer

Extracting learner's individual learning objects after end of answering questions

After answering question 3: personalized knowledge structure

3

Learning Scene2:Document Scene

Spot3

Spot4

Tripitaka in Manchu

Archives of the Grand Council

Archives in Old Manchu

Learning Scene1: Function Scene

Ruby-red kuan-yin Tsun vase

Painted enamelware vase with dragons

Two round conjoined containers in carved red lacquer

Spot1

Spot2

Extracting learner's individual learning Scenes4

Documents

Dynasty Ch'ing

Author

Archives in Old Manchu Archives of the Grand Council Tripitaka in Manchu

Anonymous Archives in Old Manchu Archives of the Grand Council Tripitaka in Manchu

Lang Shih-ning

Archives in Old Manchu Tripitaka in Manchu Archives of the Grand Council

FunctionAdornment

Container

Ruby-red kuan-yin Tsun vasePainted enamelware vase with dragonsTwo round conjoined containers in carved red lacquer

Scene extract

Learning Scenes

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Learning Scene Switching - Detail example

POS set = {LOa, Lob}; NEG set = {LOg, LOk}; BND1 set = {LOc , LOd}; BND2 set = LOe , LOh

Real learning environment

Learning Area (room 203)

LOf

Learning Scene2

Learning Spot2

LOe

LOg

Learning Area (room 202)

LOs

Learning Spot1

LOdLOa

LOb

LOc

Learning Area (room 204)

LOiLearning Spot3

LOlLOh

LOk

LOjLearning Scene1

Learning ScenesLearning Scene1 Spots: Spot1, Spot2

Learning Scene2 Spots: Spot3

The learner starts at Learning Spot1

LOg

LOe

LOkLOh

LOa LOd

LOb

LOc

Spot2

Spot3

Spot1

Red

Ch'ing

Anonymous

Blue

Ming

POSLOa

LOb

BND1

LOc

LOd

NEGLOg

BND2

LOh

LOe

NEGLOkLearning Scene1

Characteristics that the learner does not interests with

Characteristics that the learner interests with

Boundary

Positive

Negative

Learning Scenes

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Learning Path

Considering Distances Rough set

Distances between learning objects and scenes

Learning Scene2:

Document Scene

Learning Scene1:

Function SceneLearning Spot1

Ruby-red kuan-yin Tsun vase

Painted enamelware vase with dragons

Learning Spot2

Two round conjoined containers in carved red lacquer

start

Learning Spot3

Tripitaka in Manchu

Archives of the Grand Council Learning Spot4

Archives in Old Manchu

72

3

6

55

8

65

4

3

Learning Scene2:Document Scene

Spot3

Spot4

Tripitaka in Manchu

Archives of the Grand Council

Archives in Old Manchu

Learning Scene1: Function Scene

Ruby-red kuan-yin Tsun vase

Painted enamelware vase with dragons

Two round conjoined containers in carved red lacquer

Spot1

Spot2

Learning Path Planner

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Remedial Learning Path

Let students doing remedial learning in proper sequence complexity of misconceptions learning object number in the real world

Planning efficient remedial learning paths classifying relevant learning objects Analyzing the learning objects’ spatial relations

Learning Path Planner

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Research Issues and Solutions

How to store the spatial relations of learning objects and areas Spatial Relation Map and Real Environment Model

How to divide learning objects into different learning scenes? Formal Concept Analysis (FCA)

How to divide remedial learning activity into several rounds? One-Third Rule

Research Issues

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Ubiquitous Knowledge Structure

植物名稱 葉序 葉種類 葉緣 命名榕樹 互生 單葉 全緣 LO1

龍柏 對生 單葉 全緣 LO2

黃斑榕 互生 單葉 全緣 LO3

杜鵑花 互生 單葉 全緣 LO4

七里香 互生 複葉 全緣 LO5

小葉欖仁 輪生 單葉 細鋸齒 LO6

紫薇 對生 單葉 全緣 LO7

白千層 互生 單葉 全緣 LO8

樟樹 互生 單葉 細鋸齒 LO9

萬年麻 叢生 單葉 波浪狀 LO10

15

植物學科 葉序

葉種類

葉緣

互生

對生

輪生

叢生

單葉

複葉

全緣

細鋸齒

波浪形

榕樹龍柏黃斑榕杜鵑花七里香小葉欖仁紫薇白千層樟樹萬年麻

Character LayerDomain Layer Object Layer

Solutions of Remedial Learning Path Planning

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Real Environment Model

Distances and directed paths among learning areas Learning objects a learning area has Acting as a map to help students moving from one to another

16

A1

A3

A2

A4

54

3

LO1

LO2

LO3

LO4

LO8

LO9

LO10LO7

LO6

LO5

Learning Area (A2)

LO4LO3

Learning Area (A1)

LO2

LO1

Learning Area (A4)

LO9

LO10

Learning Area (A3)

LO6

LO7

LO8

LO5

Solutions of Remedial Learning Path Planning

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Learning Scenes (FCA)

17

Learning Area (A2)

LO4LO3

Learning Area (A1)

LO2

LO1

Learning Area (A4)

LO9

LO10

Learning Area (A3)

LO6

LO7

LO8

LO5

S1

S2

S3 S4

S5

S6

Learning Scenes

Classifying learning objects with concepts

Solutions of Remedial Learning Path Planning

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Spatial Relation Map

18 Relations of learning scenes, areas and objects.

Learning Area (A2)

LO4LO3

Learning Area (A1)

LO2

LO1

Learning Area (A4)

LO9

LO10

Learning Area (A3)

LO6

LO7

LO8

LO5

S1

S2

S3 S4

S5

S6

S1 S2 S3 S5S4 S6

A1 A1 A3 A3 A3 A4 A4

Root

A2

LO1 LO3 LO4 LO8 LO2 LO7 LO5 LO6 LO9 LO10

Learning ScenesSpatial Relation Map

Solutions of Remedial Learning Path Planning

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Remedial Learning Path Planner

Remedial Learning System

Login

Selecting Learning Objects Model

Formal Concept Analysis

Remedial Learning Path Generation

Spatial Relation Map

Ubiquitous Knowledge Structure

Real Environment Model

One-Third Rule

Personal Data and Misconceptions

Finish Learning Activity

Data BaseTheory

Remedial Learning Path Planner

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Related Publications

Context-awareness Knowledge Structure IEEE WMUTE 2008, Beijing, China, March 23-26, 2008

Learning Path Planner Transactions on Edutainment, I, 2008 WSEAS Transactions on Computers, 7(4), 2008

Remedial Learning ICCE 2008, Taipei, Taiwan, October 27-31, 2008

Related Publications

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Context-awareness Knowledge Structure

Stis Wu, Alex Chang, Maiga Chang, Tzu-Chien Liu, and Jia-Sheng Heh. (2008). Identifying Personalized Context-aware Knowledge Structure for Individual User in Ubiquitous Learning Environment. In the Proceedings of the 5th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education, (WMUTE 2008), Beijing, China, March 23-26, 2008, 95-99. (IEEE)

Related Publications

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Learning Path Planner

Maiga Chang, Stis Wu, and Jia-Sheng Heh. (2008). Making the Real World as a Game World to Learners by applying Game-based Learning Scenes into Ubiquitous Learning Environment. Transaction on Edutainment. Transactions on Edutainment, I, 261-277. Berlin: Springer-Verlag. (EI)

Maiga Chang, Alex Chang, Jia-Sheng Heh, and Tzu-Chien Liu. (2008). Context-aware Learning Path Planner. WSEAS Transactions on Computers (ISSN: 1109-2750), 7(4), 316-325. (EI)

Related Publications

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Remedial Learning

Chieh-Lun Liu, Stis Wu, Maiga Chang, and Jia-Sheng Heh. (2008). Guiding Students to do Remedial Learning in School Campus with Learning Objects' Spatial Relations. In the Proceedings of the 16th International Conference on Computers in Education, (ICCE 2008), Taipei, Taiwan, October 27-31, 2008, Workshop Proceedings, 249-256.

Related Publications

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Thank you so much

Any questions, discussion, and/or comments?