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Is automated and personalized elearning a utopia

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Universidad Las Palmas de Gran Canaria ULPGC ... 8 CICEI Univ. Las Palmas Gran Canaria. 9 Technical University Ostrava. 10 Scienter, Bologna ... – PowerPoint PPT presentation

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Title: Is automated and personalized elearning a utopia


1
Is automated and personalized e-learning a
utopia?
María Luisa Sein-Echaluce Dpto Matemática
Aplicada Universidad de Zaragoza, Spain
MATI Montreal October 21, 2009
2
Zaragoza (Spain)
http//www.zaragoza.es/ciudad/turismo
3
Content
  • Our group I2FM (FMI)
  • Automated and personalized itineraries WHY?
  • Characteristics of MOODLE Conditionals
  • WHAT? ... HOW?
  • Current experiments
  • WHO? ... WHEN?

4
Grupo I2FM Investigación e Innovación en
Formación Matemática
http//www.unizar.es/fmi
5
Group Research and Innovation in Mathematical
Training I2FM
  • Universidad de Zaragoza (UZ)
  • Departamento de Matemática Aplicada
  • E.U. de Ingeniería Técnica Industrial
  • Centro Politécnico Superior
  • Instituto de Ciencias de la Educación
  • Universidad Jaume I de Castellón (UJI)
  • Departamento de Matemática Aplicada y Métodos
    Estadísticos

6
Spanish collaborators
  • Universidad Las Palmas de Gran Canaria ULPGC
  • CICEI (Centro de Innovación para la Sociedad de
    la Información)
  • Universidad Politécnica de Madrid UPM
  • LITI (Laboratorio de Innovación y Tecnología de
    la Información)
  • Cátedra UNESCO de Gestión y Política
    Universitaria
  • Departamento de Matemáticas y Métodos
    informáticos de la ETSI Minas

7
UZ
UPM
UJI
ULPGC
8
When?
1999-2003
2004-2006
2007-2009 ...
C1 UZ UJI UPM
C3 C2 ULPGC CanadaChile
C2 C1 CILEA Ostrava Ireland
Who?
pps Latex/pdf MAthematica Matlab WebCT DSED
Mathematics First year student
TIC Cooperation Education
Personalized learning
e-LKE-EG project
  • Multilanguage
  • Conditionals
  • Improved quizzes
  • Improved contents
  • Competences
  • MOODLE
  • TEOREMA/e-LKG Projects
  • e-learning
  • Groupware
  • KMS

What?
9
First year university student
Aim reduce the gap between Secondary Education
and University
University
Secondary
10
Face to face classes Groupware Competences
Official subjects
e-learning b-learning
COMI
Formative weaknesses
Innovation in Mathematical training
Active methodologies
First year university student
Virtual communities
Teorema project
EEES New Engineering Degree
E-LKG project
11
project
e-LKG Platform A new open source platform for
integrated Groupware and Knowledge Management
services in e-learning. Testing and starting
up Ministerio de Educación y Ciencia, Spain
(2006/2008) Universities UJI, UPM, UNIZAR.
( e-Learning, Knowledge management, Groupware)
http//www.unizar.es/fmi/elkg
12
Plataform MOODLE (Modular Object-Oriented
Dynamic Learning Environment)
Open Source Flexible Big community
  • An e-learning course in MOODLE
  • with better functionalities for personalization
    of learning paths
  • a big repository of mathematical resources
  • cooperative activities
  • tutorized learning process

13
Italian collaborators Spanish English versions
of TEOREMA in Zaragoza e-LKG (adaptation to
other degrees)
CILEA (Consorzio Interuniversitario Lombardo
per lElaborazione Automatica, Milán)
14
Unidades de aprendizaje
http//teorema.cilea.it/
TEOREMA TEaching On-line pRoject for Economic
MAthematics
15
Learning Units (TEOREMA/eLKG)
1. Logic 2. Sets 3. Real Numbers 4. Algebra 5.
Equations and Disequations 6. Analytic
geometry 7. Trigonometry 8. Functions
9. Complex Numbers 10. Matrices and
determinants 11. Derivatives 12. Primitives
Repository of theoretical units and quizzes in
English, Italian and Spanish (Knowledge Tree)
16
Studies and experiments
Evaluation of the entrance profile at the
University Design of the evaluation,
implementation and results. Experiments with
different learning units of TEOREMA/eLKG
with First year university students of
Engineering and Business degrees at the UJI
(Castellón), UNIZAR (Zaragoza) and Italian
Universities (also in the last year of Secondary
School) Opinion poll
17
WHY personalized itineraries?
  • E-learning means
  • anyone, anywhere, any time
  • BUT what about
  • different backgrounds?
  • students starting the online course at different
    times?
  • different progress?
  • etc.

18
Different itineraries have become necessary for
the following reasons
  • They are widely demanded in the user community
  • They allow to customize the learning process
  • They allow curricular diversification
  • They allow automize some tutor task

19
What to do with personalized paths?
  • Identify prior knowledge of students and
    condition the activities and resources by
    obtained results.
  • Set different learning paths by applying
    conditional activities
  • Keep track of the course structure
  • Follow the students progress during the course
  • Establish flexible groups for each activity.
  • Research the use of different options (styles,
    background, paths, etc...).
  • Improve the managing of courses which are always
    open to enrolment.

20
Developers of Conditional Activities in MOODLE
CICEI (Centro de Innovación para la Sociedad de
la Información)
Univ. Las Palmas de Gran Canaria
21
HOW to make the itineraries?
  • Conditioning activities in MOODLE
  • Choice whether the student answered and what
    their answer was
  • Forum Topics started, number of messages,
    success (number of answers to a specific message)
    and grade
  • Glossary Entries added and the number of
    comments made
  • Quiz Rating and answers of the questions
  • Task whether the student sent it and its grade
  • Wiki Number of times edited
  • For any resource whether the student accessed
  • etc

22
You can also condition on
  • Elapsed time (in days) since the course was first
    entered by the student
  • Elapsed time (in days) since the official
    beginning of the course
  • Elapsed time (in days) from a certain date
  • Student language
  • Student country

23
Who? and ... When?
After the previous studies of entrance profiles
of students and the experiments with mathematical
resources ...we are carrying out... Implementation
, evaluation and quality control of TWO courses
with different path design Engineering and
Business Degrees At three Spanish Universities
(Castellón, Las Palmas de Gran Canaria and
Zaragoza) Academical year 2009-2010
24
FIRST COURSE
  • Four mathematical units
  • Units will be opened depending on the questions
    answered correctly in the initial test.
  • Activities All theories, quizzes and a general
    forum for each unit, final opinion poll.

25
SECOND COURSE
  • One mathematical unit
  • Sections are divided in two groups (elementary
    and advanced)
  • The mark and the questions answered wrongly in
    the Initial Test will establish the different
    paths.
  • Activities theories and quizzes are organized in
    two versions (complete and light). QA forums.
    Tasks. Final opinion poll.

26
Aplication and evaluation of a prototype Facts
and proposals ? DEFINITION OF PATHWAYS ?
The result of the initial test (TI) establishes
the path proposed to the student
If the initial test (TI) lt5, the complete version
will be done
If 5ltTest Inicial (TI) lt10, the path depends
on the answers
Section 2. P5 and P10 of IT Both correct ?
Answer on a QA forum Only one wrong ? Do the
light version of the contents Both wrong ?
Seguir la versión completa de los
contenidos Section 3. P1, P6 and P9 of IT All
correct ? Do a simplification task Only one
wrong ? Versión Light Two or more wrong ?
Complete version Section 5 do the complete
version in any way In case of IT10, depending
on the TUTOR
27
Wikis
Learning tests
Theoretical Units
Opinion poll
Selfevaluation tests
Open answer questions
Blogs
Forums
Tasks
28
Internationalization
I2FM, Zaragoza
1 UPM, Madrid 2 LITI, Madrid 3 UJI, Castellón 4
Institute of Technology Sligo 5 CILEA, Milano 6
Università degli Studi Milano Bicocca 7
Università Cattolica el Sacro Cuore, Milano 8
CICEI Univ. Las Palmas Gran Canaria. 9 Technical
University Ostrava 10 Scienter, Bologna y más...
4
9
6
7
5
I2FM
10
1
2
3
8
29

30
Cooperation with Italy
  • CILEA
  • Repository of mathematical contents
  • Implementation of Conditionals from CICEI
  • Management of multilanguage courses in MOODLE
    (platform and content).
  • Universities in Milano
  • Scientific supervision of mathematical material
    (theories and quizzes)

31
Cooperation with other foreign groups
  • Ireland
  • Revision of English contents
  • Use of the TEOREMA/eLKG course
  • Comparison of results
  • Cooperative tasks
  • Czech Republic
  • In addition...
  • Possible translation into Czech
  • Activities 2.0
  • Canada (Université de Montreal)
  • Drill-and-practice integrated in Moodle

32
Cooperation with foreign groups
  • We expect...
  • Translation into other languages
  • Experiments with our courses (without or with
    Conditionals)
  • New mathematical topics...

33
  • Contact
  • María Luisa Sein-Echaluce
  • mlsein_at_unizar.es
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