Dependency Matrix and Duration in Time Based Composition of Learning Paths

1
Dependency Matrix and Duration in Time Based
Composition of Learning Paths
Ayman Moghnieh, Fabien Girardin, Joseph
Blat Department of Technologies, Pompeu Fabra
University, Barcelona, Spain
2
Planning Learning Paths for L.L.L.

• Environment
• Digital, Collaborative, Asynchronous, Social,
  Personalized, Interest-Based....
• Challenges
• Immersiveness, Learner Support, Sustainability,
  Usability, communication...

3
Context of work, an introduction

• Contemporary challenges in L.L.L.
• Curriculum planning and development
• Learners learning path composition
• Contingency planning in competence development
• Providing tools for learner support
• Simple approach suggested
• Based on R.D.M.
• Addresses a basic scenario
• Provides an infrastructure for automation

4
Basic Scenario

• A professional planning to study virtual sets
  production technologies
• Effort average of 6 h/week
• Curriculum
• Small set of interdependent CDPs
• Accredited
• Tasks
• Explore learners possible choices
• Partially automate process planning

5
Computing Dependency Matrix

• Each CDP represented as a vector of competences
• prerequisite competences define a transitive
  relation
• CDPs can be sorted by dependency relations
• RDM can also encompass the learning goal and the
  learners current position

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Path existance

• Path Existance
• CDPs with no prerequisite competences offer a set
  of competences C0 ? C / ? c ? C0, A0(c) 1. ?
  Starting points
• A1 step(A0) represents the set of CDPs
  accessible from A0
• Path(A0, A1) true if CR1 ? ?, CR1 ? c ? C0 /
  A1(c) -1.
• a goal is attainable by RCDP if ? A0 ? ? /
  Path(A0, G) true.

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Path segmentation and length

• Path Steps and Segmentation
• Any segmentation of Path(A0, G) is a composition
  of these unitary steps A0 ? A1 ? A2 . An ? G
• Segments are more or less homogeneous in time and
  respect dependency relations among CDPs.
• Path length
• LENGTH( Path(A0, G) ) ? LENGTH( Path(Ai, Aj) )
  ? TIME(Ai)

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Pre-planning identifying choices
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Conclusions

• Two main factors govern the planning process
• Time restrictions / requirements
• Competence dependency and prerequisites
• This work forms a foundation for learner support
  in learning path planning
• Visual aspects and interaction are key for
  success of the planning process