The Experts below are selected from a list of 28326 Experts worldwide ranked by ideXlab platform
Alimjanova Shohsanam Azamat Qizi - One of the best experts on this subject based on the ideXlab platform.
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educational and cultural background as a Learner Individual difference and the role of motivation in learning
International Journal on Integrated Education, 2019Co-Authors: Yuldosheva Charos Olloyor Qizi, Alimjanova Shohsanam Azamat QiziAbstract:In the literature of Learner characteristics in applied linguistics, learning attitudes, strategies and motivation have received most attention. These Learner Individual difference variables have usually been seen as background Learner variables that modify and personalize the overall trajectory of the language acquisition processes (Dornyei, 2009).It means the Individual differences of Learner affect the learning and teaching process. And also, without any motivation or positive attitude, there can hardly be a successful process of learning. The question why people learn foreign languages can be put forward.A variety of factors can create a desire to learn. Perhaps the Learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning. So, there are given some results of research on Individual Learner differences and the role of motivation in learning.
Susan Bull - One of the best experts on this subject based on the ideXlab platform.
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negotiating Individual Learner models in contexts of peer assessment and group learning
AIED Workshops, 2015Co-Authors: Susan Bull, Lamiya AlshanfariAbstract:This paper introduces Learner model negotiation not only as a means to increase the accuracy of the Learner model and promote metacognitive activities as in past examples, but also as a way to help Learners correct peer assessment entries in their Learner model, that they consider inaccurate. While open Learner models are not new, and negotiated Learner models have been developed before, in today’s learning contexts of potentially big data from many sources including other Learners, some kind of approach to managing the data as well as helping Learners to understand and accept it, or correct it, is needed.
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bringing chatbots into education towards natural language negotiation of open Learner models
Knowledge Based Systems, 2007Co-Authors: Alice Kerly, Phil Hall, Susan BullAbstract:There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the Individual Learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system's adaptivity by improving the accuracy of the underlying Learner model. Open Learner Modelling, where the system's model of the user's knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the Learner model can be obtained by the student and system jointly negotiating the Learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.
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20000 inspections of a domain independent open Learner model with Individual and comparison views
Intelligent Tutoring Systems, 2006Co-Authors: Susan Bull, Andrew MabbottAbstract:This paper introduces a domain-independent open Learner model with multiple simple views on Individual Learner model data. Learners can also compare their knowledge level to their peer group, and to instructor expectations for different stages of their course. The aim is to help Learners identify their knowledge, difficulties and misconceptions; prompt reflection on their knowledge and learning; and facilitate planning. We present a study of OLMlets in 4 university courses, with 114 users making over 20000 Learner model inspections.
Chih-ming Chen - One of the best experts on this subject based on the ideXlab platform.
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mobile formative assessment tool based on data mining techniques for supporting web based learning
Computers in Education, 2009Co-Authors: Chih-ming Chen, Ming-chuan ChenAbstract:Current trends clearly indicate that online learning has become an important learning mode. However, no effective assessment mechanism for learning performance yet exists for e-learning systems. Learning performance assessment aims to evaluate what Learners learned during the learning process. Traditional summative evaluation only considers final learning outcomes, without concerning the learning processes of Learners. With the evolution of learning technology, the use of learning portfolios in a web-based learning environment can be beneficially adopted to record the procedure of the learning, which evaluates the learning performances of Learners and produces feedback information to Learners in ways that enhance their learning. Accordingly, this study presents a mobile formative assessment tool using data mining, which involves six computational intelligence theories, i.e. statistic correlation analysis, fuzzy clustering analysis, grey relational analysis, K-means clustering, fuzzy association rule mining and fuzzy inference, in order to identify the key formative assessment rules according to the web-based learning portfolios of an Individual Learner for the performance promotion of web-based learning. Restated, the proposed method can help teachers to precisely assess the learning performance of Individual Learner utilizing only the learning portfolios in a web-based learning environment. Hence, teachers can devote themselves to teaching and designing courseware, since they save a lot of time in measuring learning performance. More importantly, teachers can understand the main factors influencing learning performance in a web-based learning environment based on the interpretable learning performance assessment rules obtained. Experimental results indicate that the evaluation results of the proposed scheme are very close to those of summative assessment results and the factor analysis provides simple and clear learning performance assessment rules. Furthermore, the proposed learning feedback with formative assessment can clearly promote the learning performances and interests of Learners.
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personalized mobile english vocabulary learning system based on item response theory and learning memory cycle
Computers in Education, 2008Co-Authors: Chih-ming Chen, Chingju ChungAbstract:Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures. Vocabulary learning is a principal issue for English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, many studies have attempted to improve the efficiency and performance when learning English vocabulary. With the accelerated growth in wireless and mobile technologies, mobile learning using mobile devices such as PDAs, tablet PCs, and cell phones has gradually become considered effective because it inherits all the advantages of e-learning and overcomes limitations of learning time and space that limit web-based learning systems. Therefore, this study presents a personalized mobile English vocabulary learning system based on Item Response Theory and learning memory cycle, which recommends appropriate English vocabulary for learning according to Individual Learner vocabulary ability and memory cycle. The proposed system has been successfully implemented on personal digital assistant (PDA) for personalized English vocabulary learning. The experimental results indicated that the proposed system could obviously promote the learning performances and interests of Learners due to effective and flexible learning mode for English vocabulary learning.
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personalized intelligent mobile learning system for supporting effective english learning
Educational Technology & Society, 2008Co-Authors: Chih-ming Chen, Shihhsun HsuAbstract:Since English has been an international language, how to enhance English levels of people by useful computer assisted learning forms or tools is a critical issue in non-English speaking countries because it definitely affects the overall competition ability of a country. With the rapid growth of wireless and mobile technologies, the mobile learning has been gradually considered as a novel and effective learning form because it inherits all the advantages of e-learning as well as breaks the limitations of learning time and space occurring in the traditional classroom learning. To provide an effective and flexible learning environment for English learning, this study adopts the advantages of the mobile learning to present a personalized intelligent mobile learning system (PIMS) which can appropriately recommend English news articles to Learners based on the Learners’ reading abilities evaluated by the proposed fuzzy Item Response Theory (FIRT). In addition, to promote the reading abilities of English news, the unknown or unfamiliar vocabularies of Individual Learner can also be automatically discovered and retrieved from the reading English news articles by the PIMS system according to the English vocabulary ability of Individual Learner for enhancing vocabulary learning. Currently, the PIMS system has been successfully implemented on the personal digital assistant (PDA) to provide personalized mobile learning for promoting the reading ability of English news. Experimental results indicated that the proposed system provides an efficient and effective mobile learning mechanism by adaptively recommending English news articles as well as enhancing unknown or unfamiliar vocabularies’ learning for Individual Learners.
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personalized curriculum sequencing utilizing modified item response theory for web based instruction
Expert Systems With Applications, 2006Co-Authors: Chih-ming Chen, Chaoyu Liu, Meihui ChangAbstract:Curriculum sequencing is an important research issue for Web-based instruction systems because no fixed learning pathway will be appropriate for all Learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanism to assist on-line Web-based learning and adaptively provide learning pathways. However, although most personalized systems consider Learner preferences, interests and browsing behavior in providing personalized curriculum sequencing services, these systems usually neglect to consider whether Learner ability and the difficulty level of the recommended courseware are matched to each other or not. Generally, inappropriate courseware leads to Learner cognitive overload or disorientation during learning, thus reducing learning effect. Besides, the problem of concept continuity of learning pathways also needs to be considered while implementing personalized curriculum sequencing. Smoother learning pathways increase learning effect, avoiding unnecessarily difficult concepts. This paper presents a prototype of personalized Web-based instruction system (PWIS) based on the proposed modified Item Response Theory (IRT) to perform personalized curriculum sequencing through simultaneously considering courseware difficulty level, Learner's ability and the concept continuity of learning pathways during learning. In the proposed modified IRT, the information function is revised to consider the concept continuity of learning pathway as well as considering the difficulty level of courseware and Individual Learner ability. Experiment results indicate that applying the proposed modified IRT for Web-based learning can construct suitable learning pathway to Learners for personalized learning, and help them to learn more effectively.
Stanley J Hamstra - One of the best experts on this subject based on the ideXlab platform.
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keynote address the focus on competencies and Individual Learner assessment as emerging themes in medical education research
Academic Emergency Medicine, 2012Co-Authors: Stanley J HamstraAbstract:This article describes opportunities for scholarship in medical education, based on a brief overview of recent changes in medical education. The implications arising from these changes are discussed, with recommendations for focus, and suggestions and examples for making progress in this field. The author discusses 1) the historical context of the current shift toward competency-based medical education, 2) the potential contribution of social and behavioral sciences to medical education scholarship, 3) methods and approaches for supporting scholarship in medical education, and very briefly 4) trends in simulation. The author concludes with a call for quality in medical education scholarship and argues that the most promising and fruitful area of medical education scholarship for the future lies in the field of assessment of Individual competence.
Yuldosheva Charos Olloyor Qizi - One of the best experts on this subject based on the ideXlab platform.
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educational and cultural background as a Learner Individual difference and the role of motivation in learning
International Journal on Integrated Education, 2019Co-Authors: Yuldosheva Charos Olloyor Qizi, Alimjanova Shohsanam Azamat QiziAbstract:In the literature of Learner characteristics in applied linguistics, learning attitudes, strategies and motivation have received most attention. These Learner Individual difference variables have usually been seen as background Learner variables that modify and personalize the overall trajectory of the language acquisition processes (Dornyei, 2009).It means the Individual differences of Learner affect the learning and teaching process. And also, without any motivation or positive attitude, there can hardly be a successful process of learning. The question why people learn foreign languages can be put forward.A variety of factors can create a desire to learn. Perhaps the Learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning. So, there are given some results of research on Individual Learner differences and the role of motivation in learning.