scholarly journals A Conceptual Framework for Extending Domain Model of AI-enabled Adaptive Learning with Sub-skills Modelling

2021 ◽  
Author(s):  
Ioana Ghergulescu ◽  
Conor Flynn ◽  
Conor O’Sullivan ◽  
Ivo van Heck ◽  
Martijn Slob
Keyword(s):  
Conceptual Framework ◽  
Adaptive Learning ◽  
Domain Model

Learning Nuggets for Cobot Education: A Conceptual Framework, Implementation, and Evaluation of Adaptive Learning Content

2021 ◽  
Author(s):  
Walter Mayrhofer ◽  
Steffen Nixdorf ◽  
Clara Fischer ◽  
Tanja Zigart ◽  
Christina Schmidbauer ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Adaptive Learning ◽  
Learning Content

scholarly journals Decision Science for Future Earth: A Conceptual Framework

2021 ◽  
pp. 3-64
Author(s):  
Tetsukazu Yahara ◽  
Wataru Tanaka ◽  
Yukako Inoue ◽  
Jounghun Lee ◽  
Kun Qian ◽  
...  
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Conceptual Framework ◽  
Adaptive Learning ◽  
Evolutionary Biology ◽  
Cognitive Biases ◽  
Local Communities ◽  
Decision Science ◽  
Global Trends ◽  
Success Stories

AbstractThe purpose of this chapter is to review progress in our understanding of human behavior and decision-making relevant to future earth research agenda, and propose Decision Science as a hub of knowledge networks connecting disciplinary and interdisciplinary sciences with the practice of problem-solving. This review is composed of four sections. First, we describe the conceptual framework of “decision science for a sustainable society” and argue that evolutionary biology of the human nature is key to construct this framework. Second, we review how our group decision-making often fails due to various cognitive biases and argue that participatory approaches of co-design and co-production do not guarantee reasonable decision-making. Third, we review success stories of problem-solving in local communities and consider how we can connect those successes in local communities to successful national and global decision-making. Fourth, learning from both failures and successes, we argue that the adaptive learning of society is a process enabling us to transform our society toward a sustainable future. We review some positive global trends toward sustainability and consider the cognitive processes and behavioral mechanisms behind those trends that would provide clues for finding successful ways to transform our society.

scholarly journals OrPAF

2010 ◽  
pp. 159-173
Author(s):  
Amel Yessad ◽  
Catherine Faron-Zucker ◽  
Peter Sander ◽  
Med Tayeb Laskri
Keyword(s):  
Adaptive Learning ◽  
Domain Model ◽  
Web Based ◽  
Course Structure ◽  
Course Content ◽  
Learner Model ◽  
Meta Level ◽  
E Learning ◽  
The One ◽  
Relevance Measure

Adaptive learning support for learners becomes very important in the context of increasing re-use of resources from heterogeneous and distributed learning repositories. This chapter presents OrPAF, an Adaptive Educational Hypermedia (AEHS) and web-based System which integrates semantic web models and technologies in order to achieve interoperability with e-learning systems. The key feature of OrPAF is the construction of adaptive hypermedia courses: both the course structure and the course content are dynamically generated and adapted to learners. On the one hand, a learning ontology is proposed to describe, at a meta-level, abstract characteristics of an e-learning system. This learning ontology is instantiated to construct learning models: domain model, learner model and pedagogical model. On the other hand, semantic annotations and a semantic relevance measure are proposed to improve the LOM metadata associated to learning resources in order to reuse and share them. The authors tested the prototype on learners in order to evaluate the usability of OrPAF and to determine the conceptual capabilities developed by learners who used it.

scholarly journals Using Design-Based Research in Higher Education Innovation

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Cristi Ford ◽  
Darragh McNally ◽  
Kate Ford
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Adaptive Learning ◽  
Underserved Populations ◽  
Research Approach ◽  
Success Rates ◽  
Educational Models ◽  
Design Based Research ◽  
Learning Software ◽  
The University

This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success at the University of Maryland (CILSS), University College. CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university's instruction of curriculum, learning models, and student support to identify promising innovations for underserved populations in adult higher education; to drive adoption of next-generation transformational online learning; to develop new educational models based on learning science, cutting edge technology, and improved instructional methods; to help more UMUC adult students succeed by increasing retention and graduating more students in shorter time frames (thus reducing their costs). As such, leveraging technology and pedagogy in innovative ways is key to the Center's work. CILSS serves as the research and development arm for the university, promoting innovative ideas and breakthroughs in learning. The paper details one interpretation of design-based research (DBR) and how it can be applied by an innovation center working within a university for program evaluation. This paper also posits that the conceptual framework and assumptions of andragogy (Knowles, 1984) has applicable relevance to the instructional shifts that include adaptive learning in the curriculum. A review of the literature on DBR explores the central features of this approach. A review of andragogy as the conceptual framework for this paper highlights what we believe to be the central features of the evaluation approach of adaptive learning software. We then present the model used by CILSS when designing and testing a pilot project. To illustrate the approach, we provide the example of a recent pilot that uses the adaptive learning software RealizeIt in UMUC’s Principles of Accounting I course, a course that traditionally has lower than average success rates.

Evaluating research in developmental disabilities: a conceptual framework for reviewing treatment outcomes

1999 ◽  
Vol 41 (1) ◽  
pp. 55-59 ◽  
Author(s):  
Charlene Butler ◽  
Henry Chambers ◽  
Murray Goldstein ◽  
Susan Harris ◽  
Judy Leach ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Conceptual Framework ◽  
Treatment Outcomes

Understanding Why Older People Develop a Wish to Die

Crisis ◽  
2011 ◽  
Vol 32 (4) ◽  
pp. 204-216 ◽  
Author(s):  
M. L. Rurup ◽  
H. R. W. Pasman ◽  
J. Goedhart ◽  
D. J. H. Deeg ◽  
A. J. F. M. Kerkhof ◽  
...  
Keyword(s):  
Older People ◽  
Cohort Studies ◽  
Conceptual Framework ◽  
Life Events ◽  
Traumatic Life Events ◽  
Quantitative Studies ◽  
Wish To Die ◽  
Open Coding ◽  
Death Wishes ◽  
Depth Interviews

Background: Quantitative studies in several European countries showed that 10–20% of older people have or have had a wish to die. Aims: To improve our understanding of why some older people develop a wish to die. Methods: In-depth interviews with people with a wish to die (n = 31) were carried out. Through open coding and inductive analysis, we developed a conceptual framework to describe the development of death wishes. Respondents were selected from two cohort studies. Results: The wish to die had either been triggered suddenly after traumatic life events or had developed gradually after a life full of adversity, as a consequence of aging or illness, or after recurring depression. The respondents were in a situation they considered unacceptable, yet they felt they had no control to change their situation and thus progressively “gave up” trying. Recurring themes included being widowed, feeling lonely, being a victim, being dependent, and wanting to be useful. Developing thoughts about death as a positive thing or a release from problems seemed to them like a way to reclaim control. Conclusions: People who wish to die originally develop thoughts about death as a positive solution to life events or to an adverse situation, and eventually reach a balance of the wish to live and to die.

The Beginning of a Conceptual Framework

1984 ◽  
Vol 29 (12) ◽  
pp. 967-968
Author(s):  
Ernst G. Beier
Keyword(s):  
Conceptual Framework
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