A Novel E-Learning Platform for Building and Publishing Student-Driven Personalized Lessons
A Novel E-Learning Platform for Building and Publishing Student-Driven Personalized Lessons
复制标题
用于构建和发布学生驱动的个性化课程的新型电子学习平台
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Austin J. Hunt
中科院分区：
文献类型：
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作者：
Ayman Hajja;Austin J. Hunt
在这篇创新实践全文中，我们将介绍一个基于教学的网络平台，该平台允许教师创建可编程的基于文本和媒体的交互式个性化迷你课程。本文的贡献是双重的。首先，我们提供了一个灵活和自由访问的系统，允许教师通过定义一组课程元素以及它们应该出现在学生面前的顺序来有效地创建迷你课程。第二个主要贡献是引入了与我们的系统集成的新颖的个性化组件；该组件允许教师创建显示“条件流”的课程，这意味着课程元素呈现给学生的顺序将由一些数据驱动的条件指导，这些条件使用学生提供的答案进行评估。每节迷你课都由一组有序的课程元素组成。有四种类型的课程元素：第一类被称为“信息”，它可以是一段文字、一幅图像或一段音频（或视频）。第二种元素是“选择题”，它可以随课程创建而动态创建，也可以从预先定义的问题池中随机选择。第三和第四种类型是“标签”元素，它们作为课程中的位置标记，我们可以分支到这些位置，以及“跳转”组件，它们可以用来启动这些分支。这些元素的流动通常是顺序的；然而，学生对问题的回答也可以用来影响这些元素的流动，从而产生个性化的、针对学生的学习路径。在每个“问题”元素中，教师都有能力为每个可能的答案定义不同的分支（或跳转）；例如，如果某个特定“问题”元素的其中一个答案暗示了对某个主题的误解，那么指导者可能会指定一个分支来改变元素的执行流程，以便下一个显示的元素（或一组元素）旨在加强该主题。我们使用几个涵盖不同主题的迷你课程来测试我们的系统，并从学生那里收集有关他们学习经历的数据。对收集的数据进行了分析，本文的研究结果显示出积极的结果。
In this Innovative Practice Full paper, we will be presenting an instruction-based web-platform that allows instructors to create programmable text- and media-based interactive and personalized mini-lessons.The contribution presented in this paper is twofold. First, we provide a flexible and freely-accessible system that allows instructors to effectively create mini-lessons by defining a set of lesson elements, along with the order in which they should appear to students. The second primary contribution is the introduction of a novel personalization component that integrates with our system; this component allows instructors to create lessons that exhibit a "conditional flow", meaning that the order in which lesson elements are presented to students will be guided by some data-driven conditions evaluated using answers provided by students.Each mini-lesson is comprised of an ordered set of lesson elements. There are four types of lesson elements: the first type is referred to as "information", which can be a paragraph of text, an image, or an audio (or video) segment. The second type of element is a "multiple choice question", which can be either created on-the-fly along with the lesson creation, or randomly selected from a pool of pre-defined questions. The third and fourth types are "label" elements, which serve as location markers in the lesson to which we could branch to, and "jump" components, which can be used to initiate these branches. The flow of these elements are generally sequential; however, the student answers to questions can also be used to affect the flow of these elements, resulting in personalized, student-specific learning paths. At every "question" element, instructors have the ability to define a different branch (or jump) for every possible answer; for example, if one of the answers to a particular "question" element implies a misunderstanding of a topic, then the instructor may specify a branch that will alter the flow of elements’ execution such that the next displayed element (or set of elements) are meant to reinforce that topic.We tested our system using several mini-lessons covering various topics, and we collected data from students regarding their learning experience. The data collected was analyzed and the findings presented in this paper show positive results.
计算机科学教育虚拟实践实验室平台中的个性化学习
DOI：
10.1109/fie.2018.8659291
发表时间：
2018
期刊：
IEEE Frontiers in Education Conference (FIE
影响因子：
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作者：
Deng, Yuli;Lu, Duo;Chung, Chun-Jen;Huang, Dijiang;Zeng, Zhen
通讯作者：
Zeng, Zhen