University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) D. G. Sampson and P. Zervas November 2012 Advanced Digital Systems and Services for Education and Learning (ASK) 1/62 Context-Aware Adaptive and Personalized Mobile Learning Demetrios G. Sampson and Panagiotis Zervas Department of Digital Systems, University of Piraeus, Greece Information Technologies Institute, Center for Research and Technology Hellas, Greece This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
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Context-Aware Adaptive and Personalized Mobile Learning
Demetrios G. Sampson and Panagiotis Zervas, Context-Aware Adaptive and Personalized Mobile Learning Tutorial Slides @ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July @ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
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University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
D. G. Sampson and P. Zervas November 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
1/62
Context-Aware Adaptive and Personalized Mobile Learning
Demetrios G. Sampson and
Panagiotis Zervas
Department of Digital Systems, University of Piraeus, Greece Information Technologies Institute, Center for Research and Technology Hellas,
Greece
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California
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Introduction – Motivation (2/4)
• Several research initiatives world-wide investigate the potentials of the
educational paradigm shift from the traditional one-size-fits-all teaching
approaches to adaptive and personalized learning (Brusilovsky & Henze, 2007)
• The key benefits of this approach are that learners are provided with adaptive
and personalized learning experiences that are tailored to their particular
educational needs and personal characteristics towards maximizing their
satisfaction, learning speed and learning effectiveness
• On the other hand, the widespread ownership of mobile devices and the growth
of mobile communications industry have offered a number of benefits to the
end-users of mobile devices (Sharples & Roschelle, 2010).
• Mobile devices are recognized as an emerging technology with the potential to
facilitate teaching and learning strategies that exploit individual learners’ context
by the Horizon Report published by the New Media Consortium’s Horizon Project
Brusilovsky, P., & Henze, N. (2007). Open Corpus Adaptive Educational Hypermedia. In P. Brusilovsky, A. Kobsa & W. Nejdl (eds.) The Adaptive Web: Methods and Strategies of Web Personalization. (LNCS 4321), pp. 671-696 Berlin: Springer. Sharples, M. & Roschelle, J. (2010). Guest Editorial: Special issue on mobile and ubiquitous technologies for learning. IEEE Transactions on Learning Technologies, 3(1), 4-5.
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Introduction – Motivation (3/4) • This has led to an increased interest on context-aware adaptive and personalized
mobile learning systems that aim to provide learning experiences delivered via mobile
devices and tailored to the educational needs, the personal characteristics and the
particular circumstances of the individual learner or a group of interconnected learners
(Liu & Hwang, 2009; Hwang et al, 2008; Yang, 2006).
• The key benefits of these systems are that:
• Learners are provided with personalized learning experiences in real-world
situations
• Learners’ behavior is detected and recorded for providing them with adaptive
feedback and support (scaffolding)
Hwang, G.-J., Tsai, C.-C. & Yang, S.J.H. (2008). Criteria, Strategies and Research Issues of Context- Aware Ubiquitous Learning. Educational Technology & Society, 11(2), 81–91. Liu, G. Z. & Hwang, G. J. (2009). A key step to understanding paradigm shifts in e-learning: Towards context-aware ubiquitous learning. British Journal of Educational Technology, 40(6). Yang, S. J. H. (2006). Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning. Educational Technology & Society, 9(1), 188–201.
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Definitions (1/2) • Mobile learning is defined as: “the process of learning and teaching that occurs with the use
of mobile devices providing flexible on-demand access (without time and device constraints)
to learning resources, experts, peers and learning services from any place” (Traxler, 2009).
• Ubiquitous learning is defined as: “the potential of computer technology to make learning
possible at any time and at any place” (Hwang, 2006).
• Ubiquitous learning anticipates a higher degree of embeddedness than mobile learning.
• In ubiquitous learning, learners are supported by embedded in everyday objects and invisible
computing devices during their learning process whereas in mobile learning learners are only
supported by their mobile devices, which they are carrying with them (Liu & Hwang, 2009)
Hwang, G. J. (2006). Criteria and Strategies of Ubiquitous Learning. In Proceedings of IEEE International Conference on Sensor Networks, Ubiquitous and Trustworthy Computing, Taichung, Taiwan 5-7 June.
Liu, G. Z. & Hwang, G. J. (2009). A key step to understanding paradigm shifts in e-learning: Towards context-aware ubiquitous learning. British Journal of Educational Technology, 40(6).
Traxler, J. (2009). Current State of Mobile Learning. In M. Ally, (Ed.), Mobile Learning: Transforming the Delivery of Education and Training. (pp. 9-24) Edmonton: Athabasca University Press.
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Definitions (2/2) • Adaptivity and personalization in mobile learning systems refers to the process of enabling the
system to fit its behavior and functionalities to the educational needs (such as learning goals and
interests), the personal characteristics (such as learning styles and different prior knowledge) and
the particular circumstances (such as the current location and movements in the environment) of
the individual learner or a group of interconnected learners (Wu et al, 2008;).
• Adaptivity deals with taking learners’ situation, educational needs and personal characteristics into
consideration in generating appropriately designed learning experiences (Martin & Carro, 2009).
• Personalization is a more general term and deals with the customization of the system features,
including also issues which can be adapted and specified by learners themselves, such as the
system interface, the preferred language, or other issues which make the system more personal
(Martin & Carro, 2009).
Martin, E. & Carro, R. M. (2009). Supporting the development of mobile adaptive learning environments: a case study. IEEE Transactions on Learning Technologies, 2 (1), 23-36.
Wu, S., Chang, A., Chang, M., Liu, T.-C., & Heh, J.-S. (2008). Identifying Personalized Context-aware Knowledge Structure for Individual User in Ubiquitous Learning Environment. In Proceedings of the 5th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education, (WMUTE 2008). (pp. 95-99). Beijing, China, 23-26 March.
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Main Issues in the design of context-aware adaptive and personalized mobile learning systems
• There are two main issues in the design of context-aware adaptive and
personalized mobile learning systems (Hong et al., 2009; Graf &
Kinshuk, 2008; Baldauf et. al, 2007).
• The learner’s contextual information that effects adaptations
• The type of adaptations that can be performed based on learner’s
contextual information
Baldauf, M., Dustdar, S. & Rosenberg, F. (2007). A survey on context-aware systems. International Journal of Ad Hoc and Ubiquitous Computing, 2 (4), 263-277.
Graf, S. & Kinshuk (2008). Adaptivity and Personalization in Ubiquitous Learning Systems. Proceedings of the Symposium on Usability and Human Computer Interaction for Education and Work (USAB 2008), International Workshop on Adaptivity and Personalization in Ubiquitous Learning Systems (APULS 2008), Graz, Austria, November.
Hong, J., Suh, E. & Kim, S. (2009). Context-aware systems: A literature review and classification. Expert Systems with Applications, 36(4), 8509–8522.
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Learner’s contextual information that effects adaptations (1/4)
• There are a number of research works that attempt to model learners’ contextual
information during the learning process (Das et al., 2010; Economides, 2009; Hong &
Cho, 2008).
• A commonly used definition of context in computer science is: “any information that
can be used to characterize the situation of an entity” (Dey & Abowd, 2000)
• In the field of TeL, context has been defined as: “the current situation of a person
related to a learning activity” (Luckin, 2010)
Das, M. M., Chithralekha, T. & SivaSathya, S. (2010). Static Context Model for Context-Aware e-Learning. International Journal of Engineering Science and Technology, 2(6), 2337-2346.
Dey, A. K. & Abowd, G. D. (2000). Towards a better understanding of context and context-awareness. Workshop on The What, Who, Where, When, Why and How of Context-awareness (CHI 2000). Hague, Netherlands, 1-6 April.
Economides, A. A. (2009). Adaptive context-aware pervasive and ubiquitous learning. International Journal of Technology Enhanced Learning, 1(3), 169-192.
Hong, M. & Cho, D. (2008). Ontology Context Model for Context-Aware Learning Service in Ubiquitous Learning Environments, International Journal of Computers, 2(3), 172–178.
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Learner’s contextual information that effects adaptations (2/4)
• In our work (Zervas et al., 2011), existing efforts have been studied for modeling learner’s contextual information and a context model has been proposed.
• This context model has been developed based on previous work by Siadaty et al. (2008), who considered that context can be divided into (a) the learning context and (b) the mobile context.
• The learning context is defined by the learners, the educational resources, the learning activities and the specific pedagogical strategy, whereas the mobile context is defined by the learning context captured with regards to its delivery medium (i.e. the mobile devices).
• Christopoulou (2008) has proposed to model mobile context according to five (5) dimensions, namely user temporal information, place, artifact, time and physical conditions.
• Our context model combines and further elaborates the dimensions and their specific elements of both categories (that is learning and mobile context).
Christopoulou, E. (2008). Context as a necessity in mobile applications. In K. Klinger (Ed.), User interface design and evaluation for mobile technology (pp. 187-204). Hershey.
Siadaty, M. Torniai, C. Gašević, D. Jovanovic, J. Eap, T. & Hatala, M. (2008). m-LOCO: An Ontology-based Framework for Context-Aware Mobile Learning, Proceedings of the Sixth International Workshop on Ontologies and Semantic Web for E-Learning. Montreal, Canada 23-27 June.
Zervas, P., Gomez, S., Fabregat, R. & Sampson, D. (2011). Tools for Context-Aware Learning Design and Mobile Delivery. Ιn Proceedings of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society.
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Learner’s contextual information that effects adaptations (4/4)
• Learning context can be described by:
• The elements of a particular learning design
• The elements of the individual learner’s profile: (a) learner’s competence profile, which contains a set of knowledge, skills and attitudes and (b) learner’s semi-permanent personal characteristics, which include learning style, learning needs and interests, as well as physical or other disabilities
• Mobile context can be described by:
• Learner’s temporal information including his/her mood, interests, needs and preferences that reflect his/her temporal degree of willingness to participate in the learning process
• Other people that influence the learning process with their role, relationships, contributions and constraints and they are related with the current circumstances,
• Current location including geospatial information, zones (small places inside bigger places e.g. a library inside a university), interactive spaces (such as public and private spaces), cultural background (such as physical and social conditions of an environment) and learning setting (such as lab-based, work-based, etc.),
• Technological artifacts (such as mobile devices, smartboards, etc.) and non-technological artifacts (such as a book or anything non-technological that can used for learning)
• Current time conditions such as duration of a task, scheduled time of a task, history of learner’s actions performed and time availability of the learner, a peer or an expert
• Physical conditions (such as illumination level, noise level and weather conditions) where the learning process is taking place.
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Type of adaptations that can be performed based on learner’s contextual information
• We can identify two (2) main categories of adaptation in
context-aware adaptive and personalized mobile
learning systems (Economides, 2009; Graf & Kinshuk,
2008):
• Adaptations related to Educational Resources
• Adaptations related to Learning Activities
Economides, A. A. (2009). Adaptive context-aware pervasive and ubiquitous learning. International Journal of Technology Enhanced Learning, 1(3), 169-192.
Graf, S. & Kinshuk (2008). Adaptivity and Personalization in Ubiquitous Learning Systems. Proceedings of the Symposium on Usability and Human Computer Interaction for Education and Work (USAB 2008), International Workshop on Adaptivity and Personalization in Ubiquitous Learning Systems (APULS 2008), Graz, Austria, November.
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Types of adaptations related to Educational Resources Selection
• This type of adaptation deals with selecting appropriate educational resources and
presenting them to the learners based on different selection criteria derived from
learners’ contextual elements.
• Typical selection criteria includes:
• Combination of learner’s current location, availability and learner’s previous knowledge, as
proposed by Yau & Joy (2008)
• Combination of learner’s current location, availability, scheduled tasks, duration of tasks and
learner’s previous knowledge, as proposed by Chen & Li (2010).
Chen, Chih-Ming & Li, Yi-Lun (2010). Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Yau, J. & Joy, M. (2008). A Self-Regulated Learning Approach: A Mobile Context-aware and Adaptive Learning Schedule (mCALS) Tool. International Journal of Interactive Mobile Technologies, 2(3), 52-57.
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Types of adaptations related to Educational Resources Presentation
• This type of adaptation considers that educational resources is adaptively structured for
access via mobile devices by taking into account:
• Parameters related with the learners’ type of mobile device in use and the learner’s profile (including
learner’s preferences and learning style), as proposed by Bomsdorf (2005)
• Parameters related with learner’s location, physical conditions and learner’s temporal information
(Graf et al., 2008; Gómez & Fabregat, 2010). Different presentation forms of educational resources
include (Zhao et al., 2008; Bomsdorf, 2005):
• Changing the format for the same type of educational resource (e.g. wav files to mp3 files)
• Changing the type of the educational resource (e.g. from visual or audio presentation instead of textual presentation)
• Changing the dimensions of the educational resource (e.g. scaling down or scaling up the dimensions of the educational
resource).
Bomsdorf, B. (2005). Adaptation of Learning Spaces: Supporting Ubiquitous Learning in Higher Distance Education. In Mobile Computing and Ambient Intelligence: The Challenge of Multimedia, Dagstuhl Seminar Proceedings 05181, Schloss Dagstuhl, Germany.
Graf, S. & Kinshuk (2008). Adaptivity and Personalization in Ubiquitous Learning Systems. Proceedings of the Symposium on Usability and Human Computer Interaction for Education and Work (USAB 2008), International Workshop on Adaptivity and Personalization in Ubiquitous Learning Systems (APULS 2008), Graz, Austria, November.
Gómez, S. & Fabregat, R. (2010). Context-Aware Content Adaptation in mLearning. In M. Montebello, V. Camilleri, and A. Dingli, (Eds.), Proceedings of the 9th World Conference on Mobile and Contextual Learning (MLEARN2010). (pp. 76-83). Kaohsiung, Taiwan: IEEE Computer Society.
Zhao, X., Anma, F., Ninomiya, T. & Okamoto, T. (2008). Personalized Adaptive Content System for Context-Aware Mobile Learning. International Journal of Computer Science and Network Security, 8(8), 153-161
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Types of adaptations related to Educational Resources Navigation and Sequencing
• This type of adaptation rearranges or reorders the navigation and sequencing
possibilities of different educational resources that are linked to each other towards
creating personalized learning paths by taking into account different criteria derived
from learners’ contextual elements.
• Typical such criteria include:
• The combination of learner’s previous knowledge, availability and current location, as
proposed by Cui & Bull (2005)
• The combination of learner’s previous knowledge, needs, preferences, availability, current
location and learner’s temporal information as proposed by Nguyen et al. (2010).
Cui, Y. & Bull, S. (2005). Context and learner modelling for the mobile foreign language learner. Science Direct System, 33, 353–367.
Nguyen, V. A., Pham, V.C. & Ho, S.D. (2010). A Context-Aware Mobile Learning Adaptive System for Supporting Foreigner Learning English. In International Conference on Computing and Communication Technologies, Research, Innovation, and Vision for The Future (RIVF), pp. 1-6, Hanoi, Vietnam, IEEE Computer Society, 2010.
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Types of adaptations related to Learning Activities General Adaptation
• This type of adaptation deals with automatic generation of individual learning
activities based on different criteria derived from learners’ contextual
elements as described in previous Table.
• Automatic generation of learning activities include (Gómez et al., 2012):
• adaptations to the educational resources, tools and services that support the
learning activities
• adaptations to the roles that participate to the learning activities.
Gómez, S. Zervas, P. Sampson D. & Fabregat, R. (2012). Delivering Adaptive and Context-Aware Educational Scenarios via Mobile Devices. In Proc. of the 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012) (accepted for publication), Rome, Italy, IEEE Computer Society, 4-6, July.
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Types of adaptations related to Learning Activities Feedback and Support (scaffolding)
• This type of adaptation includes personalized hints at the right time and
suggestion of suitable learning activities depending on different criteria
derived from learner’s contextual elements.
• Typical such criteria include:
• Learner’s location (Ogata et al., 2005; Paredes et al., 2005)
• Learner’s location and learner’s previous knowledge (Al-Mekhlafi et al., 2009; Liu,
2009; Yin et al., 2010).
Al-Mekhlafi, K., Hu, X. & Zheng, Z. (2009). An Approach to Context-Aware Mobile Chinese Language Learning for Foreign Students. Mobile Business, 340–346.
Liu, T.-Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Ogata, H., Akamatsu, R. & Yano, Y. (2005). TANGO: Computer supported vocabulary learning with RFID tags. Journal of Japanese Society for Information and Systems in Education, 22(1), 30–35.
Paredes, R. G. J., Ogata, H., Saito, N. A., Yin, C., Yano, Y., Oishi, Y. & Ueda, T. (2005). LOCH: Supporting Informal Language Learning Outside the Classroom with Handhelds. In Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE '05) (pp. 182-186).
Yin, C., Ogata, H., Tabata, Y. & Yano, Y. (2010). JAPELAS2: Supporting the Acquisition of Japanese Polite Expressions in Context-Aware Ubiquitous Learning, Mobile and Ubiquitous Technologies for Language Learning. International Journal of Mobile Learning and Organisation, 4(2), 214-234.
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Types of adaptations related to Learning Activities Navigation to locations
• This type of adaptation includes mostly location-awareness and planning of suitable
learning activities in real-world situations (for example during a museum visit or an
execution of an experiment in a laboratory).
• Learners can be guided and perform location-dependent learning activities according to
a dynamically structured navigation path, which is constructed based on
• Current learner’s location (Hwang et al., 2008)
• The combination of current leaner’s location and learner’s previous knowledge (Tan et al.,
2009; Hwang et al., 2009).
Hwang, G. J., Yang, T. C., Tsai, C. C. & Yang, Stephen J. H. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers and Education, 53(2), 402–413.
Hwang, G.-J., Tsai, C.-C. & Yang, S.J.H. (2008). Criteria, Strategies and Research Issues of Context- Aware Ubiquitous Learning. Educational Technology & Society, 11(2), 81–91.
Tan, Q., Kinshuk, Kuo, Y.-H., Jeng, Y.- L., Wu, P.-H. & Huang, Y.-M., (2009). Location-Based Adaptive Mobile Learning Research Framework and Topics. In Proceedings of the 12th IEEE International Conference on Computational Science and Engineering (CSE-09) (pp. 140-147). New York: IEEE Press.
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Types of adaptations related to Learning Activities Communication and interaction
• This type of adaptation facilitates learners during the execution of learning
activities in:
• Finding peers based on their location with whom they can meet virtually, build
learning groups and share knowledge or experts with whom they can
communicate for asking advice or help for specific issues (Martin et al., 2008;
Tan et al., 2009)
• Selecting appropriate communication and collaboration tools based on
learners’ preferences and needs (Economides, 2008).
Economides, A. A. (2008). Culture-aware collaborative learning. Multicultural Education and Technology Journal, Vol. 2, No. 4, pp. 243-267, Emerald. ISSN: 1750-497X.
Martin, S., Sancristobal, E., Gil, R., Castro, M. & Peire, J. (2008). Mobility through Location-based Services at University. International Journal of Interactive Mobile Technologies (iJIM), 2(3), 34–40.
Tan, Q., Kinshuk, Kuo, Y.-H., Jeng, Y.- L., Wu, P.-H. & Huang, Y.-M., (2009). Location-Based Adaptive Mobile Learning Research Framework and Topics. In Proceedings of the 12th IEEE International Conference on Computational Science and Engineering (CSE-09) (pp. 140-147). New York: IEEE Press.
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Overview of Context-Aware Adaptive and Personalized Mobile Learning Systems
Adaptations to Educational Resources: Selection
• mCALS (Yau & Joy, 2008) is a context-aware mobile learning system that aims to support
Java programming learning and selects appropriate educational resources for
presenting them to the learner based on the combination of learner’s current location,
availability and learner’s previous knowledge
• PCULS (Chen & Li, 2010) is a context-aware mobile learning system that aims to support
English vocabulary learning and selects appropriate educational resources for
presenting them to the learner based on the combination of learner’s current location,
availability, scheduled tasks, duration of tasks and learner’s previous knowledge.
Chen, Chih-Ming & Li, Yi-Lun (2010). Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Yau, J. & Joy, M. (2008). A Self-Regulated Learning Approach: A Mobile Context-aware and Adaptive Learning Schedule (mCALS) Tool. International Journal of Interactive Mobile Technologies, 2(3), 52-57.
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Overview of Context-Aware Adaptive and Personalized Mobile Learning Systems
Adaptations to Educational Resources: Presentation
• A context-aware mobile learning system has been proposed by Bomsdorf (2005)
focusing on adapting the presentation of educational resources presented to the
learners by transforming the format, the type and the dimensions of educational
resources based on the type of learner’s mobile device, the learner’s preferences and
the learning style
• Similar context-aware mobile learning systems have been proposed by Graf et al.
(2008) and Gómez & Fabregat (2010), which perform similar transformations to the
presentation of the educational resources, but they also exploit learner’s location,
physical conditions and learner’s temporal information Bomsdorf, B. (2005). Adaptation of Learning Spaces: Supporting Ubiquitous Learning in Higher Distance Education. In Mobile Computing and Ambient Intelligence: The Challenge of Multimedia, Dagstuhl Seminar Proceedings 05181, Schloss Dagstuhl, Germany.
Graf, S. & Kinshuk (2008). Adaptivity and Personalization in Ubiquitous Learning Systems. Proceedings of the Symposium on Usability and Human Computer Interaction for Education and Work (USAB 2008), International Workshop on Adaptivity and Personalization in Ubiquitous Learning Systems (APULS 2008), Graz, Austria, November.
Gómez, S. & Fabregat, R. (2010). Context-Aware Content Adaptation in mLearning. In M. Montebello, V. Camilleri, and A. Dingli, (Eds.), Proceedings of the 9th World Conference on Mobile and Contextual Learning (MLEARN2010). (pp. 76-83). Kaohsiung, Taiwan: IEEE Computer Society.
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Overview of Context-Aware Adaptive and Personalized Mobile Learning Systems
Adaptations to Educational Resources: Navigation and Sequencing
• TenseITS (Cui & Bull, 2005) is a context-aware mobile learning system that aims to
support English language learning and adapts the sequence and navigation of its
educational resources based on the combination of learner’s previous knowledge,
availability and current location
• CAMLES (Nguyen et al., 2010) is another context-aware mobile learning system that
aims to support English language learning and adapts the sequence and navigation of
its educational resources based on the combination of learner’s previous knowledge,
needs, preferences, availability, current location and learner’s temporal information.
Cui, Y. & Bull, S. (2005). Context and learner modelling for the mobile foreign language learner. Science Direct System, 33, 353–367.
Nguyen, V. A., Pham, V.C. & Ho, S.D. (2010). A Context-Aware Mobile Learning Adaptive System for Supporting Foreigner Learning English. In International Conference on Computing and Communication Technologies, Research, Innovation, and Vision for The Future (RIVF), pp. 1-6, Hanoi, Vietnam, IEEE Computer Society, 2010.
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Overview of Context-Aware Adaptive and Personalized Mobile Learning Systems Adaptations to Learning Activities: General Adaptation
• A prototype context-aware mobile learning systems has been
developed by Gómez et al. (2012), which semi-automatically adapt
individual learning activities based on the dimensions of learner’s
contextual information as described in slide 12.
Gómez, S. Zervas, P. Sampson D. & Fabregat, R. (2012). Delivering Adaptive and Context-Aware Educational Scenarios via Mobile Devices. In Proc. of the 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012) (accepted for publication), Rome, Italy, IEEE Computer Society, 4-6, July.
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Overview of Context-Aware Adaptive and Personalized Mobile Learning Systems
Adaptations to Learning Activities: Feedback and Support (scaffolding)
• TANGO (Ogata et al., 2005), is a context-aware mobile learning system that aims to support English language learning and
provides adaptive feedback and support based on learners’ location. Another similar context-aware mobile learning
system is LOCH (Paredes et al., 2005) that aims to support Japanese language learning and provides adaptive feedback
and support to the learners based on their location
• CAMCLL (Al-Mekhlafi et al., 2009) is a context-aware mobile learning system that aims to support Chinese language and
provides adaptive feedback and support to the learners based on learner’s location and learner’s previous knowledge.
• Other similar context-aware mobile learning systems are the HELLO (Liu, 2009), which aims to support English language
learning based on learner’s location and learner’s previous knowledge and JAPELAS2 (Yin et al., 2010), which aims to
support Japanese language politeness learning based on learner’s location and learner’s previous knowledge
Al-Mekhlafi, K., Hu, X. & Zheng, Z. (2009). An Approach to Context-Aware Mobile Chinese Language Learning for Foreign Students. Mobile Business, 340–346.
Liu, T.-Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Ogata, H., Akamatsu, R. & Yano, Y. (2005). TANGO: Computer supported vocabulary learning with RFID tags. Journal of Japanese Society for Information and Systems in Education, 22(1), 30–35.
Paredes, R. G. J., Ogata, H., Saito, N. A., Yin, C., Yano, Y., Oishi, Y. & Ueda, T. (2005). LOCH: Supporting Informal Language Learning Outside the Classroom with Handhelds. In Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE '05) (pp. 182-186).
Yin, C., Ogata, H., Tabata, Y. & Yano, Y. (2010). JAPELAS2: Supporting the Acquisition of Japanese Polite Expressions in Context-Aware Ubiquitous Learning, Mobile and Ubiquitous Technologies for Language Learning. International Journal of Mobile Learning and Organisation, 4(2), 214-234.
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Overview of Context-Aware Adaptive and Personalized Mobile Learning Systems
Adaptations to Learning Activities: Navigation to locations
• A context-aware mobile learning system has been proposed by Hwang et al. (2008),
which automatically constructs a navigation path to perform certain learning activities
in a university campus based on learner’s location
• Tan et al. (2009) describe a context-aware mobile learning system that automatically
constructs a navigation path to perform certain learning activities in a university campus
according to learners’ previous knowledge and learner’s location.
• Hwang et al. (2009) present a similar context-aware mobile learning system that
automatically navigates learners to conduct learning activities within a laboratory and
by exploiting learners’ previous knowledge and learner’s location Hwang, G. J., Yang, T. C., Tsai, C. C. & Yang, Stephen J. H. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers and Education, 53(2), 402–413.
Hwang, G.-J., Tsai, C.-C. & Yang, S.J.H. (2008). Criteria, Strategies and Research Issues of Context- Aware Ubiquitous Learning. Educational Technology & Society, 11(2), 81–91.
Tan, Q., Kinshuk, Kuo, Y.-H., Jeng, Y.- L., Wu, P.-H. & Huang, Y.-M., (2009). Location-Based Adaptive Mobile Learning Research Framework and Topics. In Proceedings of the 12th IEEE International Conference on Computational Science and Engineering (CSE-09) (pp. 140-147). New York: IEEE Press.
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Overview of Context-Aware Adaptive and Personalized Mobile Learning Systems
Adaptations to Learning Activities: Communication and interaction
• A context-aware mobile learning system has been proposed by Martin et al.
(2008), which give information about people who are close to the learner by
exploiting learner’s location during the execution of learning activities in a
university campus
• A context-aware mobile learning system has been proposed by Economides
(2008), which automatically selects appropriate communication and
collaboration tools by exploiting learners’ preferences and needs.
Economides, A. A. (2008). Culture-aware collaborative learning. Multicultural Education and Technology Journal, Vol. 2, No. 4, pp. 243-267, Emerald. ISSN: 1750-497X.
Martin, S., Sancristobal, E., Gil, R., Castro, M. & Peire, J. (2008). Mobility through Location-based Services at University. International Journal of Interactive Mobile Technologies (iJIM), 2(3), 34–40.
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Context-Aware Mobile Educational Content Adaptation Mechanism
Introduction (1/2) • The key components of a context-aware mobile educational content
adaptation mechanism are the input (namely, learner’s mobile context), the
adaptation engine and the output (namely, types of mobile educational
content adaptation) (Su et. al. 2011; Fudzee & Abawajy, 2008).
Fudzee, M.F.M. & Abawajy, J. (2008). A classification for content adaptation system. In Proc. of iiWAS2008 (pp. 426–429), Linz, Austria.
Su, J.-M., Tseng, S.-S., Chen, C.-H. & Lin, H.-Y. (2011). A personalized learning content adaption mechanism to meet diverse user needs in mobile learning environments. International Journal User Modeling and User-Adapted Interaction, 21(1-2), 5-49.
Context-Aware Mobile Educational Content Adaptation Mechanism
• Adaptation algorithms, that is, when the resulted types of mobile content adaptation are derived from different
types of algorithms such as heuristic algorithms, similarity algorithms, decision–based algorithms, etc., which are
processing the instances of learner’s mobile context dimensions (Su et. al. 2011, Madjarov & Boucelma, 2010;
Zhao et al., 2008).
Arai, K. & Tolle, H. (2011). Module Based Content Adaptation of Composite E-Learning Content for Delivering to Mobile Learners. International Journal of Computer Theory and Engineering, 3(3), 382-387.
Al-Hmouz, A. & Freeman, A. (2010). Learning on location: An adaptive mobile learning content framework. In Proc. of IEEE International Symposium on Technology and Society (ISTAS), Wollongong, New South Wales, Australia.
Bhaskar, N.U. & Govindarajulu, P. (2009). Essential Aspects of Learning content Development in Context Aware and Adaptive Mobile Learning Applications. International Journal of Computer Science and Network Security, 9(1), 339–346.
Economides, A. A. (2009). Adaptive context-aware pervasive and ubiquitous learning. International Journal of Technology Enhanced Learning, 1(3), 169-192.
Madjarov, I. & Boucelma, O. (2010). Learning Content Adaptation for m-Learning Systems: A Multimodality Approach. In Proc. of the 9th International Conference on Web-based Learning (ICWL 2010), Shanghai, China.
Su, J.-M., Tseng, S.-S., Chen, C.-H. & Lin, H.-Y. (2011). A personalized learning content adaption mechanism to meet diverse user needs in mobile learning environments. International Journal User Modeling and User-Adapted Interaction, 21(1-2), 5-49.
Zhao, X., Anma, F., Ninomiya, T. & Okamoto, T. (2008). Personalized Adaptive Content System for Context-Aware Mobile Learning. International Journal of Computer Science and Network Security, 8(8), 153-161.
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Adaptation Engine (3/4) • A possible solution to these problems could be the formal description of the adaptation engines
by using a notation language that is independent of the particular implementation of the mobile
content adaptation mechanism in hand.
• This will enhance the flexibility of these engines in terms of extensions and inter-exchange with
other systems and applications. A possible implementation of this solution could be the adoption
of IMS Learning Design (LD) Specification, which has been proposed as a notation language for
describing learning designs (IMS Global Learning Consortium, 2003).
• A learning design is defined as: “the description of the teaching-learning process, which follows a
specific pedagogical strategy or practice that takes place in a unit of learning (e.g., a course, a
learning activity or any other designed learning event) towards addressing specific learning
objectives, for a specific target group in a specific context or subject domain” (Koper and Olivier,
2004)
IMS Learning Design Specification (IMS LD) Version 1.0 Final Specification. (2003). IMS Global Learning Consortium. Available at http://www.imsglobal.org/learningdesign/
Koper, R. & Olivier, B. (2004). Representing the Learning Design of Units of Learning. Educational Technology & Society, 7 (3), 97-111.
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Adaptation Engine (4/4)
• In IMS LD, a learning design can be built at three (3) different levels (Koper & Burgos, 2005):
• At level A, learning designs include: a series of learning activities, performed by one or more actors/roles,
in an environment consisting of educational resources and/or services.
• Level B adds properties (storing information about a person or a group), and conditions (placing
constraints with rules upon learning flow)
• level C adds notifications that can facilitate reconfiguring design based on run-time events.
• Considering this, IMS LD can be used for describing in a machine readable format content
adaptation rules (based on different instances of learner’s mobile context dimensions), which can
produce different types of mobile content adaptation during mobile delivery process.
• Thus, we propose the adoption of IMS LD specification for modeling in a machine readable format
the mobile content adaptation rules of the adaptation engine of our proposed mechanism
Koper, R. & Burgos, D. (2005). Developing advanced units of learning using IMS Learning Design level B. International Journal on Advanced Technology for Learning, 2 (3), 252-259.
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Context-Aware Mobile Educational Content Adaptation Process (1/3)
• Traditionally take place during run-time and they usually consist of three (3) main phases (Arai &
Tolle, 2011; Bhaskar & Govindarajulu, 2009):
• Detect learner’s mobile context dimensions: During this phase, learner’s mobile context dimensions are
detected by hardware and the sensors of the mobile device or it can be entered by the learner.
• Mobile content adaptation execution: During this phase, learner’s mobile context dimensions are
evaluated by the adaptation engine and appropriate types of mobile content adaptation are applied real-
time. Especially for the content transformation type this is implemented with a transcoding process, which
receives requests from the adaptation engine and sends responses with transformed content (Gómez &
Fabregat, 2010; Zhao et al., 2008).
• Adapted mobile content delivery: During this phase, the results of the different types of mobile content
adaptation performed in previous phase are presented to the learner’s mobile device. Arai, K. & Tolle, H. (2011). Module Based Content Adaptation of Composite E-Learning Content for Delivering to Mobile Learners. International Journal of Computer Theory and Engineering, 3(3), 382-387.
Bhaskar, N.U. & Govindarajulu, P. (2009). Essential Aspects of Learning content Development in Context Aware and Adaptive Mobile Learning Applications. International Journal of Computer Science and Network Security, 9(1), 339–346.
Gómez, S. & Fabregat, R. (2010). Context-Aware Content Adaptation in mLearning. In Montebello, M. Camilleri, V. & Dingli, A. (Eds.) Proc. of the 9th World Conference on Mobile and Contextual Learning (MLEARN2010) (pp. 76-83). Kaohsiung, Taiwan: IEEE Computer Society.
Zhao, X., Anma, F., Ninomiya, T. & Okamoto, T. (2008). Personalized Adaptive Content System for Context-Aware Mobile Learning. International Journal of Computer Science and Network Security, 8(8), 153-161.
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A prototype Context-Aware Mobile Learning System for Delivering
Adaptive Learning Activities
S. Gomez, P. Zervas, D. Sampson and R. Fabregat, "Context-Aware Adaptive and Personalized Mobile Learning Delivery Supported by UoLmP", King Saud University – Computer and Information Systems Journal, vol. 26(1), pp. 47-61, Elsevier, January 2014
S. Gomez, P. Zervas, D. Sampson and R. Fabregat, "Delivering Adaptive and Context-Aware Educational Scenarios via Mobile
Devices", in Proc. of the 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012), Rome, Italy, IEEE Computer Society, 4-6, July 2012
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• A client side application for smartphones and tablets with Android operating system.
• The tool is able to capture during run-time learner’s contextual elements instances and evaluates them by parsing properties, global elements and conditions of the IMS-LD Level B specification
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• The figures illustrate the process of capturing learner’s context, where a learner is interested on improving listening, oral communication and oral presentation skills, he/she is located at home, the noise level is low and the illumination level is high. Then, appropriate learning activities defined for that contextual elements instances are presented to the learner
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• The Figures show how adapted educational content and tools are delivered to the learner.
• Audio and video resources (instead of text educational resources) demonstrate to the learner how the learning activity can be performed.
• Additionally, audio and video recording facility options are presented to the learner (instead of writing and typing options) letting him/her to decide how to complete the activity.
• Those facilities let the learner complete the activity by taking advantage of the particular conditions of the place that he/she is located and support the learner to develop the skills that she/he is interested to improve.
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• Figures present how the learner is presented with phone calling, voice messaging or video conferencing service options instead of face-to-face talking, SMS, instant messaging, email or forum options. Assuming that the learner decides to phone a peer (since he/she is located at home, and he/she needs immediate answers from his/her peers), he/she can decide who he/she is going to communicate with based on the peers’ language skills and their availability
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New ASK PhD Research Topics (1/2)
Context-aware Learning Design
During the last years, a number of learning design tools have been developed aiming to support the learning design process. However, in these tools the learning design process is not adaptive to the parameters of the learning context at execution time. As a result, this PhD research focuses in designing and implementing context-aware learning design tools. These tools take under consideration the run-time conditions were the learning scenario takes place aiming its adaptation. The basic open issues in this area are (a) modelling the dimensions and the modules that define a learning context in a learning scenario and how they can affect the learning design process and (b) design and implement suitable tools with context-aware learning design. Kyriakis` PhD research aims to address these issues.
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New ASK PhD Research Topics(2/2)
Context-Aware Personalised Learning For People with
Disabilities The Information and Communication Technologies (ICT) play an important role in the daily lives
of people with or without disabilities. Therefore, during the last years, systems that support open access to digital educational content and courses have been developed within the field of Technology-supported Education. However, limited attention has been given until now in using such systems and initiatives for the education and training of People with Disabilities. This issue is particularly important, since access to quality digital educational content specifically designed for the needs of people with disabilities requires mechanisms and technologies able to support the reuse of existing resources. The significance of this concern is stressed even more due to the high cost of creating such digital content and the limited number of potential end users. Consequently, the design, development and evaluation of such systems able to search and find the appropriate for people with disabilities educational content constitute an important research topic with practical application. Towards this direction, searching educational content based on its context (context-aware) and customized search results able to recognize the specific environment’s conditions of a particular educational activity (eg, digital course), creates new potentials of searchability improvement resulting to the retrieve of suitable digital content and facilitating the instructional design of educational scenarios for the disabled people. Νatalias` PhD research aims to address these issues.