IAFor conference - ace2013

Suthida Chaichomchuen, Charun Sanrach, Namon Jeerungsuwan 23-27 October, Osaka, Japan

1

An Adaptive Activity System for Online Learning Based on Knowledge Management Process

for a Technical Education Curriculum at KMUTNB

2

Presenter

Ms.Suthida Chaichomchuen

Lecturer at Department of Computer Education,

Faculty of Technical Education, King Mongkut’s University of

Technology North Bangkok, Thailand

3

1. Introduction 2. Methodology 3. Results 4. Conclusion

Outline

4

5

Mission : To produce and develop qualified technical teachers in Bachelor’s, Master’s and Doctoral levels.

Faculty of Technical Education, KMUTNB

6

1) Mechanical Engineering

2) Electrical Engineering

7

3) Civil Engineering

4) Computer Technology

8

Educational Course Group

Electrical

Mechanical

Civil

Computer

8

Common educational courses in the curriculum

9

Different Teachers, Different Activities

Pictures from http://bestclipartblog.com/27-teacher-clip-art.html/teacher-clip-art-5 http://gellipri.blogspot.com/2009/09/inset-day.html http://school.discoveryeducation.com/clipart/clip/teacher-point.html

10

Learning Styles & Intelligences

Students are different

10

Picture from http://www.tastusd.org

11

A learning style is an individual's natural or habitual pattern of acquiring and processing information in learning situations.

Learning Styles

11

Picture from http://kencenson.files.wordpress.com/2011/04/cartoon-classroom1.jpg

12

1) Independent 2) Avoidant 3) Collaborative 4) Dependent 5) Competitive 6) Participative

12

Six Learning Styles : Grasha and Riechmann (1974)

13

The ability to solve problems in a different environment or other creative work.

The ability to find solutions to problems in order to increase knowledge.

Intelligence

13

Picture from http://knueintensiveenglishteachertrainingprogram.pbworks.com/f/8MI.jpg

14

1) Linguistic 2) Logical-Mathematical 3) Visual-Spatial 4) Bodily-Kinesthetic 5) Musical 6) Interpersonal 7) Intrapersonal 8) Naturalist

14

8 Intelligences: Howard Gardner (1997)

15

The teachers have different teaching methods.

The learners have different learning styles and intelligences.

15

16

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of e-learning education courses or training programs. (Ellis, 2009)

Moodle has been selected as an LMS in this system.

Learning Management System (LMS)

17

Intelligent Tutoring System (ITS) is an online learning system which presents the learning contents to the students systematically, monitors the student’s performance and personalize instruction to suit the student’s learning style and knowledge level.

The role of the teacher will be changed to be a ‘facilitator’.

Intelligent Tutoring System (ITS)

18

Knowledge Management is the strategy which enables people to obtain required knowledge within the appropriate time, and help exchange and learn the obtained knowledge in order to improve and enhance the organizational performance through various processes, such as sharing, applying and retaining knowledge.

Knowledge Management (KM)

19

Adaptive activity

system for online

learning

LS & MI

LMS

KM

19

Research Concept ITS

LS : Learning Styles MI : Multiple intelligences LMS : Learning Management System ITS : Intelligence Tutoring System KM : Knowledge Management

20

1) To analyze the learning styles and intelligences of the students in technical education fields at KMUTNB;

2) To design online learning activities for the students;

3) To design and develop an e-learning adaptive activity system on the Moodle learning tools;

4) To evaluate the system by the experts.

Research Objectives

21

22

1. Find the Learning Styles and Intelligences of the Students

2. Design Online Activities

3. Design and Develop an Adaptive Activity System

4. Evaluate the System by the Experts

23

Sample • 719 students at Faculty of Technical Education

Develop Questionnaires

• Learning Styles • Multiple Intelligences

Collect Data

Analyze Data

Student Groups

1. Find the Learning Styles and Intelligences of the Students

24

3 Learning Styles

Collaborative

Participative

Dependent

Top 3 Levels of LS and MI

3 Intelligences

Bodily & Kinesthetic

Interpersonal

Naturalist

3 Intelligences

Bodily & Kinesthetic

Interpersonal

Naturalist

25

2 Intelligence Groups

Interactive

Analytic

Reference : Mckenzie (2008)

2 Intelligence Group

Interactive

Analytic

3 Learning Styles

Collaborative

Participate

Dependent

26

Matching Them in Term of Many-to-Many

27

• Collaborative & Interactive C&I

• Collaborative & Analytic C&A

• Participative & Interactive P&I

• Participative & Analytic P&A

• Dependent & Interactive D&I

• Dependent & Analytic D&A

6 Groups

28

Online Activity Framework

Learning Styles Multiple Intelligences LMS

Types of Online Activities for Student Groups

2. Design Online Activities for Student Groups

29

Learning Activities for Each Learning Style

Collaborative Participative Dependent

30

Interactive

Discussion

Questioning

Acquisition

Case Study

Analysis

Simulation

Practice

Acquisition

Case Study

Learning Activities for Each Intelligence Group

Reference : Sakchai (2009)

31

Online Learning Activities offered by Moodle

Types of Activities Modules in Moodle

Discussion Chat, Webboard

Questioning Assignments

Simulation Resource

Practice Quiz

Acquisition Resource

Case study Resource

Online Learning Activities

32

C&I • Discussion • Questioning • Acquisition • Case study

P&I • Discussion • Questioning • Acquisition • Case study

D&I • Discussion • Questioning • Acquisition • Case study

C&A • Simulation • Practice • Acquisition • Case study

P&A • Simulation • Practice • Acquisition • Case study

D&A • Simulation • Practice • Acquisition • Case study

33

Adaptive Activity System Based on KM

Process Model

Adaptive Activity System Knowledge Management Process

33

3. Design and Develop an Adaptive Activity System

3.1 Design adaptive activity system model

34

Learning Activities Module

Inte

rface

Mod

ule

Student Module

Instructor Module Domain Module

Expert Module

Student

Instructor

Adaptive Activity System Model

Reference from : Beck(1996), McArthur(1993), Stankov(2000)

35

Expert Module

Learning Styles Module

Multiple Intelligences Module

Picture available at http://thumbs.dreamstime.com/z/student-class-11287775.jpg

36

7 Steps in Knowledge Management Process

Learning

KS : Knowledge Sharing

KAcc : Knowledge Access

Kco & KR : Knowledge Codification and Refinement

KO : Knowledge Organization

KCr & KAcq : Knowledge Creation and Acquisition

KI : Knowledge Identification

Reference from : Office of the Public Sector Development Commission & Thailand Productivity Institute (2005)

37

7 Steps in Knowledge Management Process

KCr & KAcq KI KCo & KR KO

KAcc Learning KS

1 2 3 4

5 6 7

38

Adaptive Activity System Based on KM Process Model

Learning Activities Module

Inte

rfac

e M

odul

e Student Module

Instructor Module Domain Module

Expert Module

Student

KCr & KAcq KI KCo & KR KO

KAcc Learning KS

Instructor

39

Design

Develop

Evaluate

Analyze

Implement

3.2 Develop an adaptive activity system

Reference from : Florida State (1975)

40

Study the functions of Moodle Analyze the functions of the system Analyze the activities of the users

40

Analysis

41

Design 4 additional parts on Moodle ◦ Learning styles of the students ◦ Multiple intelligences of the students ◦ Adaptive learning activities ◦ Learning competency

Design database schema Design user interaction

41

Design

42

Develop the learning styles test Develop the multiple intelligences test Create the database tables Create modules which put students into

groups and suggest the learning activities that match their learning styles and intelligences

42

Development

43

Install the adaptive activity system on the server

System testing Improve and adjust the system

43

Implementation

44

4. Evaluate the system by the experts

Sample

• 6 experts in the fields of education and technology • Over 5 years of teaching experience • Having at least a Master’s degree

Data Collection

• Create system evaluation test • Evaluate the system in 5 aspects

Analysis • Statistical analysis (Mean and Standard Deviation)

46

• Collaborative & Interactive C&I • Collaborative & Analytic C&A • Participative & Interactive P&I • Participative & Analytic P&A • Dependent & Interactive D&I • Dependent & Analytic D&A

1) Six Student Groups

Moodle

47

C&I • Discussion • Questioning • Acquisition • Case study

P&I • Discussion • Questioning • Acquisition • Case study

D&I • Discussion • Questioning • Acquisition • Case study

C&A • Simulation • Practice • Acquisition • Case study

P&A • Simulation • Practice • Acquisition • Case study

D&A • Simulation • Practice • Acquisition • Case study

2) Four Types of Activities in Each Group

3) Adaptive Activity System

49

How the teacher created the activity for student groups

50

The Students took the LS & MI tests before studying.

51

Each student got different activities according to the student groups.

52

Items X S.D. Level

Functional Requirement Test 4.21 0.49 Good

Functional Test 4.27 0.53 Good

Usability Test 4.07 0.49 Good

Security Test 4.27 0.72 Good

Documentation Test 4.33 0.51 Good

Total 4.23 0.46 Good

4) The Effectiveness of the System by 6 Experts

53

54

In conclusion, the adaptive activity system based on the concepts of students’ learning styles, multiple intelligences, intelligent tutoring system, Moodle, and knowledge management can be effectively used to teach educational courses for technical education students because it can intelligently choose appropriate learning activities that suit students’ learning styles and intelligences.

Picture from http://thumbs.dreamstime.com/z/student-class-11287775.jpg

55

This system prioritizes the learning activities that match the students’ learning styles and intelligences because these activities can help students learn the best. However, this system still allows students to do other activities provided even though these activities do not correspond to their learning styles.

Picture from http://thumbs.dreamstime.com/z/student-class-11287775.jpg

56

Suthida Chaichomchuen, Ph.D. KMUTNB, Thailand

[email protected]

Assistant Charun Sanrach, Ph.D. KMUTNB, Thailand

[email protected]

Associate Namon Jeerungsuwan, Ph.D. KMUTNB, Thailand

[email protected]