Feedback Authoring for Exploratory Learning Objects: AuthELO
Sokratis Karkalas, Manolis Mavrikis
2016
Abstract
This paper presents a tool for the configuration of logging and authoring of automated feedback for exploratory learning objects (ELOs). This tool has been developed in the context of a larger project that is developing a platform for authoring interactive educational e-books. This platform comprises an extendable set of diverse widgets that can be used to generate instances of exploratory activities that can be employed in various learning scenarios. AuthELO was designed and developed to provide a simple, common and efficient authoring interface that can normalise the heterogeneity of these widgets and give the ability to non-experts to easily modify — if not program themselves — the feedback that is provided to students based on their interaction. We describe the architecture and design characteristics of AuthELO and present a small-scale evaluation of the prototype that shows promising results.
References
- Ainsworth, S., Major, N., Grimshaw, S., Hayes, M., Underwood, J., Williams, B., and Wood, D. (2003). Redeem: Simple intelligent tutoring systems from usable tools. In Authoring Tools for Advanced Technology Learning Environments, pages 205-232. Springer.
- Aleven, V., Mclaren, B. M., Sewall, J., and Koedinger, K. R. (2009). A new paradigm for intelligent tutoring systems: Example-tracing tutors. International Journal of Artificial Intelligence in Education , 19(2):105-154.
- Blessing, S., Gilbert, S., Ourada, S., and Ritter, S. (2007). Lowering the bar for creating model-tracing intelligent tutoring systems. Frontiers in Artificial Intelligence and Applications, 158:443.
- Brusilovsky, P. (2003). Developing adaptive educational hypermedia systems: From design models to authoring tools. In Authoring tools for advanced technology Learning Environments, pages 377-409. Springer.
- Bunt, A., Conati, C., Huggett, M., and Muldner, K. (2001). On improving the effectiveness of open learning environments through tailored support for exploration. In 10th World Conference of Artificial Intelligence and Education, AIED 2001.
- Ginon, B., Jean-Daubias, S., Lefevre, M., Champin, P.-A., et al. (2014). Adding epiphytic assistance systems in learning applications using the sepia system. In Open Learning and Teaching in Educational Communities, pages 138-151. Springer.
- Gutierrez-Santos, S., Mavrikis, M., Magoulas, G. D., et al. (2012). A separation of concerns for engineering intelligent support for exploratory learning environments. Journal of Research and Practice in Information Technology, 44(3):347.
- Hansen, A., Mavrikis, M., Holmes, W., and Geraniou, E. (2015). Designing interactive representations for learning fraction equivalence. In Proceedings of the 12th International Conference on Technology in Mathematics Teaching, Faro, Portugal.
- Karkalas, S., Bokhove, C., Charlton, P., and Mavrikis, M. (2015a). Towards configurable learning analytics for constructionist mathematical e-books. Intelligent Support in Exploratory and Open-ended Learning Environments Learning Analytics for Project Based and Experiential Learning Scenarios, page 17.
- Karkalas, S., Mavrikis, M., and Charlton, P. (2015b). The web integration & interoperability layer (wiil). turning web content into learning content using a lightweight integration and interoperability technique. In Knowledge Engineering and Ontology Development (KEOD), 7th International Conference on.
- Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2):75-86.
- Klahr, D. and Nigam, M. (2004). The equivalence of learning paths in early science instruction effects of direct instruction and discovery learning. Psychological Science, 15(10):661-667.
- Koedinger, K. R., Aleven, V., Heffernan, N., McLaren, B., and Hockenberry, M. (2004). Opening the door to non-programmers: Authoring intelligent tutor behavior by demonstration. In Intelligent Tutoring Systems, pages 162-174. Springer.
- Mavrikis, M., Gutierrez-Santos, S., Geraniou, E., and Noss, R. (2013). Design requirements, student perception indicators and validation metrics for intelligent exploratory learning environments. Personal and Ubiquitous Computing, 17(8).
- Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1):14.
- Mitrovic, A. (2012). Fifteen years of constraint-based tutors: what we have achieved and where we are going. User Modeling and User-Adapted Interaction, 22(1- 2):39-72.
- Mitrovic, A., Martin, B., Suraweera, P., Zakharov, K., Milik, N., Holland, J., and McGuigan, N. (2009). Aspire: an authoring system and deployment environment for constraint-based tutors.
- Munro, A. (2003). Authoring simulation-centered learning environments with rides and vivids. In Authoring Tools for Advanced Technology Learning Environments, pages 61-91. Springer.
- Razzaq, L., Patvarczki, J., Almeida, S. F., Vartak, M., Feng, M., Heffernan, N. T., and Koedinger, K. R. (2009). The assistment builder: Supporting the life cycle of tutoring system content creation. Learning Technologies, IEEE Transactions on, 2(2):157-166.
- Sottilare, R. A., Goldberg, B. S., Brawner, K. W., and Holden, H. K. (2012). A modular framework to support the authoring and assessment of adaptive computer-based tutoring systems (cbts). In Proceedings of the Interservice/Industry Training, Simulation, and Education Conference.
Paper Citation
in Harvard Style
Karkalas S. and Mavrikis M. (2016). Feedback Authoring for Exploratory Learning Objects: AuthELO . In Proceedings of the 8th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-179-3, pages 144-153. DOI: 10.5220/0005810701440153
in Bibtex Style
@conference{csedu16,
author={Sokratis Karkalas and Manolis Mavrikis},
title={Feedback Authoring for Exploratory Learning Objects: AuthELO},
booktitle={Proceedings of the 8th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2016},
pages={144-153},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005810701440153},
isbn={978-989-758-179-3},
}
in EndNote Style
TY - CONF
JO - Proceedings of the 8th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Feedback Authoring for Exploratory Learning Objects: AuthELO
SN - 978-989-758-179-3
AU - Karkalas S.
AU - Mavrikis M.
PY - 2016
SP - 144
EP - 153
DO - 10.5220/0005810701440153