User and Learner Models
Thursday 31 July, 11:00 - 12:30Chair: Alexandra Cristea
Does 'Notice' Prompt Noticing? Raising Awareness in Language Learning with an Open Learner Model (page 173)Gheida Shahrour and Susan Bull
Open learner models (OLM) are learner models that are accessible to the learner they represent. Many examples now exist, often with the aim of prompting learner reflection on their knowledge. In language learning, this relates to research on noticing and awareness-raising. We here introduce an open learner model to investigate the potential of OLMs to facilitate noticing. Results suggest that an OLM could be a useful way of helping students to notice language features, with all students noticing some of the features tested, a result that was maintained in a delayed post-test one week after the experimental session.
An Evidence-Based Approach to Handle Semantic Heterogeneity in Interoperable Distributed User Models (page 73)Francesca Carmagnola and Vania Dimitrova
Nowadays, the idea of personalization is regarded as crucial in many areas. This requires quick and robust approaches for developing reliable user models. The next generation user models will be distributed (segments of the user model will be stored by different applications) and interoperable (systems will be able to exchange and use user model fractions to enrich user experiences). We propose a new approach to deal with one of the key challenges of interoperable distributed user models - semantic heterogeneity. The paper presents algorithms to automate the user model exchange across applications based on evidential reasoning and advances in the Semantic Web.
Supporting Interaction Preferences and Recognition of Misconceptions with Independent Open Learner Models (page 62)Susan Bull, Andrew Mabbott, Peter Gardner, Tim Jackson, Michael J. Lancaster, Steven Quigley, and P.A. Childs
Misconceptions have been identified in many subjects. However, there has been less investigation into students' interest in their misconceptions. This paper presents two independent open learner models used alongside seven university courses to highlight the state of their knowledge to the learner as a starting point for their independent study. Many students used the environments; many had misconceptions identified at some point during their learning; and most of those with misconceptions viewed the statements of their misconceptions. Students were able to use the independent open learner models in a variety of ways to suit their interaction preferences, at different levels of study.
Adaptive Hypermedia 2008 Conference Website
(L3S Research Center, Hannover, Germany)