Artificial Intelligence and education

AIED related JEIRPS:

Design patterns for recording and analysing usage of learning systems (DPULS)

The Jeirp DPULS deals with design patterns for recording and analysing usage of learing systems. Its scientific objectives are:

to define state of art Usage Patterns which collect and compile experiences , in order to identify recurrent tracking problems and solutions;
to capitalise our knowledge and experiences in order to provide instructional designers with the means (methods, techniques and tools) to deal with tracking teachers / tutors and students' activity;
to create a structured set of Design Patterns, thus providing instructional designers, teachers and tutors with tested and possibly reusable patterns, to support them in analysing recurrent problems and tracking students' activity;
to develop a 'Visual Patterns Browser' that allows the Patterns to become a public and open reference point, that can be explored, used, refined and complemented by all the experts in the field.

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Interaction analysis - Supporting participants in technology based learning activities (IA)

The application of technology to education has focused on the design, implementation and evaluation of technology-based learning environments, as well as on the understanding of learning processes. But the design of such learning environments must not be limited to the initial means of action and communication, but should be extended by providing ways to analyse the very complex interactions that occur when participants in learning activities work alone or together. Usually, analysis of these interactions is done by systems applying artificial intelligence-inspired methods that compare the results with an ideal case, and produce messages to guide students. Or it is done by researchers that analyse the interactions afterwards in order to understand the interaction or collaborative processes.
The purpose of the Interaction Analysis project is to

provide theoretical and methodological foundations and guidelines for interaction analysis supporting learning activity participants;
provide developers with means to support participants (both students and teachers) in a metacognitive level, exploiting existing and new techniques.

The objectives of the project are to

clarify/define the concepts involved in interaction analysis, in different systems;
determine the methods of interaction analysis currently used by developers;
propose a collection of methods and techniques of interaction analysis; and to
prescribe appropriate research methods to identify users' requirements.

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Semantic Web and E-Learning

The Semantic Web adds to the current Web, a “semantic” level for the description, indexation, integration and access to these resources. To construct the semantic Web, the most frequent approach consists in describing these resources with meta-data or annotations, using a conceptual vocabulary provided by an ontology. By integrating the partner expertise and their current research effort, the ultimate goal of this project is to explore semantic Web techniques for e-learning, to look at the impact of e-learning specificities on the design of e-learning web portals and to propose promising research directions that should be further addressed.
The Semantic Web project aimed to:

integrate several heterogeneous pedagogical resources written by different teachers;
identify the added value of semantic web technologies for integrated learning resources – description, indexation, integration and access to these resources;
define and represent metadata or annotations for describe pedagogical resources available on the web, and tools associated, in respect with standards; and
propose solutions to organize, store and manage metadata and resources.

Interaction & Collaboration Analysis' supporting Teachers & Students' Self-regulation (ICALTS)

The ICALTS purpose is to put the accent, on the notion of the support that participants (students but also teachers)need during individual or collaborative interactions. Such as support could be provided via the use of appropriate tools that analyse participants’ interactions. Interaction Analysis Tools could support awareness, metacognition, and therefore self-regulation of the participants’ own activity (synchronous or aposteriori). The fulfilment of these goals is pushed by the intensive interest to use technology based learning environments,in every day educational activities, where there is a need to (self)evaluate in an operational way both the learning outcomes/processes and the quality of collaboration. The main ICALTS aim is to build the foundations of the current and future research activity on interaction and collaboration analysis, and produce Research & Development guidelines.
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