Technologies Facilitating Smart Pedagogy

This chapter analyses the learning principles governing the learning theories of blended learning, personalized learning, adaptive learning, collaborative assisted learning and game-based learning towards capturing requirements of these theories that can be successfully met and aspects that can be significantly facilitated by technological solutions. We also present a generic learning process structure that can model the above learning theories along with a prototype implementation. The end goal is to showcase the beneficial use of technological solutions in pedagogy.

[1]  Rosemary Luckin,et al.  "I'm keeping those there, are you?" The role of a new user interface paradigm - Separate Control of Shared Space (SCOSS) - in the collaborative decision-making process , 2008, Comput. Educ..

[2]  Donald A. Norman,et al.  Things That Make Us Smart: Defending Human Attributes In The Age Of The Machine , 1993 .

[3]  Arthur C. Graesser,et al.  Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments , 2010, Int. J. Hum. Comput. Stud..

[4]  Pierre Dillenbourg,et al.  The mechanics of CSCL macro scripts , 2008, Int. J. Comput. Support. Collab. Learn..

[5]  Hal Berghel,et al.  Cyberspace 2000: dealing with information overload , 1997, CACM.

[6]  Ernest Adams,et al.  Andrew Rollings and Ernest Adams on Game Design , 2003 .

[7]  J. D. Fletcher,et al.  Game-Based Learning , 2014 .

[8]  George D. Magoulas,et al.  Towards new forms of knowledge communication: the adaptive dimension of a web-based learning environment , 2002, Comput. Educ..

[9]  E. Soloway,et al.  Learning With Peers: From Small Group Cooperation to Collaborative Communities , 1996 .

[10]  Jun Hyung Jo,et al.  Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology , 2004 .

[11]  G. Dunlap,et al.  Effective Educational Practices for Students With Autism Spectrum Disorders , 2003 .

[12]  Petros Daras,et al.  Modelling learning experiences in adaptive multi-agent learning environments , 2017, 2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games).

[13]  Alexandros Paramythis,et al.  Adaptive Learning Environments and e-Learning Standards. , 2004 .

[14]  P. Ekman,et al.  Facial action coding system: a technique for the measurement of facial movement , 1978 .

[15]  D. Garrison,et al.  Critical thinking, cognitive presence, and computer conferencing in distance education , 2001 .

[16]  Elizabeth A. Linnenbrink,et al.  Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model , 2002 .

[17]  Fernando De la Torre,et al.  Supervised Descent Method and Its Applications to Face Alignment , 2013, 2013 IEEE Conference on Computer Vision and Pattern Recognition.

[18]  Myung-Geun Lee,et al.  Profiling students' adaptation styles in Web-based learning , 2001, Comput. Educ..

[19]  Rollanda E. O'Connor,et al.  Cooperative Learning as an Inclusion Strategy: A Closer Look , 1996 .

[20]  Chi-Jen Lin,et al.  Redefining the learning companion: the past, present, and future of educational agents , 2003, Comput. Educ..

[21]  Gerhard Weber,et al.  User Modeling and Adaptive Navigation Support in WWW-Based Tutoring Systems , 1997 .

[22]  David J. Shernoff,et al.  Student engagement in high school classrooms from the perspective of flow theory. , 2003 .

[23]  Aejaz Zahid,et al.  AutBlocks: Using Collaborative Learning to Develop Joint Attention Skills for Children with Autism Spectrum Disorder , 2015, CSCL.

[24]  Carol J. Beaumont,et al.  Dilemmas of Peer Assistance in a Bilingual Full Inclusion Classroom , 1999, The Elementary School Journal.

[25]  Alan M. Lesgold,et al.  What Makes Peer Interaction Effective? Modeling Effective Communication in an Intelligent CSCL , 1999 .

[26]  Simon Hooper,et al.  The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction , 1991 .

[27]  Rosemary Luckin,et al.  Re-Designing Learning Contexts: Technology-Rich, Learner-Centred Ecologies , 2010 .

[28]  David W. Johnson,et al.  Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. , 1985 .

[29]  Judy Sebba,et al.  An Investigation of Personalised Learning Approaches Used by Schools , 2007 .

[30]  Hahn-Ming Lee,et al.  Personalized e-learning system using Item Response Theory , 2005, Comput. Educ..

[31]  Tamara Bloom,et al.  Engaging Learners with Complex Learning Difficulties and Disabilities: A resource book for teachers and teaching assistants , 2015 .

[32]  Takeo Kanade,et al.  The Extended Cohn-Kanade Dataset (CK+): A complete dataset for action unit and emotion-specified expression , 2010, 2010 IEEE Computer Society Conference on Computer Vision and Pattern Recognition - Workshops.

[33]  Michael Lewis,et al.  Shame and Pride and their Effects on Student Achievement , 2014 .

[34]  Meg Wise,et al.  Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative , 2016, BMC Medical Education.

[35]  Arthur C. Graesser,et al.  Toward an Affect-Sensitive AutoTutor , 2007, IEEE Intelligent Systems.

[36]  Alexander Repenning,et al.  The zones of proximal flow: guiding students through a space of computational thinking skills and challenges , 2013, ICER.

[37]  Thomas A. Brush,et al.  Embedding cooperative learning into the design of integrated learning systems: Rationale and guidelines , 1998 .

[38]  Charles M. Reigeluth,et al.  Affective Education and the Affective Domain: Implications for Instructional-Design Theories and Models , 2013 .

[39]  D. Garrison,et al.  Blended learning: Uncovering its transformative potential in higher education , 2004, Internet High. Educ..

[40]  John Riedl,et al.  Ganging up on Information Overload , 1998, Computer.

[41]  K. Kiili Digital game-based learning: Towards an experiential gaming model , 2005, Internet High. Educ..

[42]  Paul A. Kirschner,et al.  Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research , 2003, Comput. Hum. Behav..

[43]  David W. Johnson,et al.  Learning Together and Alone. Cooperative, Competitive, and Individualistic Learning. Fourth Edition. , 1991 .

[44]  S. Chaiklin The zone of proximal development in Vygotsky's analysis of learning and instruction. , 2003 .

[45]  W. Damon,et al.  Critical distinctions among three approaches to peer education , 1989 .

[46]  Reinhard Pekrun,et al.  International handbook of emotions in education. , 2014 .