Research in distributed learning, tele-teaching, and computer-based education evolved over the last five years. Initial approaches of using stand-alone workstations with tutorial programs have been refined to networked solutions, where a lecturer is integrated into a distributed scenario and workstations are applied to handle communication purposes only. Exploiting the rich area of available mu...

Gamification is an interesting and relatively new concept. The concept of Gamification is more than just game playing; it is about introducing game design elements in a proper way to satisfy individual motivational needs according to personality traits. Researcher and Educators are currently looking at Gamification to deal with the problem of learner engagement and motivation in Collaborative L...

a The Research Unit of Technologies of Information and Communication (UTIC), Higher School of Sciences and Technologies of Tunis (ESSTT), 5, Avenue Taha Hussein, B.P. 56, Bab Menara, 1008 Tunis, Tunisia b School of Computing and Information Systems, Athabasca University, 1 University Drive, Athabasca, AB T9S 3A3, Canada c School of Computing and Information Systems, Athabasca University, 1100, ...

This paper concerns ScenEdit authoring environment, a graphical tool dedicated to design learning scenarios. The environment allows teacherdesigners to structure the design of scenarios by eliciting intentions, strategies and interactions which are part of the ISiS goal-oriented framework. ScenEdit aims at favouring sharing and reuse practices by providing patterns for each type of component (i...

This talk presents Smyle, a methodology for eliciting design models from informal requirements specifications. Based on novel learning techniques, design models are interactively derived based on desired and undesired behavior of the system to develop. The heart of Smyle is a procedure that infers a messagepassing automaton (MPA) from a given set of positive and negative scenarios of the system...

Despite psychological research showing that there is a strong relationship between learners’ affective state and the learning process, affection is often neglected by distance learning (DL) educators. In this paper we discuss some issues which arise when eliciting personalized affective recommendations for DL scenarios. These issues were identified in the course of applying the TORMES user cent...

Content production processes currently experience a shift in focus. Due to the growing trend of highly individualized learning scenarios they have to face and to combine a multitude of different standards. The European eContent+ network of Excellence ICOPER researches possible strategies and implementations to deal with this new situation. In its course the project develops a comprehensive set ...

The paper transfers previous insights on coping with unconsidered context of formalized knowledge to the field of Machine Learning by translating the two main steps of coping with unconsidered contexts, namely context identification and context classification. For identification, two alternative heuristic methods are suggested. For classification the use of standard Machine Learning methods on ...

This paper addresses the problem of automatic learning of scenarios. A ubiquitous computing environment must have the ability to perceive its occupants and their activities in order to recognize a context and to provide appropriate services. A context (a scenario) can be modeled as a temporal sequence of situations. Hard coding contexts by hand is a complex task. Our goal is to learn these cont...

The design of collaborative learning (CL) scenarios that increase both students’ learning and motivation is a challenge that the CSCL community has been addressing in the past few years. On one hand, CSCL design (i.e. scripts) has been shown to be effective to support meaningful interactions and better learning. On the other hand, scripted collaboration often does not motivate students to parti...