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Context-Aware Support for Computer-Supported Ubiquitous Learning

Context-Aware Support for Computer-Supported Ubiquitous Learning. 2006/12/28 Taylor, Ruby, Sain. Authors. 日本德島大學. Hiroaki Ogata 緒方 広明 おがた ひろあき. Yoneo Yano 矢野 米雄 やの よねお. Introduction (1/4). Context-aware computing

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Context-Aware Support for Computer-Supported Ubiquitous Learning

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  1. Context-Aware Support for Computer-SupportedUbiquitous Learning 2006/12/28 Taylor, Ruby, Sain

  2. Authors 日本德島大學 Hiroaki Ogata 緒方 広明 おがた ひろあき Yoneo Yano 矢野 米雄 やの よねお

  3. Introduction (1/4) Context-aware computing Help in the organization and mediation of social interactions wherever and whenever these contexts might occur Its evolution recently accelerated by lots of improved technologies Ubiquitous learning’s main characteristics Permanency Accessibility Immediacy Interactivity Situating of instructional activities

  4. Introduction (2/4) Can be CSCL environment that focus on the socio-cognitive process of social knowledge construction and sharing Enables people to learn at any time and any place This paper tackles the issues of right time and right place learning (RTRPL) in a ubiquitous learning computing environment Previous research: JEDY Japanese Expressions Dictionary system This paper tackles with context-aware support in the conversation in everyday life without any input of the context information

  5. Introduction (3/4) • JAPELAS • Japanese polite expressions learning assisting system • Users: oversea students of universities in Japan who want to learn Japanese language • They use PDA and JAPELAS provides appropriate polite-expressions in the context • This paper describes the elements that cause the changes of the polite expressions, how the system has been developed, and the initial experimentation of this system

  6. Introduction (4/4) TANGO Tag Added learNinG Objects For vocabulary learning Idea: the learner sticks RFID tags on real objects instead of sticky labels, annotate them This paper presumes objects in the real world have ID tags, and computers can easily identify them

  7. What is CSUL? Computer-Supported Ubiquitous Learning Is defined as a ubiquitous learning environment that is supported by embedded and invisible computers in everyday life

  8. Learning Theories for CSUL(1/2) Is advocated by pedagogical theories such as on-demand learning hands-on learning minds-on learning authentic learning CSUL system provides learners on-demand information at the precise moment

  9. Learning Theories for CSUL(2/2) Authentic learning: Is defined by Brown Collins as coherent, meaningful, and purposeful activities 4 types of learning to ensure authentic learning: Action learning Situated learning Incidental learning Experimental learning 3 forms of experimental learning: Action learning Future search Out door education

  10. JAPELAS Japanese polite expressions learning assisting system

  11. Japanese teaching • Words • Honorific words • Modest words • Polite expression level • Casual • Basic • Formal • More formal • The factors of changes • Hyponymy • Social distance • Formality

  12. Factors of changes of Japanese polite expressions

  13. JAPER rule

  14. Technologies • PDA • Toshiba Genio-e • Pocket PC 2002 • Infrared data communication port • RFID tag reader/writer • GPS • Wireless LAN：IEEE 802.11b • Embedded Visual C++ 3.0

  15. Modules (1/2) • Learner model • Record the information of the other learners • Environmental model • Has the data of rooms • Detected in the location manager • Educational model • Manages learning materials

  16. Modules (2/2) • IR communication • No fixed infrastructure and communication • Location manager • Detected the learner’s location • RFID for indoors and GPS for outdoors • Polite expression recommender • Based on polite expression rules

  17. User Interface

  18. Usage scene of JAPELAS

  19. Experimentation • average age is 16.9 • 16 boys and 2 girls • Did not have a PDA • The user played a role who is sometimes changed • Used JAPELAS for 30 minutes

  20. Experimentation scene

  21. The results of questionnaires yes Not obtain a good point By changing roles and situations slow yes

  22. TANGO Tag Added learNinG Objects

  23. Technologies • PDA • Toshiba Genio-e • Pocket PC 2002 • RFID tag reader/writer • OMRON V720S-HMF01 • CF card slot • 5cm distance • Wireless LAN：IEEE 802.11b • Embedded Visual C++ 3.0

  24. Modules • Learner model • learner’s profile • Environmental model • data of objects, rooms and buildings • link between objects and expressions • Educational model • manage words and expressions as learning materials • Communication tool • BBS and chat tool • Tag reader/writer • User interface

  25. The system asks the learner questions. And give the text and hints. Each user looked for objects in the room according to the questions read aloud by the PDA. After scanning the RFID tags, the user can get the point.

  26. About the subjects • 6 high school students • average age is 16 • users had no PDA • 50 % had their own computers

  27. 3.78 Some think so. No, the user interface should be improved.  Should be faster.  

  28. Future work • Adapt natural language interface to detect the verb without any input from the user. • Introduce software agent as conversational partners. • Formality should be detected from not only location but also the time schedule.

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