Context -aware ness Ubiquitous Learning Service

1. Context-awareness Ubiquitous Learning Service Maiga Chang maiga@ms2.hinet.net http://maiga.dnsalias.org School of Computing and Information Systems Athabasca University Alberta, Canada

2. 曾任顧問 • 企業電子化顧問, 台北市政府中小企業輔導中心 • Small and Medium Enterprises Guidance & Service Center, Taipei City Government • 行動學習顧問, 育碁與啟碁科技 • aEnrich Technology and Wistron NetWeb Corp. • 學術活動 (擔任) • 諮詢委員 • IEEE Int’l Conf. on Advanced Learning Technologies 2005 • Computer Games & Allied Technology 2008 • 會議程序委員, 超過 105 個國際會議 • 編輯/編輯群 • 客座編輯 • Journal of Internet Technology (SCI-E), Journal Computer Assisted Learning (SSCI) • Transactions on Edutainment, Information Communication Technologies and Human Development • 編輯群 (Editorial Board/Executive Peer-Reviewer) • Athabasca University Press/IJBIR/JWP/IJSDS/IJADS/JEMH/IJMBL/Trans. on Edutainment • 榮譽 • Invited Talks (International Conferences) • Edutainment 2006 and Edutainment 2008 • WSEAS eActivities 2008 • IEEE 2004 年輕研究學者獎 (in 先進學習科技) • IEEE 2004 Young Researcher Award in Advanced Learning Technologies • 2000 國際名人錄 (International Who’s Who of Professionals 2000) • 著作 • Learning Culture and Language through ICTs, Information Science Reference • Book chapters published by IGI Global/Taylor & Francis Group • 已發表超過 109 篇國際會議與期刊論文 (近五年 69 篇) • 演講政府機關、組織、企業、大專院校 28 場

3. Scenario • Oct. 15, 2009, Thursday, College of Mgmt Building, NKFUST • Mr. Huang’s Biology Course • Maiga is taking a nap (he is so sleepy) • Mr. Huang’s asks class to go to the zoo for writing an essay • Nov. 8, 2008, Saturday, the entrance of the zoo • Maiga and Ching-Wen and their smartphones • Maiga has idea about what he is looking for • Ching-Wen is still sleepy • Butterfly Ecology in Amazon Rainforest • Adventure with a friend is better than alone Scenario

4. Three Cases • Case 1: student-centered self (formal/informal) learning • go to a Zoo with objectives • a homework from the school teacher or • want to see some interesting things • Case 2: who don't have any idea about the surroundings • go to Zoo because his/her friend invited or asked • Case 3: remedial learning • learn everything via either • traditional classroom instruction or e-learning • take either a paper test or an online test • plans a shortest remedial learning path Scenario

5. Research Issues • Students make their own decisions • Maiga has idea about what he is looking for (case 1) • Eric is still sleepy (case 2) • Efficiently learning path planning (case 1, 2, 3) • Butterfly Ecology in Amazon Rainforest Research Issues

6. Learning Scene Definitions • Learning Object • Palm tree, cypress tree, bear, butterfly, goat • Learning Spot • Amazon river: The Woods, The People, and The Life • Learning Area • Butterfly exhibition hall, Amazing flower hot-house, Amazon river • Learning Scene • Botany in the Amazon River Learning Scenes

7. Learning Path Planner • Students choose what they want to know • Personalized Context-awareness Knowledge Structure • Dividing learning sequence into several scenes • Personalized Learning Scene Construction • Leading student to go the next scene • Learning Scene Switching Learning Scenes

8. Learning Scenes and Personalized Context-aware Knowledge • Personalized Context-aware Knowledge Structures • Represented by the first two blocks • (details in IEEE WMUTE 2008) • Stis’ and Alex’s First Learning Scenes • Alex prefers “Color” • Spot1 Spot3 • Stis prefers “Dynasty” • Spot1 Spot2 • (details in Transactions on Edutainment) Learning Scenes

9. Personalized context-aware knowledge structure • Story & question • Choose story • Answering • Different personalizedknowledge structure Stis Alex Learning Scenes

10. ` Learning Scenes

11. Learning Scene Switching - Detail example • POS set = {LOa, Lob}; NEG set = {LOg, LOk}; • BND1 set = {LOc , LOd}; BND2 set = LOe , LOh Learning Scenes

12. Learning Path • Considering • Distances • Rough set Learning Path Planner

13. Remedial Learning Path • Let students doing remedial learning in proper sequence • complexity of misconceptions • learning object number in the real world • Planning efficient remedial learning paths • classifying relevant learning objects • Analyzing the learning objects’ spatial relations Learning Path Planner

14. Research Issues and Solutions • How to store the spatial relations of learning objects and areas • Spatial Relation Map and Real Environment Model • How to divide learning objects into different learning scenes? • Formal Concept Analysis (FCA) • How to divide remedial learning activity into several rounds? • One-Third Rule Research Issues

15. Ubiquitous Knowledge Structure 15 Solutions of Remedial Learning Path Planning

16. Real Environment Model 16 Distances and directed paths among learning areas Learning objects a learning area has Acting as a map to help students moving from one to another Solutions of Remedial Learning Path Planning

17. Learning Scenes (FCA) • Classifying learning objects with concepts 17 Solutions of Remedial Learning Path Planning

18. Spatial Relation Map 18 Relations of learning scenes, areas and objects. Solutions of Remedial Learning Path Planning

19. Remedial Learning Path Planner Remedial Learning Path Planner

20. Related Publications • Context-awareness Knowledge Structure • IEEE WMUTE 2008, Beijing, China, March 23-26, 2008 • Learning Path Planner • Transactions on Edutainment, I, 2008 • WSEAS Transactions on Computers, 7(4), 2008 • Remedial Learning • ICCE 2008, Taipei, Taiwan, October 27-31, 2008 Related Publications

21. Context-awareness Knowledge Structure • Stis Wu, Alex Chang, Maiga Chang, Tzu-Chien Liu, and Jia-Sheng Heh. (2008). Identifying Personalized Context-aware Knowledge Structure for Individual User in Ubiquitous Learning Environment. In the Proceedings of the 5th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education, (WMUTE 2008), Beijing, China, March 23-26, 2008, 95-99. (IEEE) Related Publications

22. Learning Path Planner • Maiga Chang, Stis Wu, and Jia-Sheng Heh. (2008). Making the Real World as a Game World to Learners by applying Game-based Learning Scenes into Ubiquitous Learning Environment. Transaction on Edutainment. Transactions on Edutainment, I, 261-277. Berlin: Springer-Verlag. (EI) • Maiga Chang, Alex Chang, Jia-Sheng Heh, and Tzu-Chien Liu. (2008). Context-aware Learning Path Planner. WSEAS Transactions on Computers (ISSN: 1109-2750), 7(4), 316-325. (EI) Related Publications

23. Remedial Learning • Chieh-Lun Liu, Stis Wu, Maiga Chang, and Jia-Sheng Heh. (2008). Guiding Students to do Remedial Learning in School Campus with Learning Objects' Spatial Relations. In the Proceedings of the 16th International Conference on Computers in Education, (ICCE 2008), Taipei, Taiwan, October 27-31, 2008, Workshop Proceedings, 249-256. Related Publications

24. Thank you so much Any questions, discussion, and/or comments?