Scaffolding support through integration of learning material
English
Grevisse, Christian[University of Luxembourg > Faculty of Science, Technology and Communication (FSTC) > Computer Science and Communications Research Unit (CSC) >]
Rothkugel, Steffen[University of Luxembourg > Faculty of Science, Technology and Communication (FSTC) > Computer Science and Communications Research Unit (CSC) >]
Reuter, Robert[University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
[en] Scaffolding ; Learning material ; Integration ; Semantic annotation
[en] The ever-growing amount of learning material poses a challenge to both learners and teachers. In order to perform a learning task, students often need to search for additional information. Inquiry might be hampered if they do not know what exactly to search for, especially if they lack prior knowledge in a domain. Furthermore, they might need to recall meta-information, e.g., the implicit links between learning resources or the location of an explanation within a document. In addition, their performance in a learning task might suffer from the constant need for further information. As the authoring of learning material is a time-intensive task, reusability of resources in different contexts should be enabled. In this paper, we present the ALMA-Yactul ecosystem, a holistic approach for student-centered integration of learning material. Based on semantic annotations, learners are provided with scaffolding support for retrieving material related to their current study task. This integration of resources is showcased in a variety of applications and domains, such as a plugin for an IDE or an enhanced sketchnoting app. Moreover, we show how Yactul, a gamified student response platform, can benefit from semantic annotations and integration of learning material. Additionally, teachers are provided with semi-automatic annotation support in the popular Office 365 suite to foster the reusability of their content. Apart from presenting the results of its usage in university classes, we also show how high school students without prior knowledge benefitted from this scaffolding support. A significantly better performance in resolving programming-related tasks could be observed compared to a traditional search process. Finally, the ecosystem is evaluated against a state-of-the-art technology integration model.
[University of Luxembourg > Faculty of Science, Technology and Communication (FSTC) > Computer Science and Communications Research Unit (CSC) >]
