You can observe a lot by just watching. -- Yogi Berra

:: CLUE Lab ::


Computer Languages and User Experience Laboratory

Università degli Studi di Salerno
Dipartimento di Informatica
 

E-Learning

E-Learning, or Computer Assisted Learning, can be defined as “learning through the new Information and Communication Technologies, as computer networks and multimedia”. E-Learning is an interdisciplinary sector of scientific research. It involves, at the same time, both researchers from education science as well as researchers in computer science.

Our research in e-learning sector is organized in the following three main lines:

eWorld

This research has brought to the definition and prototypal implementation of an architecture for an e-learning system (called eWorld), characterized by the use of Web services.
The architecture allows the system to be extended with new service, and to integrate and re-use etherogeneous e-learning software components. eWorld includes modules for many authoring activities, such as an editor based on ASCLO-S (Adaptive Self consistent Learning Object SET) visual language to support the instructional designer in the creation of e-learning activities, distance courses and tests. Furthermore, it can manage and track adaptive learning contents designed and created through ASCLO-S.
Several usability studies aimed at measuring both the effectiveness of the produced learning objects and the ease of use of eWorld by tutors, instructional designers and learners, have been led.

eWorkbook

This research has brought to the definition and implementation of a Web-based Computer Aided Assessment system, called eWorkbook. The system can be used for evaluating a learner's knowledge by creating (the tutor) and taking (the learner) on-line tests based on multiple choice question types. Among others, one of the most innovative features offered by the system is the possibility of enhancing the quality of the questions administered in the tests. By the term "quality" we mean the potential of an item in effectively discriminating between strong and weak students and in obtaining the tutor's desired difficulty level. The system detects defective question items and, when possible, provides the tutors with advice to improve their quality.
Furthermore, the system is equipped with a logging and visualization system which tracks and records learner's interactions with the system interface during the test session. The gathered information are used to visualize the learners' behaviour during the test in suitable diagrams. Several experiments have allowed us, by analyzing the data visualization charts, to detect several previously unknown test strategies used by the learners. Last, we have detected several correlations among questions, which gave us useful feedbacks on the test quality.

LMS - LO Interoperability

Further studies in e-learning ambit, have focused on e-learning systems standardization. The term Computer Managed Instruction (CMI), also known as SCORM Run-Time Environment, often refers to a set of functionalities which allow LOs to be launched in the LMS and to exchange data with it. Their adoption is crucial in the achievement of full interoperability among LMSs and LO authoring tools. Even desirable, standard compliancy and guideline adoption are difficult to obtain for LMS producers. Our research has focused on presenting several design solutions aimed at boosting the adoption of CMI functionalities in Object-Oriented and Message-Oriented LMS systems, respectively. The first proposal is a framework, named CMIFramework, which allows LMS developers to rapidly adopt CMI functionalities in Object-Oriented systems. Another proposal is based on a Service Oriented Architecture (SOA)-based reference model for offering the CMI functionalities as a service, external to the LMS. Several case studies concerning the adoption of CMI functionalities, using our solutions, in different e-learning contexts, have been investigated.

 

Publications

Our recent Publications in E-Learning research

2010

2009

2008

2007

2006

2005

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