TeLearn - DigiCult

Adaptivity and guidance

Focus of this research is on empowering learners through proactive coaching and technologies that support the personalisation and adaptivity of learning systems, such as user modelling tools, feedback services, social tagging, tools to help track and store semantic relationships among conceptual models, or language technologies.

Projects

ALICE - Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional systems

This project aims at building an innovative adaptive learning environment that combines personalisation, collaboration and simulation aspects with an affective/emotional based approach. The environment will be interactive, challenging and context aware while enabling learners’ demand of empowerment, social identity, and authentic learning experience. The system will support various pedagogic aspects such as collaborative learning, simulation and serious games, storytelling, and advanced assessment. ALICE results will be evaluated with real users in real learning and training settings. The use cases are university instruction (with particular emphasis on scientific topics) and training about emergency and civil defence.

Fact sheet - Project website

AtGENTIVE - Attentive Agents for Collaborative Learners

AtGentive investigated the use of artificial agents for the management of attention as a key factor of learning performance. Based on a conceptual model for collaborative learning contexts rooted on cognitive science, the project team has designed embedded characters able to profile the learners' state of attention and to provide them with proactive coaching.

Fact sheet - Project website

GRAPPLE - Generic Responsive Adaptive Personalized Learning Environment

This project aims at delivering a technology-enhanced learning environment for life-long learning, able to automatically adapt to personal preferences, prior knowledge, skills and competences, learning goals and the personal or social context in which the learning takes place.

Fact sheet - Project website

iCLASS - Intelligent Distributed Cognitive-based Open Learning Systems for Schools

iClass has combined research in the fields pedagogy, 'Self Regulated Personalised learning', cognitive science and computer science to support empowerment of learners and teachers in the K12 sector. The educational vision driving the project has been personalisation through empowerment. Outcome of the work is a suite of pedagogically coherent tools and a set of pedagogical methodologies, validated through ongoing analysis of state of the art research and of end-user feedback.

Fact sheet - ICT Results feature - Project website no longer available

eCUTE - Education in Cultural Understanding, Technologically-Enhanced

Education in cultural sensitivity and understanding is an increasingly important need of today's society. eCUTE will design pedagogical approaches and learning scenarios for this domain where attitudes and behaviours (such as empathy) are much more important than knowledge alone. The technical outcome of the project are two cultural virtual learning environments, one for late-primary children and one for young adults, based on virtual dramas using intelligent synthetic characters with culturally-specific interaction behaviour.

Fact sheet - Project website

ImREAL - Immersive Reflective Experience-based Adaptive Learning

The popularity of immersive simulated environments for experiential learning in adult training is growing, but it remains a major challenge to effectively align the learning experience with day-to-day job practice. Addressing this challenge, ImREAL will pioneer a new psycho-pedagogically sound technological approach for the development of an adaptive virtual learning environment that seamlessly links simulated learning experiences and real-world work related experiences.

Fact sheet - Project website

LTfLL - Language Technologies for Lifelong Learning

This project explored the use of  Language Technologies for the purposes of education. It developed intelligent next generation (semi-)automated support and advice services that can be used for both formal and informal learning, supporting both learners and tutors/teachers. These services include: positioning the learners and their progress; monitoring their conceptual development; qualitative just-in-time feedback on produced texts like essays; analysis of the collaboration between participants; and a specific knowledge retrieval and sharing system which helps teachers to compile a curriculum or a test that takes into account the learner's profile.

Fact sheet - Project website

MIROR - Musical Interaction Relying On Reflexion

This project focuses on musical education for young children, aged 3-5 years. The platform to be developed will act as advanced cognitive tutor, designed to promote specific cognitive abilities in music improvisation, both in formal and informal learning contexts. The system will be based on reflexive interaction, i.e. on the idea of letting users manipulate virtual copies of themselves. By definition, such systems are able to learn and configure themselves according to their understanding of learner's behaviour. In MIROR, this paradigm will be enhanced with the analysis and synthesis of multisensory expressive gesture. The project will integrate both psychological case-study experiments and validation studies in concrete educational settings.

Fact sheet - Project website

ROLE – Responsive Open Learning Environments

ROLE addresses theoretical models and associated technologies that allow learners to tailor learning environments according to their needs. The results of this research will contribute to improving adaptive and responsive learning environments for the individual learner in different contexts.

Fact sheet- Project website

TERENCE - An Adaptive Learning System for Reasoning about Stories with Poor Comprehenders and their Educators

This project will explore and advance the potential of intelligent adaptive learning systems to support children in developing the key skill of text comprehension. The research will result in innovative usability and evaluation guidelines, improved cognitive and pedagogical models for story comprehension and inference making, and in a system that will allow teachers to choose and customise stories and games according to the needs of their learners. TERENCE will be based on cross-disciplinary expertise in diverse and complementary fields (art and design, computer science, engineering, linguistics, evidence-based medicine, psychology), and on the constant involvement of end-users throughout the project.

Fact sheet - Project website