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The MiGen project is designing and developing an intelligent, exploratory environment to support 11---14-year-old students in their learning of mathematical generalisation. Deployed within the classroom, the system will also provide tools to assist teachers in monitoring students' activities and progress. This paper describes the conceptual and arc...
Contexts in source publication
Context 1
... MiGen system architecture has been iteratively designed from ongoing identifica- tion and specification of the tools that will comprise the system and of the context of how the system will be used within the classroom (as discussed in Section 2). Fig. 5 gives a high-level component diagram illustrating the various components of our architecture and the information flow between them. Each of the user-facing tools features uniformly within the architecture, consisting of a user interface (UI) compo- nent (within the overall MiGen User Interface), an information layer for managing the ...
Context 2
... the MiGen Database. Issues relating to the integration (if any) of a pre-existing Activity Management System with the MiGen architecture are being discussed in ongoing work so we have shown no ex- plicit communication links between them. We refer the reader to [16] for a more detailed architectural breakdown of the high-level components shown in Fig. ...
Context 3
... aim of our proof-of-concept implementation is to design and develop sufficient server-client infrastructure so as to demonstrate that it can fulfil the requirements of the architecture of Fig. 5. At this stage therefore, the intention is not to have a com- plete architecture, and the following discussion of the proof-of-concept implementation focuses on the core of the necessary ...
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Citations
... The benefit of this study is the facilitation of the rehabilitation management that could help the hospital by limiting the specification based on certain criteria and processes. Pearce and Poulovassilis (2009) [14] developed a clientserver architecture for student-teacher feedback mechanism. The authors used UML to focus on the core functionalities in the implementation of the system. ...
... The benefit of this study is the facilitation of the rehabilitation management that could help the hospital by limiting the specification based on certain criteria and processes. Pearce and Poulovassilis (2009) [14] developed a clientserver architecture for student-teacher feedback mechanism. The authors used UML to focus on the core functionalities in the implementation of the system. ...
... Over the years, studies using UML have been to simplify the development of software. Pearce and Poulovassilis (2009) [14] developed a clientserver architecture for student-teacher feedback mechanism. The authors used UML to focus on the core functionalities in the implementation of the system. ...
... Over the years, studies using UML have been to simplify the development of software. Pearce and Poulovassilis (2009) [14] developed a clientserver architecture for student-teacher feedback mechanism. The authors used UML to focus on the core functionalities in the implementation of the system. ...
Web services is a collection of technologies that client-server model use also to exchange information. The Web services uses XML as the message wrapper to exchange information but the XML is always verbose and hence incurs latency in the communication. This paper used UML to model the Web services exchange for client-server applications. UML notations were used to offer the interactions between the objects and the elements of the Web services and how the information is compressed for the exchange. The analysis and the design of the requirements will be useful to Web services and cloud computing researchers and developers.
... An extensive requirements analysis for these tools has been undertaken since early 2010 with the teachers involved in the MiGen project, and this has driven the iterative specification and codesign of these tools. The overall MiGen system has a client-server architecture, as discussed in [8], [12]. The client software is executed on each student's computer (without the Teacher Assistance and Task Design tools) and on the teacher's computer (the whole suite of tools), while the server software is executed on one server computer. ...
... One of the principles in the design of MiGen's teacher tools has been to make them as unobtrusive as possible with respect to current teacher practice in the United Kingdom classroom. The tools collect information about students passively in the background [12] and show it to teachers through their computer in the classroom or a mobile terminal (e.g., a tablet). Teachers can therefore continue their usual routine in the classroom and increase gradually their use of the teacher tools as they become more confident with this new source of information. ...
The MiGen project is designing and developing an intelligent exploratory environment to support 11-14-year-old students in their learning of algebraic generalization. Deployed within the classroom, the system also provides tools to assist teachers in monitoring students' activities and progress. This paper describes the design of these Teacher Assistance tools and gives a detailed description of one such tool, focusing in particular on the research challenges faced, and the technologies and approaches chosen to implement the necessary functionalities given the context of the project.
... In particular, we have used a Representational State Transfer (REST) approach, due to its simplicity of installation and operation of the system in schools, scalability, extensibility, and ease of performance tuning (Fielding, 2000). We refer readers to (Pearce & Poulovassilis, 2009) for further technical details relating to the implementation of the networking architecture. ...
This paper charts the design and application of a system to support 11–14 year old students’ learning of algebraic generalisation, presenting students with the means to develop their understanding of the meaning of generality, see its power for mathematics and develop algebraic ways of thinking. We focus squarely on design, while taking account of both technical and pedagogical issues and challenges, and provide an account of how we have designed and built a system with a very close fit to our knowledge of students’ difficulties with the subject matter. We report the challenges involved in building a system that is both intelligent and exploratory, a learning environment in which both student and teacher are supported without explicit tutoring.Highlights► We discuss the design and application of a system to support 11–14 year old students’ learning of algebraic generalisation. ► We focus on the system’s design, taking account the technical and pedagogical issues and challenges. ► We discuss the challenges involved in building a system that is both intelligent and exploratory. ► Our aim is to support both the teacher and the student without explicit tutoring. ► The system provides a set of tools for the teacher to follow students’ progress, informing her own interventions.
... We now formalise the main entities of the learner model architecture and the relationships between them. An earlier paper [9] described the conceptual and architectural design of the overall MiGen system. Here we extend that work by focusing on details of the learner modelling aspects. ...
The design of learner modelling components for Exploratory Learning Environments (ELEs) presents a significant challenge, partic-ularly when pertaining to ill-defined tasks and knowledge domain. We argue that representing a learner's knowledge just in relation to concepts is not adequate in such cases. We focus particularly on microworlds and present the conceptual model and architecture of the learner model of MiGen system that aims to support 11–14-year-old students develop the complex cognitive skill of mathematical generalisation.
We present and evaluate a web-based architecture for monitoring student-system interaction indicators in Exploratory Learning Environments (ELEs),using as our case study a microworld for secondary school algebra. We discuss the challenging role of teachers in exploratory learning settings and motivate the need for visualisation and notification tools that can assist teachers in focusing their attention across the class and inform teachers' interventions. We present an architecture that can support such Teacher Assistance tools and demonstrate its scalability to allow concurrent usage by thousands of users (students and teachers).
Exploratory learning environments (ELEs) can have a positive effect on learning as long as they have proper support. However, the difficulty of supporting exploration and unstructured interaction means that there are few systems with intelligent computer-based support. The paper presents a divide-and-conquer strategy to approach the difficult tasks of development and evaluation of intelligent support in ELEs. The strategy considers three parts, each one focusing on the three most important questions related to support at any given moment: (i) what is the situation now? (evidence), (ii) which aspect needs support? (reasoning), and (iii) how should the support be presented for maximum efficacy? (presentation). The benefits of this approach include easier testing and validation, more reliable progress, and better communication and management of the members of the interdisciplinary team required to design and evaluate the system.
We identified the speech act categories and clusters of discourse comments of journalism mentors who interact with students editing news stories. Two important speech act categories are evaluations and suggestions. Latent semantic analysis and principal components analyses helped us discover clusters of comments involving evaluations and suggestions. The comments of mentors were also significantly aligned with epistemic frame elements that motivate the comments at a deeper level of discourse and pedagogy. Such alignments were validated by logistic regression analyses on a sample of hand- coded judgments of the frame elements. There was some modest transfer from a journalism practicum corpus to a game corpus. These analyses provide an important first step in building a virtual AutoMentor for multiparty epistemic games.
The MiGen project is designing and developing an intelligent, exploratory environment to support 11–14-year-old students in
their learning of algebraic generalisation. Deployed within the classroom, the system is also providing tools to assist teachers
in monitoring students’ activities and progress. This paper describes the architectural design of these Teacher Assistance
tools and gives a detailed description of one such tool, focussing in particular on the technologies and approaches chosen
to implement the necessary functionality given the context of the project.
