How are digital technologies embedding into learning environments? Volume 6 of the IBM Journal showcases their original research. They represent the main focuses of IBM research: analytics, cloud, mobile, content management, and especially artificial cognition.
In “Personalized Learning Pathways: Enabling intervention creation and tracking“, advances are reported on an application to enable personalized interventions to a student’s learning path.
In “On early prediction of risks in academic performance for students“, a system for K-12 students forecasts poor academic performance in specific subjects, to allow for correctives early on.
In “An architecture and algorithm for context-aware resource allocation for digital teaching platforms“, a development to help teachers prioritize content by, among other things, “the quality of insight”.
In “Toward a platform to support vocational training of people with disabilities“, researches report on a Brazil pilot program that focuses on social engagement, qualification and inclusion technologies for people with disabilities.
In “Smarter learning content management using the Learning Content Hub“, an improvement on an LMS that allows analyzing and labeling of documents is described.
In “Detecting playfulness in educational gamification through behavior patterns“, an approach to identify and measure “playfulness” is shown. A large database of “gamification behaviors” would feed the learning algorithm to identify what is playful.
“Network-structured discussions for collaborative concept mapping and peer learning” debates the flaws of forum threads in terms of a social constructionism approach, and proposes a “semantic network of posts” in which each post is node in the network. As you might know, social constructionism is a pillar of Moodle’s pedagogic philosophy.
“Seamless blended learning using the Cognitive Learning Companion: A systemic view“, introduces a “Companion” system developed in Africa, that tracks student activity in and out of the classroom through a mobile application.
“A mentor for every student: One challenge for instructional software” describes a digital tutor that adapts a student session to his “learning needs and emotions”. It covers MathSpring, an online prototype that has given contributions to research.
“Designing engaging intelligent tutoring systems in an age of cognitive computing” debates the “little to no discernible impact” on learning outcomes from innovation in “intelligent tutoring systems”, and hypothesis that “poor user experience” is the main cause.
It is interesting to keep this research in mind as we see how the future of learning evolves over the coming years and how we contribute to Moodle in the future.
The Journal is under a Paywall but the Preface is available in PDF.