You are here

One approach for applying the 3D model of e-learning

21 January, 2016 - 14:46

The approach (Valcheva & Todorova & Asenov, 2010b) presented on Figure 4.3 consists of 7 stages:

Stage 1 – the e-modules (E-module 1-n) are described by experts with metadata (E-module metadata) and are stored in database (E-learning DB). The experts are the teachers doing research in the field of e-learning.

Stage 2 – includes the student’s registration and determination of his individual learning style. This is presented in the approach by the data structure SLP IDj.

Stage 3 –includes the student’s request for learning (the request is presented in the approach by KSR IDi).

Stage 4 – in this stage the 3D simulator defines the best versions of the existing e-learning modules for the individual learning style of each student by applying the 3D module. The input data for the simulator are the students request KSR IDi and the student’s learning profile - SLP IDj.

Stage 5 – the selected most effective e-learning module is offered to the student and the online activities are started.

Stage 6 – includes an opportunity for actualization of the student profile. It is possible to change the input data about the students learning style because of some outside factors.

Stage 7 – end of the session and saving the updated information

On Figure 4.3 is presented a block scheme of an e-learning personalization approach with a preliminary processing and simulation of the teaching and learning processes for priori assessment of the effectiveness and for transformation of the exiting e-learning content towards the individual student’s expectations. This approach is based on existing e-learning content (e-learning modules), which is assessed with a definite system of criteria for acquiring the important for the personalization content - E-modules metadata. From the point of view of the models for data presentation, it could be accepted that each course is presented by metadata structure.

The choice of the structure and the content of the metadata is based on the idea that each module can be described according the personalization needs and the presented metadata content must be understandable for the experts, which will process the courses in Stage 1 from the presented approach (Figure 4.3).

One example for metadata structure for presenting e-learning module is shown in Table 4.8. The presented structure in Table 4.8. The experts’ task is to assess the proportion of the learning modalities each course offers and thus to define to which learning style it is most appropriate.

The last three elements from the metadata structure have direct connection with the learning styles and the 3D model (stage 4 from the presented approach). On stage 2 of the approach questionnaire with the students is conducted in order to be defined for student j his personal style of learning, presented in the approach by the data structure SLP IDj (Figure 4.3).

media/image28.png
Figure 4.3 Block scheme of an approach for e-learning personalization 
Table 4.8 Example of Metadata structure for describing e-learning module

Metadata

E-module 1-n1

E-module 2-n2

E-module 3-n3

Field of science

“.............”

“.............”

“.............”

Subject

1-“....”

2-“....”

3-“....”

Date of creation

12.05.2010

17.05.2010

21.02.2010

Language (s)

EN,BG

EN

BG

Author

“..............”

“..............”

“..............”

Average duration (hours)

0,8

1,2

0,9

Learning by seeing in % from the whole learning process

70%

20%

50%

Learning by hearing in % from the whole learning process

20%

50%

20%

Learning by hearing in % from the whole learning process

10%

30%

30%

 

Table 4.9 shows the content of the data structure SLP IDj, which presents the profile of student j.

Table 4.9 Example of metadata structure for presenting student’s profile

Data structure for presenting students’ profile for students j, j+1, j+2

Student j

Student j+1

Student j+2

Name of the student

“............”

“.............”

“............”

ID

XXXX

YYYY

ZZZZ

1-st preferred language

BG

BG

EN

2-nd preferred language

EN

EN

RUS

3-rd preferred language

RUS

RUS

BG

Effectiveness of acquiring knowledge by „seeing” in %

70%

20%

50%

Effectiveness of acquiring knowledge by „hearing” in %

20%

50%

20%

Effectiveness of acquiring knowledge by „doing” in %

10%

30%

30%

 

The presented structure in Table 4.9 is a production of the structure for formalization of the learning content by metadata. In this way informational support of the 3D simulator for assessment of the effectiveness of e-learning (Stage 4 of the approach) is ensured, based and developed on the basis of the 3D model.

Data structure (Stage 3) KSR IDi is used for formalization of the students’ request for e learning content. For good quality of applying the experimental approach, it is necessary for the personalization of the e-learning to assess not only the personal learning style of the students, but also their individual needs for learning (Table 4.10).

Table 4.10 Example of formalization of the students’ request for e-learning content

Data structure for presenting the individual requests of student j, j+1, J+2

E-module

1-n1

E-module

2-n2

E-module

3-n3

Name of the student

“............”

“............”

“............”

ID

XXXX

YYYY

ZZZZ

Field of science

“....”

“....”

“....”

Subject

1-“....”

2-“....”

3-“....”

Expected average duration (hours)

1,5

2,0

2,0

Actuality of the content – published not later than – data

01.01.2010

01.01.2010

01.01.2010

 

The output information for applying the 3D model as a tool for e-learning effectiveness assessment is formed On the basis of the data structure from Tables (Table 4.8,Table 4.9,Table 4.10). The information from Stages 1, 2, 3, according to Figure 4.3 is stored in database - E-Learning DB.

The 3D simulator for e-learning effectiveness assessment (Stage 4) is based and developed according the 3D model of e-learning. The input data for the simulator is the student’s request KSR IDi and the profile of the student j - SLP IDj. In the concrete example we assess all N courses with subject „1-..”, which are described with metadata in E-Learning DB – E-Module 1-1, E-Module 1-2, E-Module 1-N.

On stage 5 the most effective e-learning module according to the individual student’s learning style and needs is offered and the real learning process is conducted. In finishing the learning session in the experimental approach there is an opportunity for new testing of the student – Stage 6. The actualization of the student’s profile gives possibility for feedback after finishing the course.

In the experimental approach this feedback is not directed towards assessment of the e-learning content or way of presenting the material, but towards improving the student’s self-assessment about his preferred learning style. In this way one of the basic disadvantages in the presented approach – the formation of the learning styles by self-assessment is not always subjective. With each module the student corrects the proportion of the three perceptual modalities in his individual profile.

The presented experimental approach for applying the 3D model for assessment of the e-learning effectiveness is important not only for presenting and applying the 3D model, but also it has methodical value, according to the idea for dynamic adjustment of the individual learning profile of each student with the aim to increase the personalization level in the e-learning process.