Universidad Politécnica de Madrid
DynaLearn – An Intelligent Learning Environment for Learning Conceptual Knowledge
Bredeweg, Bert (University of Amsterdam) | Liem, Jochem (University of Amsterdam) | Beek, Wouter (University of Amsterdam) | Linnebank, Floris (University of Amsterdam) | Gracia, Jorge (Universidad Politécnica de Madrid) | Lozano, Esther (Universidad Politécnica de Madrid) | Wißner, Michael (University of Augsburg) | Bühling, René (University of Augsburg) | Salles, Paulo (University of Brasília) | Noble, Richard (University of Hull) | Zitek, Andreas (University of Natural Resources and Applied Life Sciences) | Borisova, Petya (Institute of Biodiversity and Ecosystem Research) | Mioduser, David (Tel Aviv University)
Articulating thought in computer-based media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an Intelligent Learning Environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems behave. DynaLearn uses diagrammatic representations for learners to express their ideas. This article presents an overview of the DynaLearn system.
DynaLearn – An Intelligent Learning Environment for Learning Conceptual Knowledge
Bredeweg, Bert (University of Amsterdam) | Liem, Jochem (University of Amsterdam) | Beek, Wouter (University of Amsterdam) | Linnebank, Floris (University of Amsterdam) | Gracia, Jorge (Universidad Politécnica de Madrid) | Lozano, Esther (Universidad Politécnica de Madrid) | Wißner, Michael (University of Augsburg) | Bühling, René (University of Augsburg) | Salles, Paulo (University of Brasília) | Noble, Richard (University of Hull) | Zitek, Andreas (University of Natural Resources and Applied Life Sciences) | Borisova, Petya (Institute of Biodiversity and Ecosystem Research) | Mioduser, David (Tel Aviv University)
Articulating thought in computer-based media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an Intelligent Learning Environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems behave. DynaLearn uses diagrammatic representations for learners to express their ideas. The environment is equipped with semantic technology components capable of generating knowledge-based feedback, and virtual characters enhancing the interaction with learners. Teachers have created course material, and successful evaluation studies have been performed. This article presents an overview of the DynaLearn system.
DynaLearn - Engaging and Informed Tools for Learning Conceptual System Knowledge
Bredeweg, Bert (University of Amsterdam) | Gómez-Pérez, Asunción (Universidad Politécnica de Madrid) | André, Elisabeth (University of Augsburg) | Salles, Paulo (University of Brasília)
This paper describes the DynaLearn project, which seeks to address contemporary problems in science education by integrating well established, but currently independent technological developments, and utilize the added value that emerges. Specifically, diagrammatic representations are used for learners to articulate, analyse and communicate ideas, and thereby construct their conceptual knowledge. Ontology mapping is used to find and match co-learners working on similar ideas to provide individualised and mutually benefiting learning opportunities. Virtual characters are used to make the interaction engaging and motivating. The development of the workbench is tuned to fit key topics from environmental science curricula, and evaluated and further improved in the context of existing curricula using case studies. Through this approach, the DynaLearn project will deliver an individualised and engaging cognitive tool for acquiring conceptual knowledge that fits the true nature of this expertise.