Personalization oflearning on the Web is currently one of the most important issues in the area of e-learning, It involves multiple paradigms, such as context, methodology, and so on. To support personalized learning on the Web requires the coordinated efforts from both teaching and learning. We incorporate the software agents with different expertise into the learning processes to assist individual learners in creation of personally learning experiences by the association of the agents with the Internet-related programs used by the teacher and the learner on the learning. In this paper the learning methods on the Web are explored and a model is then constructed to describe the Web based learning environment. An architectural framework of a multi-agent system to facilitate personalized learning on the Web is presented. After that the supports for personalized learning by the agents in the architecture are analyzed. At the final some conclusions are presented.
In a review of the journal Simulations and Gaming (Sage Publications) we found less than 10% of all articles made reference to requirements of the person/s facilitating a simulation or game. It seemed that many writers did not regard facilitation as sufficiently important, or were unaware that its nature can be problematic. Until events necessitated critical re-analysis of our practice, we were similarly unconcerned about our own facilitation skills. Once we began examining facilitation processes, new insights into the facilitation role emerged. These insights especially concern the way in which personal preferences appear to have a major influence on choices and behaviours when facilitating experiential learning activities. Two sets of choices emerge as particularly relevant. The first concerns choices about the type of simulation or game chosen; the second concerns the preferred facilitation style and observable behaviours. We first wrote about these in 1998 (Leigh and Spindler 1998) and have continued our explorations in subsequent papers (Leigh 2003a, Leigh 2003b, Leigh and Spindler-in press). In this chapter we briefly describe our earlier work, and extend the proposition that personal teaching and learning philosophies often have a greater influence on choices and actions than requirements of specific educational outcomes. For example, given similar learning outcomes, someone who sees learning as a highly structured process requiring tight control is likely to choose a quite different approach to someone who regards learning as an emergent process dependent on interactions among learner, processes and content. ISAGA 2003 we used a collaborative research strategy to explore these propositions. We had developed instruments to assist in identifying philosophical stances, preferences for simulations and games formats, and facilitation practices. During the workshop participants were able to use these instruments to identify personal patterns among these factors. There was sufficient support for our propositions to encourage further research. Defining simulations and games When discussing definitions and types of simulations in use around the world it is easy to see that the choices are immensely varied. What 'are' and 'are not' simulations, how to manage, design, learn from and behave in simulations-are all subject to debate. While preparing this paper one of us was invited to complete two electronic surveys about the field. Neither site provided a definition of 'simulation', both apparently assuming that anyone completing the survey shared
The weather and the striking Scottish environment provided an excellent backdrop for the joint ISAGA/ SAGSET International Conference held in Edinburgh in August 2002. This conference brought together more than 150 academics, practitioners, and researchers in diverse fields of practice from more than 25 countries. This report provides a brief taste of the depth and variety of papers and experiences available at a conference designed to integrate the multiple perspectives of these two major international experiential learning associations. Conference activities included papers and presentations from many fields of practice with opportunities to experience and critique simulation and game designs, share research initiatives, engage in debate on critical issues, and discuss conceptualizations of this important area of learning. These academic activities were balanced by a number of social ones providing opportunities to experience Scotland’s culture and renewfriendships with colleagues. The organizers received many accolades for the excellence of the program and the conference organization. It was indeed a memorable conference.
Australia's geographic position in the southeast quadrant of Asia can hardly be disputed, but the historical and emotional ties, until recent times, have been with England and Europe rather than the countries to the north. As the nation take steps to adjust awareness of its location and implications for international relationships and economic development, it has simultaneously been revising its understanding of the past, with specific and ongoing concern for redressing past injustices toward indigenous Australians. The University of Technology, Sydney, actively promotes intercultural awareness among its highly diverse staff and student body, with a special concern for providing for indigenous learners and staff. As academics, the authors had an opportunity to design an interactive online learning activity for exploring issues of Reconciliation within this wider context. As they worked on clarifying a design brief, the authors realized that more fundamental beliefs and issues were shaping their discussions. This article reports on what happened when they found that they were unable to continue with the initial brief and instead moved to reconsider their separate and mutual perceptions of intercultural issues shaping the process of Reconciliation in Australia. This led to design of a simulation for values-based learning adaptable to issues of Reconciliation and other ways of achieving cultural conflict-resolution.In recent years, Australia has been engaged in formal action to redress injustices concerning indigenous Australians, including development of an agenda for national inclusiveness. This coincides with vastly increased awareness of our geographic location in southeast Asia, despite strong historical and emotional ties with England and Europe. As part of its contribution to these agendas, the University of Technology, Sydney, has introduced a number of initiatives aimed at increasing understanding and promoting intercultural awareness, and specific programs supporting a formal Reconciliation Agenda.The authors had an opportunity to create an interactive online learning experience to engage participants in discussion of specific concepts and methodologies for Reconciliation. We chose a simulation framework to shape the overall design to connect participants with the very real emotional and factual aspects involved and to highlight political aspects of behaviors and choices around intercultural conflict resolution. This article reports on initial stages of our project and records key insights into the personal
A short account is given of the 32nd annual international conference of the International Simulation and Gaming Association, September 2001, Bari, Italy. Described here are the site of Bari, the conference theme, the program, the opening session, the keynote sessions, round table discussions, concurrent sessions, and the social events.
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