Intelligent mobile learning interaction system (IMLIS) [Elektronische Ressource] : a personalized learning system for people with mental disabilities / Saeed Zare

Mask

Sujets

• Wissenschaft

Informations

• Publié par: universitat_bremen
• Publié le: 01 janvier 2010
• Nombre de lectures: 53
• Langue: English
• Poids de l'ouvrage: 28 Mo

Extrait

Doctoral Thesis
Intelligent Mobile Learning Interaction
System (IMLIS)
A Personalized Learning System for People with
Mental Disabilities

Saeed Zare


Supervisors:
Prof. Dr. Heidi Schelhowe
Prof. Dr. Karsten Wolf

Bremen, 2010

ii






“Research is to see what everybody else has seen,
and to think what nobody else has thought.”
Albert Szent-Gyorgyi














This doctoral thesis is submitted to “Department of Mathematics and Informatics
(FB3)”, University of Bremen in fulfillment of the degree of Doctor of Engineering.
This study was supported by “Digital Media in Education (dimeb)” research group in
University of Bremen and grant by “Catholic Academic Exchange Service (KAAD)”.

Presented by Saeed Zare




iii

iv
Acknowledgments

Thank You God for keeping me patient and focused on the goals I set out to achieve and
allowing me to remain healthy throughout my studies! Although the path has not been
smooth, it’s been a wonderful journey! There have been peaks, vallies and even holes.
I’ve faced countless happy moments and also problems, which I am unable to put into
words. I’ve learned and grown from all of these experiences, both positive and negative.
And for all of these, I am deeply grateful.

It is my pleasure to thank from the heart, a number of people who helped me and con-
tributed to the completion of my thesis. Without their support and encouragement, I
could never have done any of my work.
To my supervisor, Prof. Dr. Heidi Schelhowe, for her great supervision, guidance and
support throughout the development of this thesis, I appreciate all of her special ways.
Her direction and advice provided me “the best platform” to undertake this thesis and
allowed me to open my mind to challenge myself. I thank her for dedicating so much of
her time to answering my questions and proposing better ideas for thesis writing.
To my co-supervisor, Prof. Dr. Karsten Wolf, for all of his support and guidance
throughout the writing of this thesis, thanks for dedicating his time to advising and en-
couraging me during my studies over the past three years.
To my colleagues Michael and Dennis, for their valuable help, comments, advice and
constant support. They provided great insight and examples of real use and contexts.
To Benjamin Tannert for helping me in the development of the IMLIS system proto-
type. I’ll never forget his constant support and “smiley faces” in prototype errors.

I also appreciate the help of many colleagues (too numerous to list) for their support
including sponsorship and conducting workshops during the research.
Special thanks also go to the “Digital Media in Education (dimeb)” research group at
the University of Bremen, sheltered workshops Martinshof in Bremen, Rabinsbalje
School, Rhododendronpark School, Grolland School, Allgemeine Berufs Schule Bre-
men, Schule an der Marcusallee, and Mobile Research Center Bremen for their support.


v

vi
And finally none of this would be possible without the loving support of my family, my
parents my lovely sister Simin and my brother-in-law Masoud for always providing
encouragement and making sure that I never lost sight of my vision.
Your loyal love and kind heart will always make my day brighter and your support and
sacrifices made my dreams possible. You provided nothing short of unconditional love
and support.
I also dedicate this thesis to my grandmother who died on the 2nd of July 2003, whom
was praying for me all the time to do well at my life and studies. God bless her soul.
Finally to Ali, Mahnaz, and all my family and friends, without their constant support
and encouragement, I would not have gotten this far in my life and education.

vii




viii
Abstract
The domain of learning context for people with special needs is a big challenge for digi-
tal media in education. This thesis describes the main ideas and the architecture of a
system called “Intelligent Mobile Learning Interaction System (IMLIS)” that provides a
mobile learning environment for people with mental disabilities. The design of IMLIS
aims to enhance personalization aspects by using a decision engine, which makes deci-
sions based on the user’s abilities, learning history and reactions to processes. It allows
for adaptation, adjustment and personalization of content, learning activities, and the
user interface on different levels in a context where learners and teachers are targeting
autonomous learning by personalized lessons and feedback. Due to IMLIS’ dynamic
structure and flexible patterns, it is able to meet the specific needs of individuals and to
engage them in learning activities with new learning motivations. In addition to support-
ing learning material and educational aspects, mobile learning fosters learning across
context and provides more social communication and collaboration for its users.
The suggested methodology defines a comprehensive learning process for the mentally
disabled to support them in formal and informal learning. We apply knowledge from the
field of research and practice to people with mental disabilities, as well as discuss the
pedagogical and didactical aspects of the design.

Keywords: Mobile Learning, Mobile Technology, People with Mental Disabilities,
Pedagogy, Learning Process, Interactive Learning Environments, Inclusive Design, and
Accessibility.
ix
x