=Paper=
{{Paper
|id=Vol-2093/paper4
|storemode=property
|title=Developing SMART educational cloud environment on the basis of adaptive massive open online courses
|pdfUrl=https://ceur-ws.org/Vol-2093/paper4.pdf
|volume=Vol-2093
|authors=Parfenov Denis,Zaporozhko Veronika
}}
==Developing SMART educational cloud environment on the basis of adaptive massive open online courses==
https://ceur-ws.org/Vol-2093/paper4.pdf
35
Developing SMART educational cloud environment on
the basis of adaptive massive open online courses
Denis Parfenov1[0000-0002-1146-1270] and Veronika Zaporozhko1[0000-0002-2193-9389]
1
Orenburg State University, Orenburg, Russia
fdot_it@mail.osu.ru
Abstract. The use of adaptive massive open online courses (MOOCs) in the
educational process of students contributes to the expansion of ways to imple-
ment personalized learning. The development of new approaches and intellec-
tual methods for this area is a priority. Based on the developed approaches, it is
possible to build individual educational paths in MOOCs. The analysis showed
that the development of new intellectual methods for providing complex per-
sonalization in the SMART educational cloud environment requires further re-
search and scientific justification. The development of this direction will ensure
the implementation of the most important didactic principles: individualization,
differentiation and adaptability. In this paper we summarize the approaches and
methods used to provide personalization in the MOOC. In our research model
of the adaptive MOOC architecture is presented. It includes describing of the
following main components: «Database Student», «Database Course», «Data-
base Learning Process», «MOOC Intelligent System», «Personal Learning
Path». The interconnection of the processes of these components is based on
Big Data processing and analysis, using the methods Data Analysis, Learning
Analytics, Education Data Mining.
Keywords: Massive open online courses, МOOC, Adaptive Learning, Cloud
Computing.
1 Introduction
In recent years, a number of changes have taken place in the educational environment,
which have had a serious impact on the methodology of mastering and the practice of
teaching the academic disciplines at the university. Nowadays the concepts of the
personal educational environment of students and individual educational path are
actively developing. Introduction in the educational process of massive open online
courses has allowed expanding the boundaries for learning by students of different
disciplines or separate modules of disciplines [3,12]. Students have an advantage to
choose the order of the study material according to their interests and needs. But, one
of the completely unsolved problems, despite the opportunities that have been opened,
remains the task of optimal planning, construction and correction of individual educa-
tional path. Modern learning management systems contain a considerable amount of
information, allow forming the profile of the student, based on his preferences, aca-
36
demic performance and other significant criteria. Because online courses involve
massive work with students, the traditional planning personalized training routes to
become very difficult for tutors accompanying rates. In our research we proposed the
solution for solve this problem. We developed approach which include automated
accompaniment of personalized work with listeners in the SMART educational cloud
environment, based on the principles of intellectual self-organization.
2 Problem overview
An important condition for the adoption of effective solutions in the field of e-learning
is an analysis of data from the participants of the educational process at various stages.
Nowadays, the volume of data circulating in the educational environment, providing
work with online courses, grows exponentially. This is facilitated by the rapidly grow-
ing demand for open education. In this way, it is necessary to develop new approaches
to the creation of SMART educational cloud environment. The basic component of
such an environment is adaptive massive open online courses. We offer an approach
based on the methods of Learning analytics and the methods of Education Data Min-
ing.
Modern online learning systems are aimed at working with Big Data, which, first of
all, is conditioned by the basic principles that are fundamental for an innovative edu-
cational environment. In our research we defined as the main following principles:
spontaneity of learning (gaining knowledge regardless of control and scheduling),
adaptability (use of data on previous experience of teaching each learning to plan the
learning process and track educational progress), the «invisibility» of the evaluation
(ensuring automatic collection of data on the behavior of the listener in the learning
process).
The main problem with the existing systems of online learning management is the
lack of integrated support for all listed elements. Basically, this is due to the high re-
source intensity and computational complexity of the analyzed parameters. For the
same reason, the process of constructing individual educational trajectories is compli-
cated. Accumulated data is not analyzed in real time. So, for example, each potential
learner has his own learning goals, interests. Also each learner needs his own set of
content components and ways of activities in a particular situation. Therefore, it is
necessary to use such e-learning opportunities that will ensure the formation of social-
ly-demanded competences in the most differentiated, fast, high-quality and effective
manner. The solution to the problem can be the use of heuristic methods built on
methods of machine learning. Thus, the task of forming a profile of the interests of the
listener of an online course can be solved by using teaching methods with a teacher,
without a teacher, with partial teacher involvement, with reinforcement or multi-level
training. At the same time, existing innovative data processing technologies based on
methods of data mining and neural networks. But such approaches for correct work
require the use of preliminary expert evaluation on reliable samples for further train-
ing and verification. In order to effectively configure such a system, the stored, but
37
previously unused data becomes particularly important, which in turn also introduces
additional overhead costs for the analysis and verification of this information.
3 Discussion
Let's generalize the various approaches, algorithms and methods that provide person-
alization of training in MOOC, proposed by different researchers. For example, in [1]
the implementation of a system of personal recommendations to listeners of MOOC
on the study of additional thematic video lectures and educational resources based on
the behavior of participants of the course, their interests and preferences is presented.
This system is implemented on the basis of the results of processing large sets of data
obtained when watching video lectures by students and their active participation in
forums.
Qiang Tang [2] proposed a different approach to providing personalization of train-
ing in the MOOC. The listener, who first registered on the MOOC platform, passes a
test to determine the learning style and learning strategy. Based on the results, the
user’s personal dynamic Bayesian learning network. Using the information from the
Bayesian learning network, the MOOCs platforms gets the learner’s personalized
features and pushes adaptive courses and learning companion to create learning com-
munities.
A team of researchers from Armenia [5] outlined the approach to personalization of
learning, based on «teaching scenarios» (sequence of teaching units), which construct-
ed during the process of learning. These scenarios are being constructed via the quali-
ty and quantity characteristics of the teaching units and user’s knowledge. As a result,
a group of researchers using genetic algorithms solve such important tasks in e-
learning systems as creating adaptive learning scenarios and constructing a corre-
sponding course map reflecting the progress of each particular learner.
A group of scientists consisting of Xiao-hong Tan, Rui-min Shen and Yan Wang
suggest using genetic algorithms to build online courses that take into account not
only the level of complexity of the material and the time taken for its mastering, but
also the changing results of training of individual students in time of the educational
process [4].
Another method of personalization, according to a group of researchers from
Greece and Spain, is to use the learning / prediction algorithms, which are the basis of
the system of personal recommendations. Such a system can prepare intelligent rec-
ommend actions to the learner based on the actions of previous participants in the
course, and make a dynamic correction of the content of the course based on the pro-
file of the trainee's profile, its interests and needs.
Another approach to ensure the personalization of learning is based on the tech-
nique of evolution through computerized adaptive testing. Then the genetic algorithm
and case-based reasoning are employed to construct an optimal learning path for each
learner [6].
A team of researchers from China [7] proposes a personalized system of recom-
mendations in the MOOC, based on Dynamic Bayesian Network.
38
In the next paper [8], led by Jill-Jênn Vie, it is proposed to use adaptive testing in
MOOC, in which the test tasks are formed by predicting the student's academic per-
formance. Such an approach, according to the authors, will prevent the students from
dropping out of the course, and also provide feedback to the test subject at the end of
the test, indicating which knowledge components need further study.
4 The architecture of adaptive massive open online courses
SMART educational cloud environment, which is personalized, is characterized by
complexity, high dynamism, and huge data flows. Wherein:
1. When we use of intelligent information technologies in the construction of adap-
tive MOOC goals and the pace of training, electronic educational content, as well as
methods and means of teaching can vary depending on the interests, needs, character-
istics of individual students, the degree of their readiness for learning, the results of
tracking progress in the learning material. For example, recommendations can be of-
fered for mastering individual variable modules of discipline or related online courses
that expand and deepen knowledge in a specific subject area.
2. The adaptive learning subsystem in MOOC offers everyone an optimal individu-
al space-time educational route and can organize groups of listeners who are similar in
terms of educational preferences and opportunities, for example, for the joint evalua-
tion of completed assignments.
We developed an adaptive MOOC architecture (see Fig. 1), each components of
this structures we describe in more detail.
Database Student-a set of different characteristics of students (variable and constant
data), which can be used in the process of the adaptive MOOC. Such characteristics
include such Big Data as learning goals, interests in the subject area, the results of the
survey, diagnostic testing, personal profile data (age, gender), psychological profile
data (learning style, perception and memorization) and others. From the data contained
will be selected those that distinguish a particular student or most accurately character-
ize his personality.
Database Course-information about courses and sets of their various characteristics
that can be used in the process of creating an adaptive MOOC. Those characteristics
that are most suitable for the needs and capabilities of a particular student will be se-
lected from the existing ones.
Database Learning Process-a set of different characteristics describing the learning
process (progress of students) based on a specific MOOC. Those who most accurately
describe or characterize a personal way of realization of personal potential of the con-
crete trained will be chosen from the keeping characteristics. The meaning of these
characteristics is constantly changing in the learning process based on MOOC. Such
characteristics include such as points for each educational object being evaluated (for
example, 50-70% - low, 71-89% - medium, 90-100% - high); the level of complexity
of the material on the student feedback (simple, normal, complex); time spent on
tasks; other.
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Fig. 1. Proposed architecture of adaptive massive open online courses.
MOOC Intelligent system is a module of hybrid intelligent system, responsible for the
adaptability of the mooc to the needs, preferences and capabilities of a particular stu-
dent. In this module, more than one method of human intellectual activity simulation
is used to solve the mooc adaptability problem, for example, fuzzy logic, genetic algo-
rithms, artificial neural networks, simulation statistical models and others. Neuro-
fuzzy models allow, on the one hand, to bring the ability to learn and the computation-
al power of neural networks into systems with fuzzy logic, and on the other hand – to
strengthen the intellectual capabilities of neural networks inherent in the "human" way
of thinking fuzzy rules of decision-making. optimization of the educational process by
providing students with educational material in the most preferred form.
Personal learning path-a script that allows for each student to form an individual learn-
ing path for the development of a particular MOOC, which is later corrected in real
time. For the purpose of correction of an individual trajectory of training the methods
of data mining based on personal features and preferences of the trained are used.
The described architecture is a General representation of the implementation of adap-
tive MOOC and requires further detailed description of the functioning of all its com-
ponents.
5 Conclusion
The article attempts to design a multifaceted, holistic, self-organizing cloud environ-
ment based on MOOCs, which creates the conditions for maximizing the personal
potential of each learner by simultaneously creating the following components: adap-
tive content and training program, an optimal individual educational route, an intelli-
gent selection system and course recommendations for interested students of the edu-
40
cational platform taking into account their personal interests, possible needs, personal
characteristics for organizing collaborative work in the implementation of joint pro-
jects and other effective educational network interaction.
Thus, for today the task of searching for and creating effective methods for intellec-
tual processing of large data sets for the complex personalization of the cloud educa-
tional environment remains completely unresolved and is in the stage of actualization.
Acknowledgments
The research work was funded by Russian Foundation for Basic Research, accord-
ing to the research projects No. 18-37-00400 mol_а.
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