Papers by Demetrios Sampson
Blockiness reduction in JPEG coded images
2002 14th International Conference on Digital Signal Processing Proceedings. DSP 2002 (Cat. No.02TH8628)
A novel technique is proposed to reduce the blocking artifacts detected in the JPEG coded images,... more A novel technique is proposed to reduce the blocking artifacts detected in the JPEG coded images, especially in low bit rates. The proposed algorithm is consisting of two stages: firstly, the AC coefficients are estimated based on their observed probability distribution and secondly, a postprocessing scheme consisting of a region classification algorithm and a spatial adaptive filtering is applied for blockiness removal. Experimental results illustrating the performance of the proposed method are presented and evaluated using the mean squared difference of slope (MSDS) metric.
Re-using Adaptive Educational e-Content: the KOD Vertical Learning Portal
Layered Evaluation for Data Discovery and Recommendation Systems: An Initial Set of Principles
2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
This paper examines how a layered evaluation framework proposed for adaptive systems (AS) can be ... more This paper examines how a layered evaluation framework proposed for adaptive systems (AS) can be applied in the case of recommender systems (RecSys). Our analysis indicates that implementing a layered-based evaluation has the potential to facilitate a more detailed and informed evaluation of RecSys, allowing researchers and developers to better understand how to improve them.
Operational Research, 2002
In this paper we deal with the problem of enhancing the decision making abilities of broker agent... more In this paper we deal with the problem of enhancing the decision making abilities of broker agents in digital learning resources brokerage systems. Following a multi-criteria decision making approach, we provide broker agents with the means to qualitatively represent the user preferences and efficiently evaluate the proposed alternatives. Learner modelling and digital learning resources description parameters are inferred by a classic cognitive style modelling method, the Honey and Mumford model. We study two different aspects in modelling the learning resources recommendation problem: first formulated as a decision problem for the agent representing the learner by using a unique synthesis criterion approach; second, as a decision problem for the agent representing the content provider by using an approach based on the UTA method. Both aspects are studied in the context of a generic agent-based brokerage architecture, with broker agents requesting, describing and offering e-learning courses.
The KOD" Knowledge on Demand" Project: A Step Towards Personalised Learning
Abstract. This paper reviews the theoretical and technological basis of personalised learning, an... more Abstract. This paper reviews the theoretical and technological basis of personalised learning, and presents the IST 12503 KOD "Knowledge on Demand" Project, which aims to design, implement, demonstrate and validate an interactive on-line learning environment, ...
The Knowledge on Demand Project: Promoting Re-usability in Personalised Learning Environments
A Web-based Architecture for Promoting Re-usable Adaptive Educational e-Content
A WEB-BASED ARCHITECTURE FOR PROMOTING RE-USABLE ADAPTIVE EDUCATIONAL e-CONTENT Demetrios G. Samp... more A WEB-BASED ARCHITECTURE FOR PROMOTING RE-USABLE ADAPTIVE EDUCATIONAL e-CONTENT Demetrios G. Sampson, Charalampos Karagiannidis, Michael-Gerassimos Strintzis Informatics and Telematics Institute (ITI) Centre for Research and Technology Hellas ...
Intelligent Brokerage of Learning Resources in Electronic Markets
ABSTRACT
Re-using Adaptation Logics for Personalised Learning Applications
Handbook on Information Technologies for Education and Training
Computers & Education, 2002
HH ADELSBERGER B. COLLIS JM PAWLOWSKI Editors International Handbooks on Information Systems HAND... more HH ADELSBERGER B. COLLIS JM PAWLOWSKI Editors International Handbooks on Information Systems HANDBOOK ON INFORMATION TECHNOLOGIES FOR EDUCATION AND TRAINING ... International Handbooks on Information Systems Series Editors Peter Bernus, Jacek ...
School Analytics: A Framework for Supporting School Complexity Leadership
Springer eBooks, 2016
Data-driven decision-making in education has received an increasing level of attention on a globa... more Data-driven decision-making in education has received an increasing level of attention on a global scale, especially with the raising interest on big data. This trend has led to the development of two core analytics strands, namely Academic Analytics and Learning Analytics. The former focuses mainly on the macro layer of the organization and is addressed to higher education, while the latter focuses mainly on the micro/meso layers of the organization. Considering the diverse focal points and contexts of application of the two existing analytics strands, the ecosystemic nature of K-12 schools as social complex adaptive systems, as well as, the need for data-based evidence-driven school complexity leadership, we claim that a holistic decision support approach for addressing the full spectrum of school leaders’ tasks is required, beyond the existing analytics strands. Therefore, in this book chapter, we introduce the concept of School Analytics as a holistic, multilevel analytics framework aiming to integrate data collected from all micro-, meso- and macro- organizational layers. We analyze them in an intertwining manner towards providing continuous feedback loops and systemic decision support to K-12 school leaders.
Supporting the Selection of Digital Resources for Classroom-Based Teaching Activities
ABSTRACT Digital systems are offering opportunities to find, select, adapt, and use digital educa... more ABSTRACT Digital systems are offering opportunities to find, select, adapt, and use digital educational resources for teaching and learning which are openly available in the Web. As a result, innovative technology-supported classroom-based activities are widely anticipated by key stakeholders in formal education, namely, students, parents, education managers and policy makers. This puts a tremendous pressure on teachers and instructors to exploit digital resources in their daily classroom activities. Re-using available teaching resources is currently a major trend worldwide. This creates the need for tools that can support teachers in finding, and selecting appropriate digital resources for populating their lesson plans in school classrooms. Such tools can facilitate teaching processes to adopt technology-supported instructional strategies in a cost effective manner. In order to be able to build such tools, it is important to devise and study methods that can support teachers in discovering and selecting appropriate digital resources to populate their classroom-based teaching activities, taking into consideration important parameters of classroom-based instruction, such as time constraints and class population. To this end, in this paper we propose a design-to-time classroom-based teaching model and a time-adjusted lesson planning method that incorporates a classroom-constrained selection algorithm for digital resources available in Learning Object Repositories. We also evaluate the performance of the proposed algorithm.
Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale
Lecture notes in educational technology, Aug 12, 2016
Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their pot... more Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.
Technology Supported Innovations in School Education
Cognition and exploratory learning in the digital age, 2020
This volume provides a comprehensive and contemporary depiction of the swift evolution of learnin... more This volume provides a comprehensive and contemporary depiction of the swift evolution of learning technologies and the innovations that derive from their deployment in school education. It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. The studies included in this volume explore the conceptual and practical aspects of technologies that are used to support learning, with a multidisciplinary approach that encompasses all levels of education. The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.
International Association for Development of the Information Society, Oct 1, 2015
Instructional message design explores how various media and delivery systems might be used more e... more Instructional message design explores how various media and delivery systems might be used more effectively to help optimize instructional communications within context-specific instructional situations and learner needs. But use of the term appears to have fallen out of favor over the years since the mid-1990s. A review of the historical and theoretical foundations of instructional message design reveals that, while instructional design generally has shifted from objectivist to more constructivist perspectives on learning theory, the instructional message design field remains firmly rooted in early "transmission oriented" communications models. It appears that instructional message design has also suffered from definitional problems as well, with more recent narrow views of the field focused on media attributes supplanting earlier broad views of the field as an applied "linking science" between theory and practice. And, finally, while findings from studies on media attributes provide designers with some guidance for generally what will not work in terms of cognitive processing, the guidelines seldom shed light on what one should actually do within a particular learning context. Re-establishing instructional message design as a valid area of inquiry within the field of instructional design will require catching up with recent philosophical shifts in communication theory while adjusting our definitions and research foci accordingly. In this presentation I will briefly revisit instructional message design's objectivist learning theory and transmission-oriented communication theory foundations, discuss current trends and issues being raised in the literature, and explore ways the field might continue to serve as a "linking science" between learning theory and instructional practice. I will conclude with recommendations for a revised guiding theoretical framework based in conversation theory, a broader definitional focus that looks at more than just optimizing cognitive processing, and a new systems view of our approach to research in this area. xvi
Preface to ICWL 2011/2012 Workshops
Lecture Notes in Computer Science, 2014
Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Le... more Use of e-Learning has been expanding rapidly in recent years with the development of ICT and e-Learning tools. The trend shows that it will continue to grow as technology is becoming cheaper and more accessible. Despite the trend, e-Learning suffers from low quality learning objects (LOs) due to the lack of supporting tools for proper electronic LO development. This paper proposes a quality assurance support system for LO development that aims to raise quality awareness throughout the development process. The system’s underlying data model makes use of RDF to model and implement a workflow for LO development following the ISO/IEC 19796-1 standard. The system also integrates Quality Function Deployment (QFD) and achievement standards from Achievement Standard Network (ASN) to support the proposed workflow. Preliminary evaluation of the system shows that the system can satisfactorily assure the quality of resulting LOs.
A Method for Developing Mobile Virtual Laboratories
Virtual laboratories offer access to virtual science experiments and they are recognized as pedag... more Virtual laboratories offer access to virtual science experiments and they are recognized as pedagogically effective in increasing students' interest in science, as well as students' motivation and engagement. Moreover, the proliferation of mobile devices has created a growing trend for developing mobile virtual labs. However, the process of designing and developing such mobile apps should be based on specific guidelines towards addressing the technical restrictions of mobile devices and improving end-user experience. Existing guidelines that aim to facilitate this process are the App Quality Alliance (AQuA) guidelines. In this paper, we identify common functionalities of existing mobile virtual labs and we exploit AQuA guidelines towards proposing a method for developing mobile virtual labs. Additionally, we apply this method for developing a mobile virtual lab, namely ASK Mobile Virtual Laboratory (ASK-MVL) and we perform an initial evaluation in terms of user experience.
Cognition and exploratory learning in the digital age, 2020
This book series focuses on the implications of digital technologies for educators and educationa... more This book series focuses on the implications of digital technologies for educators and educational decision makers. Taking an interdisciplinary and visionary perspective on cognition and exploratory learning in the digital age, the series examines how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment. It includes the newest technical advances and applications, and explicitly addresses digital technologies and educational innovations. The series incorporates volumes stemming from the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. Since 2004 the CELDA conference has focused on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. Some of CELDA's main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centred learning and lifelong learning. In line with and in addition to these CELDA conference volumes, this series publishes monographs and edited volumes covering the following subject areas:
Exploiting Mobile and Wireless Technologies in Vocational Training
As with many emerging paradigms, there are several attempts to define m-learning. According to Ki... more As with many emerging paradigms, there are several attempts to define m-learning. According to Kinshuk et. al. [1], m-learning is defined as the ability of using handheld devices to access learning resources. Vavoula and Sharples [2] claim that there are three ways that ...
Data-Driven Decision Making for School Leadership: A Critical Analysis of Supporting Systems
Lecture notes in educational technology, Nov 3, 2015
Schools are complex adaptive systems comprising a vast range of interrelating agents including am... more Schools are complex adaptive systems comprising a vast range of interrelating agents including among others, the school principals, teachers, students, parents, and infrastructural assets. Therefore, school leaders are required to design the strategic plan of their schools by taking into account the full spectrum of the characteristics and behaviors of these agents and the complex manner in which they interrelate and affect the overall school performance. However, considering (a) the high complexity in collecting and processing the institution-wide data and towards generating feedback loops and (b) the wide range of the tasks that school leaders are expected to engage with, this data-driven decision-making process is challenging, and requires appropriate systems to support it. The contribution of this book chapter, therefore, is the critical analysis of 70 existing school leadership decision support systems (SL-DSS), in terms of their capacity to adequately support the full spectrum of school leadership tasks, as they are defined in this book chapter. This critical analysis aims to gather insights that could drive future implementations of SL-DSS toward providing more effective decision support affordances and tackling the identified shortcomings of existing systems.
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Papers by Demetrios Sampson