COMSATS Institute of Information Technology, Attock Campus

Synopsis PART-1 Name of Student Tayyaba Sohail Department Computer Science Registration No. Date of Thesis 10TH-Sep-2013 CIIT/FA12-MS(CS)Registration 003/Atk Name of (i) Research Dr. Farman Marwat Supervisor (ii) Co-Supervisor Members of Supervisory Committee 1. Dr. Farman Marwat 2. Dr. Saqib Iqbal 3. Dr. Adnan Sohail 4. Mr. Muhammad Ishtiaq Title of Research Proposal Recommendations Generation for Effective Group Formation Using Dynamic User Modeling in ComputerSupported Collaborative Learning (CSCL). Summary of the Research Proposal Computer-supported collaborative learning (CSCL) is an evolving area in the field of learning sciences, focusing on how people learn collaboratively with the help of computers. To make this learning more effective, grouping of learners and learning from peer-learners through social learning, play an important role. Collaborative learning approach can support learning process efficiently, if the learners with different characteristics are grouped together. The characteristics include knowledge, learning styles, goals, interests, and background. On the other hand, collaborative approach that does not take into account individuals characteristics during group formation does not ensure that the learning needs are fulfilled. To achieve optimal group formation, the key element is to maintain a learner model (LM) based on learners current characteristics. In contrast to static user model, in which once the data about the user is gathered, it does not change again, a dynamic user model can well reflect a users current characteristics. As learners knowledge, interests, goals and preferences usually change over time, thus, forming groups on the basis of static user models cannot give desired results. In this context, maintaining a dynamic user model can help to generate recommendations for group formation in collaborative learning environments over the web. This study presents a model that generates recommendations for group formation based For the degree of M.S/M.Phil. Ph.D.

on the current user models. The proposed system is able to initialize the student model either by using a questionnaire or by a stereotype. As the student starts interaction and performs different activities, the system observes the students behavior. Any change found in the user characteristic is then reflected back in the user model. Students knowledge level is assessed through frequent tests in the particular domain. This knowledge level, based on the test scores, is also updated. This current user model is further used to generate recommendations in group formation. Introduction During the present era of information and communication technology, computer supported collaborative learning has a significant role to improve the quality of teaching and learning [1, 13]. Collaborative learning enables individuals to achieve a mutual learning goal by sharing their own skills, expertise and capabilities with others [1]. Learners can benefit from other group members knowledge and similarly by knowing about knowledge differences among the group. The formation of group is either for the purpose of solving a particular task (task group) or to get mastery (learning group) [2]. No matter what is the purpose of forming a group, the ultimate goal is to maximize students learning thus, satisfying a learner in collaborative learning. The formation of meaningful and optimal collaborative groups is one of the challenging issues in computer supported collaborative learning [3]. That is, to identify learners who belong to a specific group. The only way by which student satisfaction can be achieved in computer supported collaborative learning is through forming an effective collaborative group. Effective group formation can increase their ability to learn and increase their knowledge level [4]. There can be homogeneous or heterogeneous groups [2]. For individual learners to benefit from collaborative learning, learners with different characteristics must be grouped together [5, 18]. The characteristics include knowledge, learning styles, goals, interests, and background. Collaborative approach that does not take into account individuals characteristics during group formation does not ensure that the learning needs are fulfilled. Moreover, grouping the learners randomly cannot give a solution to an optimal group formation problem. To achieve optimal group formation, the key element is to maintain a learner model (LM) based on learners current characteristics. In this regard, user profiles can be used to identify users and their characteristics [6]. User profile is a base for user model as a user model is build using the information presented in the user profile [7]. User model gives an abstract representation of the user [6]. A user models can be static or dynamic [8]. In contrast to static user model, in which once the data about the user is gathered, it does not change again, a dynamic user model can well reflect a users current characteristics. As learners knowledge, interests, goals and preferences usually change over time, thus, forming groups on the base of static user models cannot give desired results. However, a dynamic user model takes into account the changes of students preferences over time [15, 16]. Thus, maintaining a user model dynamically is vitally important for optimum group formation. Many researchers have discussed the importance of students learning styles in e-learning environments [9, 10, 12]. Liu et al. considered learning styles in the formation of groups

[2] and advocated that groups should be formed considering the learning styles of the students. However, merely focusing on the learning styles does not solve the problem of effective group formation. The point is, with variation in goals, knowledge level, needs and interests there should be a variation in the group members. Group members selected on the base of learning style cannot ensure the achievement of the group task. In this regard students knowledge level and the participation level should be considered. Group members should be selected according to the current group formation criteria and need. In this context, maintaining a dynamic user model can help to generate recommendations for group formation in collaborative learning environments over the web. Users with the complementary characteristics can be combined to form an effective group. Recommendations are generated focusing on the current user profile which is updated by dynamic user modeling [11]. This study proposes a model that suggests members for effective group by analyzing the user model which is dynamically updated as the user performs any activity. Literature Review Liu, Joy, and Griffiths [2] emphasized on the learning styles and proposed a computersupported collaborative learning model. They formed heterogeneous groups containing learners with dissimilar learning styles and detected learning styles through monitoring collaborative interactions. Graf and Bekele [5] have given a mathematical solution to form heterogeneous groups based on personality traits and the performance of students. By using an Ant Colony Optimization algorithm, they presented a tool that implements this mathematical approach in order to maximize the heterogeneity of formed groups. Inaba [14] proposed a collaborative learning support system that helps a learner in joining a collaborative learning session by detecting an appropriate situation, and dynamically forms a collaborative learning group appropriate for the situation. Jessica et al. in [3] created a tool for finding the degree of knowledge difference among group members. They performed an experimental study, by varying the availability of the group knowledge awareness tool. They inspected the mechanisms of collaborative learning with and without the tool by adopting a contrasting case approach. Stahl, Koschmann, and Suthers [4] discussed some popular understandings of the issues of CSCL and disclosed its more complex nature. They reviewed CSCLs historical development.

Statement of the Problem Main problem question: How to generate recommendations for the optimal group formation in computer-supported collaborative learning environments? Sub-questions: 1. What is the concept of web based computer-supported collaborative learning? 2. How to model a learner, so that it is meaningful for the collaborative learning activities? 3. Why is it important to dynamically model the user? 4. What is the importance of optimal group formation? 5. What is the impact of dynamic user modeling on the group formation? 6. What are the techniques that can help to generate group formation recommendations? Research Methodology My research methodology at the first step requires gathering relevant study material from the specified documents in order to analyze and arrive at a more complete understanding of the domain. Throughout my research I aim at finding solution for my research problem. Besides that, I hope to achieve my research objectives step by step. Which are: Understanding the concept of web based computer-supported collaborative learning. Creating and dynamically updating the user model. Understanding the considerations of optimal group formation. Defining rules for optimal group formation. Emphasizing the role of dynamic user modeling in group formation. Generating recommendations for effective and optimal group formation. Proposing a model for the overall scenario.

Bibliography 1. Lehtinen E, Hakkarainen K, Lipponen L, Rahikainen M, Muukkonen H. Computer supported collaborative learning: A review. The JHGI Giesbers reports on education. 1999;10. 2. Liu S, Joy M, Griffiths N. Incorporating learning styles in a computer-supported collaborative learning model. 2008. 3. Dehler J, Bodemer D, Buder J, Hesse FW. Providing group knowledge awareness in computer-supported collaborative learning: Insights into learning mechanisms. Research and Practice in Technology Enhanced Learning. 2009;4(02):111-32.

4. Stahl G, Koschmann T, Suthers D. Computer-supported collaborative learning: An historical perspective. Cambridge handbook of the learning sciences. 2006;2006. 5. Graf S, Bekele R, editors. Forming heterogeneous groups for intelligent collaborative learning systems with ant colony optimization. Intelligent Tutoring Systems; 2006: Springer Berlin Heidelberg. 6. de Koch NP. Software engineering for adaptive hypermedia systems: PhD Thesis, Verlag Uni-Druck, Munich; 2001. 7. Froschl C. User modeling and user profiling in adaptive e-learning systems. Graz, Austria: Master Thesis. 2005. 8. Esichaikul V, Lamnoi S, Bechter C. Student Modelling in Adaptive E-Learning Systems. Knowledge Management & E-Learning: An International Journal (KM&EL). 2011;3(3):342-55. 9. Brown E, Brailsford T. Integration of learning style theory in an adaptive educational hypermedia (AEH) system. 2004. 10. De Bra P, Aerts A, Berden B, De Lange B, Rousseau B, Santic T, et al., editors. AHA! The adaptive hypermedia architecture. Proceedings of the fourteenth ACM conference on Hypertext and hypermedia; 2003: ACM. 11. Montaner M, Lpez B, De La Rosa JL. A taxonomy of recommender agents on the internet. Artificial intelligence review. 2003;19(4):285-330. 12. Baldiris S, Graf S, Fabregat R, editors. Dynamic User Modeling and Adaptation based on Learning Styles for Supporting Semi-Automatic Generation of IMS Learning Design. Advanced Learning Technologies (ICALT), 2011 11th IEEE International Conference on; 2011: IEEE. 13. Miyake N. Computer supported collaborative learning. The SAGE handbook of elearning research. 2007:248-65. 14. Inaba A, Supnithi T, Ikeda M, Mizoguchi R, Toyoda Ji, editors. How can we form effective collaborative learning groups? Intelligent Tutoring Systems; 2000: Springer Berlin Heidelberg. 15. Walker E, Rummel N, Koedinger KR. CTRL: A research framework for providing adaptive collaborative learning support. User Modeling and UserAdapted Interaction. 2009;19(5):387-431. 16. Trif G-F, Jurcau N, Potolea R. Adaptive elearning system using a dynamic user

model. 17. Itmazi JA, and Megas MG. Using Recommendation Systems in Course Management Systems to recommend Learning Objects Int. Arab J. Inf. Technol. 2008;5(3):234-240. 18. Slavin RE. When does cooperative learning increase student achievement? Psychological bulletin. 1983;94(3):429.

Tentative Time Table Sr. No. Task Literature Review and finding loop holes. Working on the proposed model. Thesis writing (first draft) Final Submission Duration Remarks Understanding the problem domain by reading and analysing the work done by other researchers. This process will continue till the end of thesis. Setting up an approach to proposed solution. Converting the findings and the model in thesis form. Final draft submission and presentation.

Dec Jan , 2014

Feb Mar, 2014

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Mar - May 2014 By the end of May, 2014

PART II Recommendation by the Research Supervisor

Name_________________________Signature_____________________Date________ Signed by Supervisory Committee S.# Name of Committee member 1. Dr. Farman Marwat 2. 3. 4. Dr. Saqib Iqbal Dr. Adnan Sohail Mr. Muhammad Ishtiaq Designation HoD, Assistant Professor Deputy-Hod, Assistant Professor Assistant Professor Lecturer, Program Coordinator MS(CS) Signature & Date

Approved by Departmental Advisory Committee Certified that the synopsis has been seen by members of DAC and considered it suitable for putting up to BASAR. Secretary Departmental Advisory Committee Name:__________________________________ Signature:_____________________ Dr. Adnan Sohail Date: _________________ Chairman/HoD ____________________________ Signature: Date: _____________________________ _____________________________

PART III Dean, Faculty of Information Sciences & Technology _________________Approved for placement before BASAR. _________________Not Approved on the basis of following reasons

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Secretary BASAR _________________Approved from BASAR. _________________Not Approved on the basis of the following reasons

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Dean, Faculty of Information Sciences & Technology

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