Sandy El Helou

École Polytechnique Fédérale de Lausanne, Lausanne, Vaud, Switzerland

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Publications (33)0 Total impact

  • Yao Lu, Sandy El Helou, Denis Gillet
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    ABSTRACT: In this paper, a hybrid recommender system for job seeking and recruiting websites is presented. The various interaction features designed on the website help the users organize the resources they need as well as express their interest. The hybrid recommender system exploits the job and user profiles and the actions undertaken by users in order to generate personalized recommendations of candidates and jobs. The data collected from the website is modeled using a directed, weighted, and multi-relational graph, and the 3A ranking algorithm is exploited to rank items according to their relevance to the target user. A preliminary evaluation is conducted based on simulated data and production data from a job hunting website in Switzerland.
    Proceedings of the 22nd international conference on World Wide Web companion; 05/2013
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    ABSTRACT: This paper reports on the successful use of Graasp, a social media platform, by university students for their collaborative work. Graasp features a number of innovations, such as administrator-free creation of collaborative spaces, a context-aware recommendation and privacy management. In the context of a EU-funded project involving large test beds, we have been able to extend this platform with lightweight tools (widgets) aimed for learning and competence development and to validate its usefulness in a collaborative learning context.
    01/2012;
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    ABSTRACT: From e-commerce to social networking sites, recommender systems are gaining more and more interest. They provide connections, news, resources, or products of interest. This paper presents a federated recommender system, which exploits data from different online learning platforms and delivers personalized recommendation. The underlying educational objective is to enable academic institutions to provide a Web 2.0 dashboard bringing together open resources from the Cloud and proprietary content from in-house learning management systems. The paper describes the main aspects of the federated recommender system, including its adopted architecture, the common data model used to harvest the different learning platforms, the recommendation algorithm, as well as the recommendation display widget.
    Advances in Web-Based Learning - ICWL 2012, Edited by Hutchison, David and Kanade, Takeo and Kittler, Josef and Kleinberg, Jon M. and Mattern, Friedemann and Mitchell, John C. and Naor, Moni and Nierstrasz, Oscar and Pandu Rangan, C. and Steffen, Bernhard and Sudan, Madhu and Terzopoulos, Demetri and Tygar, Doug and Vardi, Moshe Y. and Weikum, Gerhard and Popescu, Elvira and Li, Qing and Klamma, Ralf and Leung, Howard and Specht, Marcus, 01/2012: pages 89-98; Springer Berlin Heidelberg.
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    ABSTRACT: This paper presents a federated search and social recommen- dation widget. It describes the widget’s interface and the un- derlying social recommendation engine. A preliminary eval- uation of the widget’s usability and usefulness involving 15 subjects is also discussed. The evaluation helped identify us- ability problems that will be addressed prior to the widget’s usage in a real learning context.
    01/2011;
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    ABSTRACT: Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashingup content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based activities, to help discover relevant content, peers sharing similar learning interests or experts on a specific topic. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general.
    Digital Education Review. 01/2011; 20.
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    Na Li, S. El Helou, D. Gillet
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    ABSTRACT: Benefiting from the advent of social software, information sharing becomes pervasive. Personalized rating systems have emerged to evaluate the quality of user-generated content in open environment and provide recommendation based on users' past experience. In this paper, a trust-based rating prediction approach for recommendation in Web 2.0 collaborative learning social software is proposed. Trust network is exploited in the rating prediction scheme and a multi-relational trust metric is developed in an implicit way. Finally the evaluation of the approach is performed using the dataset of collaborative learning social software, namely Remashed.
    Information Technology Based Higher Education and Training (ITHET), 2010 9th International Conference on; 06/2010
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    ABSTRACT: In the framework of the PALETTE European research project, the Swiss federal Institute of Technology in Lausanne (EPFL) is designing and experimenting with eLogbook, a Web-based collaborative environment designed for communities of practice. It enables users to manage joint activities, share related assets and get contextual awareness. In addition to the original Web-based access, an email-based eLogbook interface is developed. The purpose of this lightweight interface is twofold. First, it eases eLogbook access when using smart phones or PDA. Second, it eases eLogbook acceptance for community members hesitating to learn an additional Web environment. Thanks to the proposed interface, members of a community can benefit from the ease of use of an email client combined with the power of an activity and asset management system without burden. The Web-based eLogbook access can be kept for supporting further community evolutions, when participation becomes more regular and activities become more complex. This chapter presents the motivation, the design and the incentives of the email-based eLogbook interface.
    01/2010;
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    ABSTRACT: This paper discusses the 3A recommender system that targets CSCL (computer-supported collaborative learning) and CSCW (computer-supported collaborative work) environments. The proposed system models user interactions in a heterogeneous graph. Then, it applies a personalized, contextual, and multi-relational ranking algorithm to simultaneously rank actors, activity spaces, and assets. The results of an empirical evaluation carried out on an Epinions dataset indicate that the proposed recommendation approach exploiting the trust and authorship networks performs better than user-based collaborative filtering in terms of recall
    01/2010;
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    ABSTRACT: In this paper we describe Graaasp, a social software currently under development to support the creation of a real usage database of social artifacts. Our goals are twofold: First to offer a generic aggregation service and user interface to people and communities. Second, to experiment with recommendation and reputation models and algorithms in e-learning.
    01/2010;
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    Sandy El Helou, Na Li, Denis Gillet
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    ABSTRACT: This paper discusses the adoption of bottom-up social software tools in formal learning environments. This is believed to enhance the learning experience of today’s young generation characterized by being technology savvy and keen on social networking. As a first step towards this objective, the 3A interaction model that aims at aiding the design of personal and collaborative learning platforms is presented. It accounts for interaction paradigms widely used in Web 2.0 applications and builds on Distributed Cognition and Activity Theory while remaining at the right level of abstraction to be easily “translatable” into tangible applications supporting both formal and informal learning.
    ACHI 2010, The Third International Conference on Advances in Computer-Human Interactions, Saint Maarten, Netherlands, Antilles, February 10-16, 2010; 01/2010
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    Na Li, Carsten Ullrich, Sandy El Helou, Denis Gillet
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    ABSTRACT: This paper discusses the potential role of social software in supporting teamwork and collaborative project management in higher education. Based on the fact that social software has been widely spread among young students nowadays, using it for collaborative learning is believed to increase students' involvement and create learning incentives. Two social software platforms, Graaasp and Google Wave are examined in terms of sustaining collaborative learning activities. Relevant existing features and possible extensions that enhance the learning experience are addressed. Benefits and challenges resulting from the bottom-up learning paradigm are also presented.
    01/2010;
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    ABSTRACT: In this paper, we propose a personalized and contextual ranking algorithm implemented on top of the 3A interaction model. The latter is a generic model intended for designing and describing social and collaborative learning platforms integrating Actors, Assets and group Activities (the 3 “A”). The target user’s interactions with his/her environment are modeled in a heterogeneous graph. Then, the algorithm is applied to simultaneously rank actors, assets and group activities taking into account the target user’s context. As an illustrative application and a preliminary evaluation, we apply the algorithm on data related to the activities carried out in a European Research Project, especially the collaboration between its members through the joint production of deliverables in workpackages.
    01/2009;
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    Sandy El Helou, Hendrik Drachsler, Denis Gillet
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    ABSTRACT: This paper discusses challenges and possible solutions of recommender systems for Technology-Enhanced Learning (TEL). It also briefly presents the the 3A contextual recommender system and explores its applicability and evaluation in the context of learners using multiple Web 2.0 applications.
    1st workshop on Context-aware Recommender Systems for Learning at the Alpine Rendez-Vous; 01/2009
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    ABSTRACT: This paper presents the findings of a study on the acceptability in higher education of a Web 2.0 collaborative application, namely eLogbook. The latter offers several features for sustaining collaboration and supporting personal and group learning. It was introduced to students taking a laboratory course that spans over one semester and mainly consists of in-class group experiments. In this paper, we present eLogbook. We then describe our hypotheses as well as the qualitative and quantitative methods used to evaluate the usefulness and usability of eLogbook in a formal learning context. Finally, we discuss our findings and its implications.
    01/2009;
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    ABSTRACT: The École Polytechnique Fédérale de Lausanne is developing a Web 2.0 social software called eLogbook and designed for sustaining interaction, collaboration, and learning in online communities. This chapter describes the 3A model on which eLogbook is based as well as the main services that the latter provides. The proposed social software has several innovative features that distinguish it from other classical online collaboration solutions. It offers a high-level of flexibility and adaptability so that it can fulfill the requirements of various Communities of Practice. It also provides community members with ubiquitous access and awareness through its different interfaces. Finally, eLogbook strengthens usability and acceptability thanks to its personalization and contextualization mechanisms.
    01/2009;
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    ABSTRACT: In the framework of the European Integrated Project PALETTE, the Ecole Polytechnique Federale de Lausanne (EPFL) is developing the eLogbook Web 2.0 social software. The purpose of eLogbook is to support tacit and explicit knowledge management in communities of practice. It can be customized by the users to serve as an asset management system, as a task management system or as a discussion platform. In this paper, the innovative Computer-Human Interaction features of eLogbook are introduced and its deployment scenario to support collaborative laboratory activities in engineering education is described. The main idea is to sustain interaction for learning purpose within self-organized teams that integrate -on a seamless level- both human actors (students, teaching assistants) and non-human actors such as laboratory equipments or software agents.
    Advances in Computer-Human Interaction, 2008 First International Conference on; 03/2008
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    ABSTRACT: The e-logbook is a collaborative web-based environment deployed by the Swiss Federal Institute of Technology in Lausanne (EPFL). It consists of an activity-oriented space where a community of educators, teaching assistants and students can form groups, conduct activities and perform several actions over stored and shared assets. Moreover, the e-logbook offers awareness services to sustain collaboration and coordination among the community members. This paper presents adaptive feed-oriented services designed and implemented to deliver awareness to mobile users, taking into account their device limitations and their activity context.
    01/2008;
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    Y. Rekik, D. Gillet, S. El Helou, C. Salzmann
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    ABSTRACT: Convinced by the important role of CoPs (communities of practice) and the innovative learning modality they offer, the Ecole Polytechnique Fédérale de Lausanne is currently developing a framework to sustain interaction, collaboration, and learning in laboratory-oriented CoPs, namely the eLogBook. This paper describes the services provided by this framework, the 3A model on which it is based, and the main features it presents. The eLogBook presents several innovative features that make it different from other classical collaboration workspaces. The eLogBook offers a high level of flexibility and adaptability so that it can fit the requirements of various CoPs. It allows CoPs' members to define their own rules, protocols, and vocabularies. The eLogBook also focus on usability and user acceptance thanks to its personalization and contextualization mechanisms. Finally, the eLogBook provides a community's members with ubiquitous services thanks to its multiple views and its advanced awareness services.
    01/2007;
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    ABSTRACT: The eLogbook is a Web-Based collaborative environment particularly adapted to the needs of communities of practice. It is deployed at the Swiss Federal Institute of Technology in Lausanne (EPFL) and developed within the framework of the Palette European Project. This paper presents the eLogbook “Context- Sensitive View” intended to increase the environment usability and acceptability by communities of practice and to support collaboration and communication by embedding different types of awareness “cues” within an innovative user- friendly interface.
    01/2007;
  • Denis Gillet, Chiu Man Yu, Sandy El Helou
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    ABSTRACT: After years of quest by the computer-supported collaborative work community for true user satisfaction, social software and communities of practice turn out to be the enabling frameworks for natural and effective collaborative learning and knowledge management.
    01/2007;