Adaptive pocket SCORM reader

[[abstract]]Pocket devices are dominated in size which makes them the perfect platform for mobile learning. Several researches propose how distance education can be realized on pocket devices. We demonstrate the implementation of the adaptive pocket SCORM (scalable content object reference model) reader. Our proposed pocket SCORM reader is able to load SCORM compatible courseware. Furthermore, we introduce our ideal pocket SCORM architecture. With the proposed architecture, we hope to realize SCORM compliant mobile learning.[[conferencetype]]國際[[conferencedate]]20040627~20040630[[conferencelocation]]Taipei, Taiwa

Incorporating learning styles into the user model

In this paper, we show the main definitions of learning styles, and a summary of the opinions about the efficacy of learning styles. In addition, this paper explores the application of the Felder-Silverman learning style model to adaptive training courses delivered via the “World Wide Web”. Due to the newness of the Web, its features, benefits, limitations and requirements as a delivery medium for distance learning are largely unstudied and unverified. This paper presents an attempt to incorporate learning styles in adaptive web-based systems and links it to the larger context of web-based education. In sum, this piece of research offers new ideas concerning an Adaptive We-based Education system, which includes the extraction of student’s learning styles preferences and then modifying the course presentation. We have implemented a prototype that adapts the course structure to the student learning style. We suggest the application of the results of the ILS questionnaire to automatically adapt some dimensions of the Felder-Silverman model to the course content and structure. The underlying idea of adaptive hypermedia based on learning styles is quite simple: adapt the presentation of course material so that it is more conductive to each student learning the course. This tailoring should allow for student learning in the shortest possible period of time. This approach has the effect of removing the impact of the instructor’s learning and eaching style and allowing the student to see the material through the clear lenses of his own perspective and learning style.The Spanish Interdepartmental Commission of Science and Technology (CICYT), project number TIC2001-0685-C02-01, has sponsored this work

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

Adaptive Educational Hypermedia based on Multiple Student Characteristics

The learning process in Adaptive Educational Hypermedia (AEH) environments is complex and may be influenced by aspects of the student, including prior knowledge, learning styles, experience and preferences. Current AEH environments, however, are limited to processing only a small number of student characteristics. This paper discusses the development of an AEH system which includes a student model that can simultaneously take into account multiple student characteristics. The student model will be developed to use stereotypes, overlays and perturbation techniques. Keywords: adaptive educational hypermedia, multiple characteristics, student model

Motivational Social Visualizations for Personalized E-Learning

A large number of educational resources is now available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produces at least two problems: how to help students find the most appropriate resources, and how to engage them into using these resources and benefiting from them. Personalized and social learning have been suggested as potential methods for addressing these problems. Our work presented in this paper attempts to combine the ideas of personalized and social learning. We introduce Progressor + , an innovative Web-based interface that helps students find the most relevant resources in a large collection of self-assessment questions and programming examples. We also present the results of a classroom study of the Progressor +  in an undergraduate class. The data revealed the motivational impact of the personalized social guidance provided by the system in the target context. The interface encouraged students to explore more educational resources and motivated them to do some work ahead of the course schedule. The increase in diversity of explored content resulted in improving students’ problem solving success. A deeper analysis of the social guidance mechanism revealed that it is based on the leading behavior of the strong students, who discovered the most relevant resources and created trails for weaker students to follow. The study results also demonstrate that students were more engaged with the system: they spent more time in working with self-assessment questions and annotated examples, attempted more questions, and achieved higher success rates in answering them

Improved computation of individual ZPD in a distance learning system

This paper builds upon theoretical studies in the field of social constructivism. Lev Vygotsky is considered one of the greatest representatives of this research line, with his theory of the Zone of Proximal Development (ZPD). Our work aims at integrating this concept in the practice of a computer-assisted learning system. For each learner, the system stores a model summarizing the current Student Knowledge (SK). Each educational activity is specified through the deployed content, the skills required to tackle it, and those acquired, and is further annotated by the effort estimated for the task. The latter may change from one student to another, given the already achieved competence. A suitable weighting of the robustness (certainty) of student’s skills, stored in SK, and their combination are used to verify the inclusion of a learning activity in the student’s ZPD. With respect to our previous work, the algorithm for the calculation of the ZPD of the individual student has been optimized, by enhancing the certainty weighting policy, and a graphical display of the ZPD has been added. Thanks to the latter, the student can get a clear vision of the learning paths that he/she can presently tackle. This both facilitates the educational process, and helps developing the metacognitive ability self-assessment

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and the additional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborative learning in order to acquire and develop competences, following adaptive learning paths in two structured levels

Creating Adaptive Environment for e-Learning Courses

In this paper we provide an approach to creating adaptive environment for e-learning courses. In the context of e-education, successful adaptation has to be performed upon learners’ characteristics. Currently, modeling and discovering users’ needs, goals, knowledge preferences and motivations is one of the most challenging tasks in e-learning systems that deal with large volumes of information. Primary goal of the research is to perform personalizing of distance education system, according to students’ learning styles. Main steps and requirements in applying business intelligence techniques in process of personalization are identified. In addition, we propose generic model and architecture of an adaptive e-learning system by describing the structure of an adaptive course and exemplify correlations among e-learning course content and different learning styles. Moreover, research that dealt with application of data mining technique in a real e-learning system was carried out. We performed adaptation of our e-learning courses using the results from the research