Authoring courses with rich adaptive sequencing for IMS learning design

This paper describes the process of translating an adaptive sequencing strategy designed using Sequencing Graphs to the semantics of IMS Learning Design. The relevance of this contribution is twofold. First, it combines the expressive power and flexibility of Sequencing Graphs, and the interoperability capabilities of IMS. Second, it shows some important limitations of IMS specifications (focusing on Learning Design) for the sequencing of learning activities

Knowledgezoom for java: A concept-based exam study tool with a zoomable open student model

This paper presents our attempt to develop a personalized exam preparation tool for Java/OOP classes based on a fine-grained concept model of Java knowledge. Our goal was to explore two most popular student model-based approaches: open student modeling and problem sequencing. The result of our work is a Java exam preparation tool, Knowledge Zoom. The tool combines an open concept-level student model component, Knowledge Explorer and a concept-based sequencing component, Knowledge Maximizer into a single interface. This paper presents both components of Knowledge Zoom, reports results of its evaluation, and discusses lessons learned. © 2013 IEEE

Ontology technology for the development and deployment of learning technology systems - a survey

The World-Wide Web is undergoing dramatic changes at the moment. The Semantic Web is an initiative to bring meaning to the Web. The Semantic Web is based on ontology technology – a knowledge representation framework – at its core. We illustrate the importance of this evolutionary development. We survey five scenarios demonstrating different forms of applications of ontology technologies in the development and deployment of learning technology systems. Ontology technologies are highly useful to organise, personalise, and publish learning content and to discover, generate, and compose learning objects

Applications of semantic web technology to support learning content development

The Semantic Web is based on ontology technology – a knowledge representation framework – at its core to make meaning explicit and more accessible to automatic processing. We discuss the potential of this technology for the development of content for learning technology systems. We survey seven application types demonstrating different forms of applications of ontologies and the Semantic Web in the development of learning technology systems. Ontology technologies can assist developers, instructors, and learners to organise, personalise, and publish learning content and to discover, generate, and compose learning content. A conceptual content development and deployment architecture allows us to distinguish and locate the different applications and to dis-cuss and assess the potential of the underlying technologies

Third international workshop on Authoring of adaptive and adaptable educational hypermedia (A3EH), Amsterdam, 18-22 July, 2005

The A3EH follows a successful series of workshops on Adaptive and Adaptable Educational Hypermedia. This workshop focuses on models, design and authoring of AEH, on assessment of AEH, conversion between AEH and evaluation of AEH. The workshop has paper presentations, poster session and panel discussions

Sequencing educational resources with Seqins

Existing adaptive educational hypermedia systems have been using learning resources sequencing approaches in order to enrich the learning experience. In this context, educational resources, either expository or evaluative, play a central role. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. This paper presents Seqins as a sequencing tool of digital educational resources. Seqins includes a simple and flexible sequencing model that will foster heterogeneous students to learn at different rhythms. The tool communicates through the IMS Learning Tools Interoperability specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and automatic evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning domain

Exploring participatory design for SNS-based AEH systems

The rapidly emerging and growing social networking sites (SNS) offer an opportunity to improve adaptive e-learning experience by introducing a social dimension, connecting users within the system. Making connections and providing communication tools can engage students in creating effective learning environment and enriching learning experiences. Researchers have been working on introducing SNS features into adaptive educational hypermedia systems. The next stage research is centered on how to enhance SNS facilities of AEH systems, in order to engage students’ participation in collaborative learning and generating and enriching learning materials. Students are the core participants in the adaptive e-learning process, so it is essential for the system designers to consider students’ opinions. This paper aims at exploring how to apply participatory design methodology in the early stage of the SNS-based AEH system design process

The Knowledge Life Cycle for e-learning

In this paper, we examine the semantic aspects of e-learning from both pedagogical and technological points of view. We suggest that if semantics are to fulfil their potential in the learning domain then a paradigm shift in perspective is necessary, from information-based content delivery to knowledge-based collaborative learning services. We propose a semantics driven Knowledge Life Cycle that characterises the key phases in managing semantics and knowledge, show how this can be applied to the learning domain and demonstrate the value of semantics via an example of knowledge reuse in learning assessment management