1,869 research outputs found
MASTERING ADAPTIVE HYPERMEDIA COURSEWARE
One of the still open gaps in modern e-learning platforms is the lack of adaptation of learning process regarding well-structured learner models. The paper presents an adaptive model of
hypermedia learning courseware and the processes of its construction and delivery. Next, it sketches the software architecture of an adaptive hypermedia system (AHS) being under development at Sofia University, Bulgaria. Unlike other AHS, the present one does support of adaptive navigation,
presentation and content selection without defining complex rules for controlling narrative storyboards. There are discussed authoring and instructional design of hypermedia courseware for adaptive delivery, and the work process of the adaptive engine for delivering learning objects in a
way adapted to a well-structured learner model. In order to illustrate our prototype, we provide UML use case diagrams of the authoring and instructorās application and, as well, explanation of the workflow of the adaptation engine
Software Construction of an Authoring Tool for Adaptive E-learning Platform
In last decade, more and more platforms for elearning
content delivery provide adaptability towards
learners goals, styles and performance. Usually, such
platforms rely on own authoring tool or use external
one in order to create learning materials. Usually,
these tools follow modern e-learning standards but are
rather complicated to be used and miss
interoperability features. In this paper, we present
software construction of an authoring tool, which is a
part of a platform for building edutainment (education
plus entertainment) services ā ADOPTA (ADaptive
technOlogy-enhanced Platform for eduTAinment). This
authoring tool is designed by using Java EE 5 platform
and provides inheritance mechanisms for learning
object metadata descriptions, metadata for semantic
ontology graphs, and good integration with instructor
tool for creation of adaptive courseware
Model-driven description and validation of composite learning content
Authoring of learning content for courseware systems is a complex activity requiring the combination of a range of design and validation techniques. We introduce the CAVIAr courseware models allowing for learning content description and validation. Model-based representation and analysis of different concerns such as the subject domain, learning context, resources and instructional design used are key contributors to this integrated solution. Personalised learning is particularly difficult to design as dynamic configurations cannot easily be predicted and tested. A tool-supported technique based on CAVIAr can alleviate this complexity through the validation of a set of pedagogical and non-pedagogical requirements. Courseware validation checks intra- and inter-content relationships and the compliance with requirements and educational theories
Model-driven transformation and validation of adaptive educational hypermedia using CAVIAr
Authoring of Adaptive Educational Hypermedia is a complex activity requiring the combination of a range of design and validation techniques.We demonstrate how Adaptive Educational Hypermedia can be transformed into CAVIAr courseware validation models allowing for its validation. The model-based representation and analysis of different concerns and model-based mappings and transformations are key contributors to this integrated solution. We illustrate the benefits of Model Driven Engineering methodologies that allow for interoperability between CAVIAr and a well
known Adaptive Educational Hypermedia framework. By allowing for the validation of Adaptive Educational Hypermedia, the course creator limits the risk of pedagogical problems in migrating to Adaptive Educational Hypermedia from static courseware
Template-driven teacher modelling approach : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in Information Science at Massey University, Palmerston North
This thesis describes the Template-driven Teacher Modeling Approach, the initial implementation of the template server and the formative evaluation on the prototype. The initiative of Template-driven teacher modeling is to integrate the template server and intelligent teacher models in Web-based education systems for course authoring. There are a number of key components in the proposed system: user interface, template server and content repository. The Template-Driven Teacher Modeling (TDTM) architecture supports the course authoring by providing higher degree of control over the generation of presentation. The collection of accumulated templates in the template repository for a teacher or a group of teachers are selected as the inputs for the inference mechanism in teacher's model to calculate the best representation of the teaching strategy, and then predict teacher intention when he or she interacts with the system. Moreover, the presentation templates are kept to support the re-use of the on-line content at the level of individual screens with the help of Template Server
Collaborative Authoring of Adaptive Educational Hypermedia by Enriching a Semantic Wikiās Output
This research is concerned with harnessing collaborative approaches for the authoring of Adaptive Educational Hypermedia (AEH) systems. It involves the enhancement of Semantic Wikis with pedagogy aware features to this end. There are many challenges in understanding how communities of interest can efficiently collaborate for learning content authoring, in introducing pedagogy to the developed knowledge models and in specifying user models for efficient delivery of AEH systems. The contribution of this work will be the development of a model of collaborative authoring which includes domain specification, content elicitation, and definition of pedagogic approach. The proposed model will be implemented in a prototype AEH authoring system that will be tested and evaluated in a formal education context
An information architecture for validating courseware
Courseware validation should locate Learning Objects inconsistent with the courseware instructional design being used. In order for validation to take place it is necessary to identify the implicit and explicit information needed for validation. In this paper, we identify this information and formally define an information architecture to model courseware validation information explicitly. This promotes tool-support for courseware validation and its interoperability with the courseware specifications
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