Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

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

Integrating SPC Table Formative Assessment with SCORM

[[abstract]]SCORM (Sharable Content Object Reference Model) is one of the international e-learning specifications, which provides sharable content, compatible run-time environment and learning profile. SCORM supports accessibility, adaptability, affordability, durability, interoperability and reusability. People can share their own learning content with each other and learn things on the Internet. SCORM learning content can run on the SCORM learning management system. However SCORM do not have a complete evaluation mechanism. The SP chart represents students and problems. It is a tool to analyze the relationship between students and their answers to test problems. In this paper, we integrate the SP chart into SCORM as a formative assessment and add course as the third dimension to strengthen SCORM assessment. The developed tool can be used for SCORM assessment in three perspectives: student-problem, course-problem, and student-problem. So any test problem set and the student performance can be thoroughly examined. The tool was applied to a class and the empirical results are presented in this paper.[[notice]]補正完畢[[booktype]]紙本[[booktype]]電子版[[countrycodes]]SG

Customisable e-training programmes based on trainees profiles

Dissertation presented at Faculdade de Ciências e Tecnologia of Universidade Nova de Lisboa to obtain the Master degree in Electrical and Computer EngineeringOnline training (e-training) is a major driver to promote the development of competencies and knowledge in enterprises. A lack of customizable e-training programmes based on trainees‟ profiles and of continuous maintenance of the training materials prevents the sustainability of industrial training deployment. This dissertation presents a training strategy and a methodology for building training courses with the purpose to provide a trainee oriented industrial training development. The training strategy intends to facilitate the management of all the training components and tasks to be able to build a training structure focused in a specific planned objective. The methodology for building e-training courses proposes to create customizable training materials in an easier way, enabling various organizations to participate actively on its production. Additionally a customisable training programme framework is presented. It is supported by a compliant ontology-based model able to support adaptable training contents, orchestration service, facilitating the efficiency and acceptance of the e-training programmes delivery

Learning designs and learning objects: Where pedagogy meets technology

This paper discusses an Australian project where online learning materials with problem-based learning designs are being developed in a form which facilitates their inclusion in digital repositories and learning management systems. To that end the products are being developed as properly formed SCORM compliant IMS content packages. This paper discusses issues associated with the design of online resources characterised by quality learning designs and their subsequent redevelopment as IMS content packages

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

Search and Delivery of Standardized Learning Resources Based on SOAP Messaging and Native XML Databases

With the progress of Web-based learning technologies, standardized digital repositories and learning management systems are becoming prevalent over time. The heterogeneity in underlying databases and access methods, however, makes it difficult to share and exchange the learning resources between them. In this paper, we propose an architecture for the search and delivery of learning resources. Based on the SOAP transmission protocol, the architecture seeks to improve interoperability between heterogeneous E-Learning implementations. We also present a general-purpose query language as a building block of the architecture. The language provides a unified query interface for resource repositories, thereby shielding the users from the differences in underlying databases and metadata schemas. To highlight our design, an implementation using LOM, native XML database and XPath is presented. The last part of this paper discusses technical and pedagogical issues of concern regarding the launching of contents from within standardized LMSs

Models, Techniques and Applications of e-Learning Personalization

In recent years Web has become mainstream medium for communication and information dissemination. This paper presents approaches and methods for adaptive learning implementation, which are used in some contemporary web-interfaced Learning Management Systems (LMSs). The problem is not how to create electronic learning materials, but how to locate and utilize the available information in personalized way. Different attitudes to personalization are briefly described in section 1. The real personalization requires a user profile containing information about preferences, aims, and educational history to be stored and used by the system. These issues are considered in section 2. A method for development and design of adaptive learning content in terms of learning strategy system support is represented in section 3. Section 4 includes a set of innovative personalization services that are suggested by several very important research projects (SeLeNe project, ELENA project, etc.) dated from the last few years. This section also describes a model for role- and competency-based learning customization that uses Web Services approach. The last part presents how personalization techniques are implemented in Learning Grid-driven applications