Introducing Adaptivity and Collaborative Support into a Web-Based LMS

In this paper the design and implementation of AHyCo (Adaptive Hypermedia Courseware), a web-based learning management system based on adaptive hypermedia, is described. AHyCo consists of a domain model, a student model, an adaptive model and a collaborative model. AHyCo supports interaction between students and content by using adaptive hypermedia and online tests. Particular attention is given to the design of the collaborative functionality which enables automatic grouping of students based on various criteria. Furthermore, student to student and student to teacher interaction is supported through asynchronous communication (forum). File sharing and inter-group grading and evaluation modules were introduced into the collaborative module as well enticing interaction between students across groups

Report on the Implementation of Work Package 4 “Selection and Testing New ICT Tools” in the Framework of the IRNet Project

This article, prepared by an international team of authors – researchers from different scientific areas, connected with ICT, e-learning, pedagogy, and other related disciplines – focuses on the objectives and some results of the IRNet international project. In particular, this article describes the research tools, methods, and some procedures of the Work Package 4 (WP4) “Selection and Testing New ICT tools”: Objectives, Tasks, Deliverables, and implementation of research trips. Researchers from partner universities have analysed the results of WP4 in the context of the next stages and Work Packages of the IRNet project – International Research Network

Ontology-based Recommendation System for Personalized Education of Dyslexics to Read

Dyslexic pupils have learning difficulties in reading, writing, maths. They require individualised education. The paper presents an approach to achievement of personalised teaching the basics of reading that applies dyslexic learner’ profile ontology and learning goals ontology. A general model of reading that is rationale for determination of the latter is proposed. Ontology of dyslexia disabilities is suggested for manual annotation of learning resources

Stakeholder Relationships within Educational Ecosystems – a Literature Review

The ongoing societal and technological changes make it necessary for universities to modify their teaching and learning programs. Regarding the cooperation with stakeholders that have influence on how it could be designed can serve as a basis. With this article we examine the recent contributions in the field of cooperation of higher education (HE) institutions by conducting a structured literature review. A close regard in particular are the interdependences between stakeholders in order to build a basis for future curricula developments. For our conceptualization, we use the quadruple helix model to analyse the educational ecosystems. Therefore in particular the term “educational ecosystem” is taken into account. The results show that evenso that the term is used there is a lack of suitable definitions in this context. So based on the analysis of the recent literature, a definition of educational ecosystem was introduced and the quintuple helix model, which was constructed for the conceptualization of the topic, was extended by further important aspects – knowledge transfer and adaptivity

Supporting authoring of adaptive hypermedia

It is well-known that students benefit from personalised attention. However, frequently teachers are unable to provide this, most often due to time constraints. An Adaptive Hypermedia (AH) system can offer a richer learning experience, by giving personalised attention to students. The authoring process, however, is time consuming and cumbersome. Our research explores the two main aspects to authoring of AH: authoring of content and adaptive behaviour. The research proposes possible solutions, to overcome the hurdles towards acceptance of AH in education. Automation methods can help authors, for example, teachers could create linear lessons and our prototype can add content alternatives for adaptation. Creating adaptive behaviour is more complex. Rule-based systems, XML-based conditional inclusion, Semantic Web reasoning and reusable, portable scripting in a programming language have been proposed. These methods all require specialised knowledge. Hence authoring of adaptive behaviour is difficult and teachers cannot be expected to create such strategies. We investigate three ways to address this issue. 1. Reusability: We investigate limitations regarding adaptation engines, which influence the authoring and reuse of adaptation strategies. We propose a metalanguage, as a supplement to the existing LAG adaptation language, showing how it can overcome such limitations. 2. Standardisation: There are no widely accepted standards for AH. The IMSLearning Design (IMS-LD) specification has similar goals to Adaptive Educational Hypermedia (AEH). Investigation shows that IMS-LD is more limited in terms of adaptive behaviour, but the authoring process focuses more on learning sequences and outcomes. 3. Visualisation: Another way is to simplify the authoring process of strategies using a visual tool. We define a reference model and a tool, the Conceptual Adaptation Model (CAM) and GRAPPLE Authoring Tool (GAT), which allow specification of an adaptive course in a graphical way. A key feature is the separation between content, strategy and adaptive course, which increases reusability compared to approaches that combine all factors in one model

Designing and Implementing a Hybrid First Year Chinese Course: Theoretical Frameworks and Instructional Practices

This paper presents an effective model for the design and implementation of a first-year hybrid Chinese course at college level, based on the insight gained from developing and teaching such a course over a period of three consecutive years. It describes the components of our course design, the theoretical underpinnings of the design, and the implementation. Some general recommendations are also offered for designing hybrid language courses

Designing and Implementing a Hybrid First Year Chinese Course: Theoretical Frameworks and Instructional Practices

This paper presents an effective model for the design and implementation of a first-year hybrid Chinese course at college level, based on the insight gained from developing and teaching such a course over a period of three consecutive years. It describes the components of our course design, the theoretical underpinnings of the design, and the implementation. Some general recommendations are also offered for designing hybrid language courses

Design of an E-learning system using semantic information and cloud computing technologies

Humanity is currently suffering from many difficult problems that threaten the life and survival of the human race. It is very easy for all mankind to be affected, directly or indirectly, by these problems. Education is a key solution for most of them. In our thesis we tried to make use of current technologies to enhance and ease the learning process. We have designed an e-learning system based on semantic information and cloud computing, in addition to many other technologies that contribute to improving the educational process and raising the level of students. The design was built after much research on useful technology, its types, and examples of actual systems that were previously discussed by other researchers. In addition to the proposed design, an algorithm was implemented to identify topics found in large textual educational resources. It was tested and proved to be efficient against other methods. The algorithm has the ability of extracting the main topics from textual learning resources, linking related resources and generating interactive dynamic knowledge graphs. This algorithm accurately and efficiently accomplishes those tasks even for bigger books. We used Wikipedia Miner, TextRank, and Gensim within our algorithm. Our algorithm‘s accuracy was evaluated against Gensim, largely improving its accuracy. Augmenting the system design with the implemented algorithm will produce many useful services for improving the learning process such as: identifying main topics of big textual learning resources automatically and connecting them to other well defined concepts from Wikipedia, enriching current learning resources with semantic information from external sources, providing student with browsable dynamic interactive knowledge graphs, and making use of learning groups to encourage students to share their learning experiences and feedback with other learners.Programa de Doctorado en Ingeniería Telemática por la Universidad Carlos III de MadridPresidente: Luis Sánchez Fernández.- Secretario: Luis de la Fuente Valentín.- Vocal: Norberto Fernández Garcí