An adaptive driving course based on HTML dynamic generation

Reprinted from the Proceedings of WebNet World Conference on the WWW and Internet 1999 with permission of AACE (http://www.aace.org).This is an electronic version of the paper presented at the World Conference on the WWW and Internet (WebNet '99) held in Honolulu (United States) on 1999In this paper we describe a new approach for developing adaptive Web based courses. These courses are defined by means of teaching tasks which correspond to basic knowledge units, and rules which describe how teaching tasks are divided into subtasks. Both tasks and rules are used at execution time to guide the students during their learning process by determining the set of achievable tasks to be presented to the student at every step. Adaptivity is implemented by presenting students with different HTML pages depending on their profile, their previous actions, and the active learning strategy. The HTML pages presented to the students are generated dynamically from general information about the type of media elements associated to each task and their layout. The whole approach is exemplified by means of a course on traffic signs

TANGOW: Un sistema de enseñanza adaptativa a través de Internet

Proceedings of the Congreso Nacional de Informática Educativa CONIED'99 at Puertollano, Spain, November 1999. Published on CD.En este artículo se describe TANGOW, Task-based Adaptive learNer Guidance On the Web, un sistema para la enseñanza de cursos accesibles a través de Internet. Los cursos definidos con TANGOW se adaptan a los estudiantes teniendo en cuenta tanto sus características propias (edad, idioma, etc.), como el conjunto de acciones que realizan durante el proceso de aprendizaje. Existe una estructura asociada con cada estudiante en la que se almacena el itinerario seguido por el estudiante en su interacción con el sistema, y que se restaura al inicio de cada sesión. Los cursos gestionados por el sistema se definen en términos de Tareas Docentes y Reglas. Las Reglas especifican la(s) relación(es) entre Tareas que, a su vez, corresponden a unidades conceptuales definidas por el diseñador del curso. Los ejemplos que se utilizan para ilustrar las características del sistema forman parte de un curso sobre educación vial.Este trabajo ha sido realizado dentro del proyecto InterEdu, financiado por la Comisión Interministerial de Ciencia y Tecnología (CICYT), proyecto número TEL97-0306

An object-oriented approach to task tree management in the TANGOW system

This paper describes the object-oriented features of TANGOW (Task-based Adaptive learNer Guidance On the WWW), a tool for developing Internet-based courses. This system facilitates the construction of adaptive learning environments for the WWW and is able to guide the students during their learning process based on student profiles and previous actions. In the TANGOW system, the course contents is modelled in terms of objects and relationships among them. This allows the course designer to reuse the same descriptive objects in different sections of the same course, or even in completely different courses. In addition, information about the student and his/her actions when interacting with the system is also stored as dynamic objects, which are instantiated at runtime. This makes it easy to access and update student related data.This paper has been sponsored by the Spanish Interdepartmental Commission of Science and Technology (CICYT), project number TEL97-0306

An object-oriented approach to Task Tree Management in the TANGOW system

This paper describes the object-oriented features of TANGOW (Task-based Adaptive learNer Guidance On the WWW), a tool for developing Internet-based courses. This system facilitates the construction of adaptive learning environments for the WWW and is able to guide the students during their learning process based on student profiles and previous actions. In the TANGOW system, the course contents is modelled in terms of objects and relationships among them. This allows the course designer to reuse the same descriptive objects in different sections of the same course, or even in completely different courses. In addition, information about the student and his/her actions when interacting with the system is also stored as dynamic objects, which are instantiated at runtime. This makes it easy to access and update student related data.Sociedad Argentina de Informática e Investigación Operativ

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

Design and usability ealuation of social mobile diabetes management system in the Gulf Region

BACKGROUND: The prevalence of diabetes in the Gulf States is one of the highest globally. It is estimated that 20% of the population in the region has been diagnosed with diabetes and according to the International Diabetes Federation (IDF), five of the IDF's "top 10" countries for diabetes prevalence in 2011 and projected for 2030 are in this region. In recent years, there have been an increasing number of clinical studies advocating the use of mobile phone technology for diabetes self-management with improved clinical outcomes. However, there are few studies to date addressing the application of mobile diabetes management in the Gulf region, particularly in the Kingdom of Saudi Arabia (KSA), where there is exponential increase in mobile phone usage and access to social networking. OBJECTIVE: The objective of this paper is to present the design and development of a new mobile health system for social behavioral change and management tailored for Saudi patients with diabetes called Saudi Arabia Networking for Aiding Diabetes (SANAD). A usability study for the SANAD system is presented to validate the acceptability of using mobile technologies among patients with diabetes in the KSA and the Gulf region. METHODS: The SANAD system was developed using mobile phone technology with diabetes management and social networking modules. For the usability study the Questionnaire for User Interaction Satisfaction was used to evaluate the usability aspect of the SANAD system. A total of 33 users with type 2 diabetes participated in the study. RESULTS: The key modules of the SANAD system consist of (1) a mobile diabetes management module; (2) a social networking module; and (3) a cognitive behavioral therapy module for behavioral change issues. The preliminary results of the usability study indicated general acceptance of the patients in using the system with higher usability rating in patients with type 2 diabetes. CONCLUSIONS: We found that the acceptability of the system was high among Saudi patients with diabetes, and ongoing work in this research area is underway to conduct a clinical pilot study in the KSA for patients with type 2 diabetes. The wide deployment of such a system is timely and required in the Gulf region due to the wide use of mobile phones and social networking mediums

A reference architecture for adaptive hypermedia applications

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