Personalized Web Learning: Merging Open Educational Resources into Adaptive Courses for Higher Education

In this paper, educational and technical challenges for applying learning pathways in Massive(ly) Open Online Courses in higher education are outlined. We argue that quality issues and didactical concerns may be overcome by(1) reverting to small Open Educational Resources that are (2) adaptively joined into concise courses by considering (3) predefined learning pathways with proper semantic annotations and (4) the observation of learner behaviour. Such a merger does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which interprets the semantic annotations as well as the measures of learner’s actions. These factors are then turned into didactically meaningful recommendations for the next learning steps, thereby creating a personalized learning pathway for each learner. The EU FP7 project INTUITEL is introduced, which has already contributed to the conceptual work and is currently developing the software to achieve these tasks

A SMS with a KISS. Towards a Pedagogical Design of a Metadata System for Adaptive Learning Pathways.

While there are many ontologies and metadata standards available in the field of Technology Enhanced Learning that support adaptive learning pathways, hardly any of these ontologies and metadata standards are ready for use and applied in professional education. Thus we suggest a simple metadata system (SMS) that considers educational theories, is kept simple and stupid (KISS) to increase usability and delivers pedagogical benefits

Der didaktische Raum von INTUITEL: Ein pädagogisches Konzept für ein ontologiebasiertes adaptives intelligentes tutorielles LMS-Plugin

Die Gestaltung von Lernräumen als Software entgrenzt die didaktischenSpielräume im Vergleich zur Gestaltung von Lernräumen als Gebäuden. Die resultierenden Räume können statisch oder als interaktive Räume dynamisch gestaltet werden. Die dynamische Gestaltung interaktiver, d.h. adaptiver Räume mit Mitteln der künstlichen Intelligenz ist bisher wenig erfolgreich gewesen. Daher wird vorgeschlagen, didaktische Überlegungen in die Konzeption von solchen Softwareräumen einzubeziehen. Ein Konzept für einen solchen Raum wird am Beispiel der Adaption von Lernpfaden und der Auswahl von Rückmeldungen vorgestellt

Learning A Pedagogical Ontology as a Playground in Adaptive Elearning Environments

The support for teaching and learning with semantic technologies and intelligent knowledge processing has been approached by four concepts: programmed instruction, adaptive learning environments, intelligent tutoring systems, and educational recommender systems. While the demand for automated support in teaching and learning is estimated as high, the use of developed systems is observably low. With reference to educational theories, this paper argues that one reason for this is an overestimation of the possibilities of such systems. Considering the limitations of automated systems in human communication as a constraint, a pedagogical ontology as a description language is proposed that opens up an educational playground for teachers and learners

Personalized Web Learning by joining OER

We argue that quality issues and didactical concerns of MOOCs may be overcome by relying on small Open Educational Resources, joining them into concise courses by gluing them together along predefined learning pathways with proper semantic annotations. This new approach to adaptive learning does not attempt to model the learner, but rather concentrates on the learning process and established models thereof. Such a new approach does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which may interpret the semantic annotations as well as measure a learner’s response to these. The EU FP7 project INTUITEL is introduced, which employs these technologies in a novel learning environment

Lernpfadmodellierung mit der Webdidaktik für die adaptiven Erweiterung von Lernmanagementsystemen

Im EU-FP 7-Projekt „INTUITEL“ wird eine Open Source - Erweiterung für etablierte Lernmanagementsysteme entwickelt, die ein Automatic EducationalReasoning implementiert. Im vorliegenden Beitrag wird ein Test der Lernpfade des INTUITEL Metadatensystems durch die Modellierung einer Vorlesung vorgestellt.Das Metadatensystem konnte beibehalten werden

Learning Pathway Recommendation based on a Pedagogical Ontology and its Implementation in Moodle

When learners may select among different alternatives, or areguided to do so by an adaptive learning environment (ALE), it is gen-erally meaningful to discuss the concept of different learning pathways.Pedagogically, these learning pathways may either be de ned macro-scopically, e.g. in terms of desired learning outcomes or competencies, or microscopically in terms of a didactical model for individual knowledgeobjects. In this contribution we consider such learning pathways from apedagogical point of view and then establish a mathematical model fortheir traversal by a learner and for the analysis of his behavior. This model is implemented in a novel ALE provided by the EU FP7 project INTUITEL, introduced in its Moodle version as concrete example