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 Semantic MediaWiki-based Approach for the Collaborative Development of Pedagogically Meaningful Learning Content Annotations

In this work, we present an approach that allows educational resources to be collaboratively authored and annotated with well-defined pedagogical semantics using Semantic MediaWiki as collaborative knowledge engineering tool. The approach allows for the exposition of pedagogically annotated learning content as Linked Open Data to enable its reuse across e-learning platforms and its adaptability in different educational contexts. We employ Web Didactics as knowledge organization concept and detail its manifestation in a Semantic MediaWiki system using import and mapping declarations. We also show how the inherent pedagogical semantics of Web Didactics can be retained when learning material is exported as RDF data. The advantage of the presented approach lies in addressing the constructivist view on educational models: The different roles involved in the content development process are not forced to adapt to new vocabularies but can continue using the terms and classification systems they are familiar with. Results of the usability test with computer scientists and education researchers are positive with significantly more positive results for computer scientists

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

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

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