Context Aware Management Plateform to Invoke Remote or Local e Learning Services: Application to Navigation and Fishing Simulator

2010 ◽  
pp. 157-165 ◽  
Author(s):  
Valérie Monfort ◽  
Fayssal Felhi
Keyword(s):  
Context Aware ◽  
E Learning

The future of using Internet of Things (loTs) and Context-Aware Technology in E-learning

2020 ◽  
Author(s):  
Mohamed A. Amasha ◽  
Marwa F. Areed ◽  
Salem Alkhalaf ◽  
Rania A. Abougalala ◽  
Safaa M. Elatawy ◽  
...  
Keyword(s):  
Internet Of Things ◽  
Context Aware ◽  
The Future ◽  
E Learning

Conceptual maps in e-learning

2003 ◽  
Vol 11 (2-3) ◽  
pp. 171-184 ◽  
Author(s):  
Jacopo Armani ◽  
Andrea Rocci
Keyword(s):  
Discourse Analysis ◽  
Design Strategy ◽  
Context Aware ◽  
Future Directions ◽  
Communication Problems ◽  
New Information ◽  
Conceptual Maps ◽  
E Learning ◽  
Hypermedia Applications ◽  
Linguistic Means

The paper presents a design strategy for e-learning hypermedia interfaces based on the notion of conceptual-navigational map. It proposes to analyze the cognitive and communication problems that arise in the use of hypermedia applications with specific goals, such as e-learning courseware modules, with the linguistic tools of pragmatics and discourse analysis, and shows how this can help in identifying specific communication problems related to the grounding and contextualization of new information, and how it can lead to new insights for design and to interfaces inspired by the linguistic means used in verbal communication to manage analogous problems. The implementation of such a design strategy in the SWISSLING courseware modules is discussed, and future directions of development towards context- aware adaptive hypermedia are briefly outlined.

CONTEXT-AWARE COMMUNICATION CHANNELS IN E-LEARNING

2016 ◽  
Author(s):  
Ingolf Waßmann ◽  
Djamshid Tavangarian ◽  
Peter Forbrig
Keyword(s):  
Communication Channels ◽  
Context Aware ◽  
E Learning

scholarly journals Cognitive IoT-Based e-Learning System: Enabling Context-Aware Remote Schooling during the Pandemic

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Atef Zaguia ◽  
Darine Ameyed ◽  
MohamedAmime Haddar ◽  
Omar Cheikhrouhou ◽  
Habib Hamam
Keyword(s):  
Artificial Intelligence ◽  
Internet Of Things ◽  
Driving Force ◽  
Learning Experience ◽  
Direct Result ◽  
The Internet ◽  
Context Aware ◽  
E Learning ◽  
The Internet Of Things ◽  
Remote Learning

The 2019–2020 coronavirus pandemic had far-reaching consequences beyond the spread of the disease and efforts to cure it. Today, it is obvious that the pandemic devastated key sectors ranging from health to economy, culture, and education. As far as education is concerned, one direct result of the spread of the pandemic was the resort to suspending traditional in-person classroom courses and relying on remote learning and homeschooling instead, by exploiting e-learning technologies, but many challenges are faced by these technologies. Most of these challenges are centered around the efficiency of these delivery methods, interactivity, and knowledge testing. These issues raise the need to develop an advanced smart educational system that assists home-schooled students, provides teachers with a range of smart new tools, and enable a dynamic and interactive e-learning experience. Technologies like the Internet of things (IoT) and artificial intelligence (AI), including cognitive models and context-awareness, can be a driving force in the future of e-learning, opening many opportunities to overcome the limitation of the existing remote learning systems and provide an efficient reliable augmented learning experience. Furthermore, virtual reality (VR) and augmented reality (AR), introduced in education as a way for asynchronous learning, can be a second driving force of future synchronous learning. The teacher and students can see each other in a virtual class even if they are geographically spread in a city, a country, or the globe. The main goal of this work is to design and provide a model supporting intelligent teaching assisting and engaging e-learning activity. This paper presents a new model, ViRICTA, an intelligent system, proposing an end-to-end solution with a stack technology integrating the Internet of things and artificial intelligence. The designed system aims to enable a valuable learning experience, providing an efficient, interactive, and proactive context-aware learning smart services.

scholarly journals A generic model for the context-aware representation and federation of educational datasets: Experience from the dataTEL challenge

2017 ◽  
pp. 143-159
Keyword(s):  
Large Scale ◽  
Generic Model ◽  
Data Sets ◽  
Context Aware ◽  
Data Set ◽  
Common Information ◽  
Common Information Model ◽  
E Learning ◽  
Current Systems ◽  
New Algorithms

Research on online interactions during a learning situation to better understand users' practices and to provide them with quality-oriented features, resources and services is attracting a large community. As a result, the interest for sharing educational data sets that translate the interactions of users with e-learning systems has become a hot topic today. However, the current systems aggregating social and usage data about their users suffer from a series of weaknesses. In particular, they lack a common information model that would allow for exchanges of interaction data at a large scale. To tackle this issue, we propose in this paper a generic model able to federate heterogeneous context metadata and to facilitate their share and reuse. This framework has been successfully applied to several data sets provided by the research community, and thus gives access to a big data set that could help researchers to increase efficiency of existing learning analytics technics, and promote research and development of new algorithms and services on top of these data.

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