scholarly journals A Formal Specification for the Collaborative Development of Learning Objects

2015 ◽  
Vol 182 ◽  
pp. 726-731 ◽  
Author(s):  
J. AlfredoSanchez ◽  
Claudia Perez-Lezama ◽  
Oleg Starostenko
Keyword(s):  
Formal Specification ◽  
Learning Objects ◽  
Collaborative Development

Caste-Centric Development of Agent-Oriented Information Systems

2007 ◽  
pp. 692-707 ◽  
Author(s):  
L. Shan ◽  
R. Shen ◽  
J. Wang
Keyword(s):  
Information Systems ◽  
Formal Specification ◽  
Process Model ◽  
Formal Specifications ◽  
Multi Agent Systems ◽  
Collaborative Development ◽  
Analysis And Design ◽  
Agent Systems ◽  
Multi Agent ◽  
Formal Specification Language

Based on the meta-model of information systems presented in Zhu (2006), this chapter presents a caste-centric agent-oriented methodology for evolutionary and collaborative development of information systems. It consists of a process model called growth model, and a set of agent-oriented languages and software tools that support various development activities in the process. At the requirements analysis phase, a modelling language and environment called CAMLE supports the analysis and design of information systems. The semi-formal models in CAMLE can be automatically transformed into formal specifications in SLABS, which is a formal specification language designed for formal engineering of multi-agent systems. At implementation, agent-oriented information systems are implemented directly in an agent-oriented programming language called SLABSp. The features of agent-oriented information systems in general and our methodology in particular are illustrated by an example throughout the chapter.

Bridging the Academic Divide

2007 ◽  
pp. 213-230
Author(s):  
Tom Cavanagh
Keyword(s):  
Workforce Development ◽  
Learning Objects ◽  
Academic Community ◽  
Postsecondary Institutions ◽  
Development Model ◽  
Collaborative Development ◽  
Web Based ◽  
Web Based Learning ◽  
Multimedia Production ◽  
Perception Gap

There is a commonly held perception in industry that the academic community is out of touch and irrelevant. Surely, there must be a way to bridge this perception gap and leverage academe’s disciplinary and instructional expertise to benefit the commercial workforce. This chapter presents a collaborative development model that accomplishes this goal, specifically relating to the production of self-paced, Web-based learning objects, catalogued within workforce development curricula. The model provides a roadmap that maximizes the expertise of college faculty, industry managers, and multimedia production specialists to meet the needs of government sponsors, commercial corporations, nonprofit postsecondary institutions, and individual learners.

Formal Specification and Design

1992 ◽  
Author(s):  
L. M. G. Feijs ◽  
H. B. M. Jonkers
Keyword(s):  
Formal Specification

Toward a Hybrid Recommender System for E-learning Personnalization Based on Data Mining Techniques

2018 ◽  
Vol 2 (4) ◽  
pp. 271 ◽  
Author(s):  
Outmane Bourkoukou ◽  
Essaid El Bachari
Keyword(s):  
Learning Style ◽  
Recommender System ◽  
Adaptive Learning ◽  
Learning Objects ◽  
Research Field ◽  
Learning System ◽  
K Nearest Neighbors ◽  
E Learning ◽  
Hybrid Recommender System ◽  
Hybrid Recommender

Personalized courseware authoring based on recommender system, which is the process of automatic learning objects selecting and sequencing, is recognized as one of the most interesting research field in intelligent web-based education. Since the learner’s profile of each learner is different from one to another, we must fit learning to the different needs of learners. In fact from the knowledge of the learner’s profile, it is easier to recommend a suitable set of learning objects to enhance the learning process. In this paper we describe a new adaptive learning system-LearnFitII, which can automatically adapt to the dynamic preferences of learners. This system recognizes different patterns of learning style and learners’ habits through testing the psychological model of learners and mining their server logs. Firstly, the device proposed a personalized learning scenario to deal with the cold start problem by using the Felder and Silverman’s model. Next, it analyzes the habits and the preferences of the learners through mining the information about learners’ actions and interactions. Finally, the learning scenario is revisited and updated using hybrid recommender system based on K-Nearest Neighbors and association rule mining algorithms. The results of the system tested in real environments show that considering the learner’s preferences increases learning quality and satisfies the learner.

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

2017 ◽  
Vol 9 (2) ◽  
pp. 67-71
Author(s):  
Herru Darmadi ◽  
Yan Fi ◽  
Hady Pranoto
Keyword(s):  
Learning Objects ◽  
Authoring Tool ◽  
Learning Object ◽  
Web Content ◽  
Web Browser ◽  
E Learning ◽  
Index Terms ◽  
Accessibility Guidelines ◽  
Content Accessibility

Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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