A competency-based guided-learning algorithm applied on adaptively guiding e-learning

2012 ◽  
Vol 23 (1) ◽  
pp. 106-125 ◽  
Author(s):  
Wei-Chih Hsu ◽  
Cheng-Hsiu Li
Keyword(s):  
Learning Algorithm ◽  
Guided Learning ◽  
E Learning ◽  
Competency Based

An Ontology-Based Learning System in IT Project Management

2011 ◽  
pp. 191-210
Keyword(s):  
Learning Objects ◽  
Learning System ◽  
Learning Tools ◽  
It Project Management ◽  
Knowledge Domain ◽  
Tutoring Systems ◽  
Learner Model ◽  
Future Developments ◽  
E Learning ◽  
Competency Based

The development process is based on the state of the art IT technologies (metadata and ontology for knowledge manipulation, Web services, learner model, and intelligent tutoring systems). Besides interoperability and personalization, the proposed approach brings additional advantages, including: unitary interpretation of the content structure by different user categories or content providers; explicit specification of the knowledge domain, allowing the updating of the domain definition without major changes of e-learning tools and programmes; reuse of the learning objects with economical advantages by saving costs of (re)writing the content for the different course forms and strategies; reuse of the created tools in one domain in other domains; promoting the competency-based learning through the domain ontology and the relations between concepts and competencies. The results obtained in practice are very encouraging and suggest several future developments.

scholarly journals Competency Based Approach: Modeling and Implementation

2020 ◽  
Vol 15 (02) ◽  
pp. 230 ◽  
Author(s):  
Malika Sedra ◽  
Samir Bennani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environments ◽  
Computer Networks ◽  
Business Process ◽  
Learning Systems ◽  
Educational Content ◽  
E Learning ◽  
Competency Based

The expansion of computer networks has at the same time given impetus to the distance learning environments. E-learning systems are also advanced and more efficient. However, these platforms offer such complex teaching functionalities that designers find themselves poorly equipped to succeed in their engineering processes. This article presents a tool that makes it easier for designers to produce educational content according to the Competency-Based Approach (CBA). We propose an implementation of the CBA after its modeling via ontology. Our module can be grafted to any author system oriented pedagogy based skills. We have advocated for Service for Oriented Architecture as a software solution to model our business process that consists of a set of interconnected services that are modeled and implemented. The proposed system is the result of a coordina-tion of, services, incorporating the order of competences explained by a distance education, which integrates and interacts according to an orchestration plan.

scholarly journals Preparing Teachers for Special and Inclusive Education: Applicability of a Model Developed in New Zealand to the English Speaking Caribbean

2016 ◽  
Vol 3 (1) ◽  
pp. 176 ◽  
Author(s):  
Marcia Pilgrim ◽  
Garry Hornby
Keyword(s):  
New Zealand ◽  
Teacher Preparation ◽  
Training Program ◽  
Inclusive Education ◽  
E Learning ◽  
Competency Based ◽  
English Speaking ◽  
The Caribbean

<p>The focus of this article is to discuss the issue of teacher preparation for special and inclusive education in the English speaking Caribbean. The article suggests how teacher preparation for special and inclusive education in the Caribbean could be improved by the implementation of a competency-based, e-learning training program that was developed in New Zealand. The New Zealand training program is described and a brief summary of findings of a study evaluating the effectiveness of the program is presented. Finally, the article highlights how the New Zealand program can be translated into the Caribbean context.</p>

Competency-Based Assessment

2020 ◽  
pp. 108-129
Author(s):  
Mohammed Khalidi Idrissi ◽  
Meriem Hnida ◽  
Samir Bennani
Keyword(s):  
Higher Education ◽  
Common Sense ◽  
Academic Programs ◽  
Competency Assessment ◽  
E Learning ◽  
Assessment Techniques ◽  
Competency Based ◽  
The Common ◽  
Competency Based Assessment ◽  
The Way

Competency-based Assessment (CBA) is the measurement of student's competency against a standard of performance. It is a process of collecting evidences to analyze student's progress and achievement. In higher education, Competency-based Assessment puts the focus on learning outcomes to constantly improve academic programs and meet labor market demands. As of to date, competencies are described using natural language but rarely used in e-learning systems, and the common sense idea is that: the way competency is defined shapes the way it is conceptualized, implemented and assessed. The main objective of this chapter is to introduce and discuss Competency-based Assessment from a methodological and technical perspectives. More specifically, the objective is to highlight ongoing issues regarding competency assessment in higher education in the 21st century, to emphasis the benefits of its implementation and finally to discuss some competency modeling and assessment techniques.

scholarly journals Toward a Personalized Learning Path through a Services-Oriented Approach

2019 ◽  
Vol 14 (15) ◽  
pp. 52
Author(s):  
Mohamed Bendahmane ◽  
Brahim El Falaki ◽  
Mohammed Benattou
Keyword(s):  
Information Technologies ◽  
Service Oriented Architecture ◽  
Learning Systems ◽  
Individualized Learning ◽  
Learning Path ◽  
New Information ◽  
Service Oriented ◽  
E Learning ◽  
Learner Profile ◽  
Competency Based

In most existing E-learning systems, activities' content and order are presented in a static manner without taking into consideration the learners characteristics, profiles or competencies. The challenge is to adapt and regulate learning processes according to the learner profile by applying learning models that use new information technologies. There are several adaptation approaches of E-learning environments, such as, adaptive hypermedia system, semantic web, etc. In our proposed system, we adopted a Competency Based Approach to offer each learner an individualized learning path for the acquisition of the competence targeted on the basis of the collaborative filtering. Concerning the technological aspect, the system is implemented as a web services while adhering to a service-oriented architecture. This allows interoperability with heterogeneous learning systems

scholarly journals Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support

2011 ◽  
Vol 57 (1) ◽  
pp. 1317-1333 ◽  
Author(s):  
Bo Cheng ◽  
Minhong Wang ◽  
Stephen J.H. Yang ◽  
Kinshuk ◽  
Jun Peng
Keyword(s):  
Peer Learning ◽  
Learning Systems ◽  
Learning Support ◽  
E Learning ◽  
Competency Based

scholarly journals Impact of high-fidelity e-learning on knowledge acquisition and satisfaction in radiation oncology trainees

2018 ◽  
Vol 25 (6) ◽  
Author(s):  
C. Gillan ◽  
J. Papadakos ◽  
J. Brual ◽  
N. Harnett ◽  
A. Hogan ◽  
...  
Keyword(s):  
User Interface ◽  
Knowledge Acquisition ◽  
Radiation Oncology ◽  
User Interaction ◽  
Health Professions ◽  
Knowledge Assessment ◽  
Before And After ◽  
E Learning ◽  
Competency Based ◽  
Assessment Performance

Background e-Learning is an underutilized tool in education for the health professions, and radiation medicine, given its reliance on technology for clinical practice, is well-suited to training simulation in online environments. The purpose of the present study was to evaluate the knowledge impact and user interface satisfaction of high- (hf) compared with low-fidelity (lf) e-learning modules (e-modules) in radiation oncology training.Methods Two versions of an e-module on lung radiotherapy (lf and hf) were developed. Radiation oncology residents and fellows were invited to be randomized to complete either the lf or the hf module through individual online accounts over a 2-week period. A 25-item multiple-choice knowledge assessment was administered before and after module completion, and user interface satisfaction was measured using the Questionnaire for User Interaction Satisfaction (quis) tool.Results Of 18 trainees, 8 were randomized to the lf module, and 10, to the hf module. Overall, knowledge assessment performance increased (11%, p < 0.05), with hf-group participants reporting a 13% improvement (p = 0.02), and senior participants reporting an almost 15% improvement (p < 0.01). Scores on the quis indicated that participants were satisfied with various aspects of the user interface.Conclusions The hf e-module had a greater impact on knowledge acquisition, and users expressed satisfaction with the interface in both the hf and lf situations. The use of e-learning in a competency-based curriculum could have educational advantages; participants expressed benefits and drawbacks. Preferences for e-learning integration in education for the health professions should be explored further.

scholarly journals Graded striatal learning factors enable switches between goal-directed and habitual modes, by reassigning behavior control to the fastest-computed representation that predicts reward

2019 ◽  
Author(s):  
Sean Patrick ◽  
Daniel Bullock
Keyword(s):  
Habit Formation ◽  
Learning Algorithm ◽  
Fixed Ratio ◽  
Mirror Image ◽  
Mode Switching ◽  
Behavior Control ◽  
Dopaminergic Drugs ◽  
Guided Learning ◽  
Biological Variables ◽  
Learning Factors

AbstractDifferent compartments of striatum mediate distinctive behavior-control modes, notably goal-directed versus habitual behavior. Normally, animals move back and forth between these modes as they adapt to changing contingencies of reward. However, this ability is compromised when dopaminergic drugs are used as reinforcers. These facts suggest that a set of biological variables, which make striatal decision making both highly plastic and uniquely sensitive to dopamine, contribute both to normal switches among modes and to the susceptibility for excessive habit formation when dopaminergic drugs serve as rewards. Indeed, data have revealed an impressive number of plasticity- and dopamine-related neural factors that vary systematically (with either increasing or decreasing gradients) across the rostral-ventral-medial to caudal-dorsal-lateral axis within striatum, the same axis implicated in switches among behavioral modes. Computer simulations reported here show how a dopamine-dependent parallel learning algorithm, if applied within modeled cortico-striatal circuits with parameters that reflect these striatal gradients, can explain normal mode switching, both into the habitual mode and returns to goal-directed mode, while also exhibiting a susceptibility to excessive habit formation when a dopaminergic drug serves as reward. With the same parameters, the model also directly illuminates: why interval and probabilistic reinforcement schedules are more habit forming than fixed-ratio schedules; why extinction learning is not (and should not be) a mirror image of acquisition learning; and why striatal decisions guided by reward-guided learning typically exhibit a highly sensitive tradeoff between speed and accuracy.

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