scholarly journals Ontologies and Knowledge Aggregation in the Active Semantic Learning System

2011 ◽  
Author(s):  
Ioan Szilagyi ◽  
Radu Balog-Crisan ◽  
Ana Roxin ◽  
Ioan Roxin
Keyword(s):  
Learning System ◽  
Semantic Learning

Adaptive E-Learning System Based on Semantic Search and Recommendation in the Arab World

2013 ◽  
pp. 254-283 ◽  
Author(s):  
Khaled M. Fouad ◽  
Nagdy M. Nagdy ◽  
Hany M. Harb
Keyword(s):  
Arab World ◽  
Learning Objects ◽  
Learning System ◽  
Semantic Search ◽  
Personalized Recommendation ◽  
Learning Materials ◽  
Semantic Learning ◽  
E Learning ◽  
Learner Profile ◽  
Arab Sector

The success of any e-learning system depends on the retrieval of relevant learning contents according to the requirement of the learner (user). This leads to the development of the adaptive e-learning system to provide learning materials considering the requirements and understanding capability of the learner. This chapter aims to propose the system of personalized semantic search and recommendation of learning contents on the e-learning Web-based systems. Semantic and personalized search of learning contents is based on expansion the query keywords by using of the semantic relations and reasoning mechanism in the ontology. Personalized recommendation of learning objects is based on the learner profile ontology to guide what learning contents a learner should study. For the Arab world, to achieve the learning for all goals and meet the learner’s requirements, it must build more inclusive, including the personalization services, and has semantic learning content in the learning systems. The authors’ proposed system is efficient, more effective, and more learner-friendly in the Arab sector because it responds to every learner and his needs individually with a timely and precise adaptation of learning materials.

New Semantic Learning in Amnesia

1994 ◽  
Author(s):  
Stephen B. Hamann ◽  
Larry R. Squire
Keyword(s):  
Semantic Learning

An Adaptive and Learning System for Feedback-Controlled Evoked Response Studies

1981 ◽  
Vol 20 (03) ◽  
pp. 169-173
Author(s):  
J. Wagner ◽  
G. Pfurtscheixer
Keyword(s):  
Brain Activity ◽  
Evoked Response ◽  
Learning System ◽  
Time Interval ◽  
Electrical Brain Activity ◽  
Long Time ◽  
The Subject ◽  
Eeg Power ◽  
Stimulation System ◽  
Background Eeg

The shape, latency and amplitude of changes in electrical brain activity related to a stimulus (Evoked Potential) depend both on the stimulus parameters and on the background EEG at the time of stimulation. An adaptive, learnable stimulation system is introduced, whereby the subject is stimulated (e.g. with light), whenever the EEG power is subthreshold and minimal. Additionally, the system is conceived in such a way that a certain number of stimuli could be given within a particular time interval. Related to this time criterion, the threshold specific for each subject is calculated at the beginning of the experiment (preprocessing) and adapted to the EEG power during the processing mode because of long-time fluctuations and trends in the EEG. The process of adaptation is directed by a table which contains the necessary correction numbers for the threshold. Experiences of the stimulation system are reflected in an automatic correction of this table. Because the corrected and improved table is stored after each experiment and is used as the starting table for the next experiment, the system >learns<. The system introduced here can be used both for evoked response studies and for alpha-feedback experiments.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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