Fuzzy Logic Based Context Aware Recommender for Smart E-learning Content Delivery

Author(s):  
Kevin Otieno Gogo ◽  
Lawrence Nderu ◽  
Ronald Waweru Mwangi
Author(s):  
S. R. Mangalwede ◽  
D. H. Rao

The e-Learning refers to the use of networking technologies to create, foster, deliver and facilitate learning anytime, anywhere. This chapter discusses our research on personalization of e-Learning content based on the learner’s profile. After justifying the feasibility of using mobile agents in distributed computing systems for information retrieval, processing and mining, the authors deal with the relevance of mobile agents in e-Learning domain. The chapter discusses the proposed Case-Based Reasoning (CBR) as an approach to context-aware adaptive content delivery. Different parameters like technological, cultural and educational background of a learner are taken as the basis for forming the case-base that determines the type of content to be delivered. Along with the CBR, a diagnostic assessment to gauge an insight into the student’s current skills is done to determine the type of content to deliver. The implementation observations of such implementation vis-à-vis traditional e-Learning are also documented.


Author(s):  
Tim de Jong ◽  
Alba Fuertes ◽  
Tally Schmeits ◽  
Marcus Specht

This chapter describes a multi-platform extension of learning networks. In addition to Web- and desktopbased access, the authors propose to provide mobile, contextualised learning content delivery, and creation. The extension to a multi-platform extension is portrayed as follows. First, the authors give a description of learning networks, the kind of learning focused at, and the mechanisms that are used for learner support. After that, they illustrate a possible extension to contextualised, more authentic forms of learning mediated by mobile devices. Moreover, they give some requirements for a multi-platform learning network system and describe a technical framework integrating contextualised media with learning networks. Two blended learning scenarios are given as examples of how the extended system could be used in practice. Last, the conclusions and outlook describe what is necessary to integrate multi-platform e-learning software in existing learning scenarios, and how a larger-scale adaptation can be achieved.


The advancement in Information and Communication Technologies (ICTs) has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs) through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.


2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.


2018 ◽  
Vol 9 (1) ◽  
pp. 119-124 ◽  
Author(s):  
Todorka Terzieva ◽  
◽  
Asen Rahnev ◽  
Anatoli Karabov ◽  
◽  
...  

Author(s):  
Mohamed A. Amasha ◽  
Marwa F. Areed ◽  
Salem Alkhalaf ◽  
Rania A. Abougalala ◽  
Safaa M. Elatawy ◽  
...  

2003 ◽  
Vol 11 (2-3) ◽  
pp. 171-184 ◽  
Author(s):  
Jacopo Armani ◽  
Andrea Rocci

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.


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