Student Model-based Adapted e-Learning

This paper presents a newly developed student model agent, which is the basic part of an e-learning environment that incorporates Intelligent Agents and Computational Intelligence Techniques. The e-learning environment consists of three parts, the E-learning platform Front-End, the Student Questioner Reasoning and the Student Model Agent. The basic aim of this contribution is to describe in detail the agent’s architecture and the innovative features it provides to the e-learning environment through its utilization as an autonomous component. Several basic processes and techniques are facilitated through the agent in order to provide intelligence to the e-learning environment.

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A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development

International Journal of Distance Education Technologies ◽

10.4018/jdet.2013070102 ◽

2013 ◽

Vol 11 (3) ◽

pp. 12-31 ◽

Cited By ~ 14

Author(s):

Maria De Marsico ◽

Andrea Sterbini ◽

Marco Temperini

Keyword(s):

Collaborative Learning ◽

Adaptive Learning ◽

Zone Of Proximal Development ◽

Learning Activities ◽

Proximal Development ◽

Student Model ◽

Web Based ◽

E Learning ◽

Learning Paths ◽

The One

The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities.

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A network as a source of knowledge for the education of an architect

SHS Web of Conferences ◽

10.1051/shsconf/20196402011 ◽

2019 ◽

Vol 64 ◽

pp. 02011

Author(s):

Melis Baloglu Asut ◽

Yüksel Demir

Keyword(s):

Knowledge Map ◽

New Paradigm ◽

Data Types ◽

Learning Space ◽

Model Based ◽

Big Picture ◽

E Learning ◽

Learning Platforms ◽

Education Model ◽

Khan Academy

In a learning space, whether it is surrounded by digital tools or not, the way a tutor represents the information is usually in a linear fashion. However, e-learning platforms have already started to support the learner and a new paradigm for learning. In light of these thoughts and concerns, this paper is focused on the education of an architect and examines potential e-learning platforms including BlackBoard, Facebook in the case of an architectural course, EdX, and Khan Academy Knowledge Map based on the types of visual narrative, the aim of the platform, the information visualization quality, and data types. As an output, this study creates a comparative visualization to see and discuss the potentials of the tools for the education of an architect. After the analysis of e-learning platforms, this study concludes that (1) an education model based on a network can help architects to see the big picture, however it also causes data reduction and loss, (2) an education model based on a network allows architects to create their own learning paths and share it with their colleagues, (3) an education model based on a network may be a sustainable platform for architects from different experience levels and enhance the communication between them to support the youngers’ education, 4) an education model based on network decentralizes the process of learning and enriches it through the interaction between other learners, concepts, thoughts, and objects, (5) an education model based on network bridges the gap between what one already knows and what one needs to know to understand the whole picture, (6) an education model based on network gives the opportunity to compare previous years’ feedbacks, concepts, and thought in one medium.

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