Improving User Profiling for a Richer Personalization

2012 ◽  
pp. 182-197 ◽  
Author(s):  
Isabela Gasparini ◽  
Victoria Eyharabide ◽  
Silvia Schiaffino ◽  
Marcelo S. Pimenta ◽  
Analía Amandi ◽  
...  
Keyword(s):  
Learning Environments ◽  
Learning System ◽  
User Profiling ◽  
Context Aware ◽  
E Learning ◽  
Intelligent Tutor ◽  
Model Context

This chapter presents the context-aware aspects of ADAPTSUR, a personalization approach designed for e-learning environments. The main features of ADAPTSUR are described and illustrated, showing how to use it to model context and culture for personalization in e-learning environments. The authors describe two materializations of the proposed approach, an adaptive e-learning system and an intelligent tutor, which provide personalized assistance to students taking into account their profiles. Finally, the authors discuss the benefits of their proposal.

Emotional Elements in Learning Platforms in Open and Distributed Environments

2019 ◽  
pp. 125-148
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning System ◽  
Distributed Environments ◽  
Classroom Engagement ◽  
Learner Centered ◽  
E Learning ◽  
Learning Platforms ◽  
Multiple Challenges ◽  
Facilitated Learning

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Securing the Infrastructure for Service-Based E-Learning Environments

2011 ◽  
pp. 1-24
Author(s):  
Simon Schwingel ◽  
Gottfried Vossen ◽  
Peter Westerkamp
Keyword(s):  
Web Services ◽  
Learning Environment ◽  
Learning Environments ◽  
User Authentication ◽  
Learning Objects ◽  
Learning System ◽  
Learning Material ◽  
Single Sign On ◽  
User Data ◽  
E Learning

E-learning environments and their system functionalities resemble one another to a large extent. Recent standardization efforts in e-learning concentrate on the reuse of learning material only, but not on the reuse of application or system functionalities. The LearnServe system, under development at the University of Muenster, builds on the assumption that a typical learning system is a collection of activities or processes that interact with learners and suitably chosen content, the latter in the form of learning objects. This enables us to divide the main functionality of an e-learning system into a number of stand-alone applications or services. The realization of these applications based on the emerging technical paradigm of Web services then renders a wide reuse of functionality possible, thereby giving learners a higher flexibility of choosing content and functionalities to be included in their learning environment. In such a scenario, it must be possible to maintain user identity and data across service and server boundaries. This chapter presents an architecture for implementing user authentication and the manipulation of user data across several Web services. In particular, it demonstrates how to exploit the SPML and SAML standards so that cross-domain single sign-on can be offered to the users of a service-based learning environment. The chapter also discusses how this is being integrated into LearnServe.

SWELS

2010 ◽  
pp. 120-145
Author(s):  
Gianluca Elia ◽  
Giustina Secundo ◽  
Cesare Taurino
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
First Generation ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Traditional Approaches ◽  
New Generation

This chapter presents a prototypal e-learning system based on the Semantic Web paradigm, called SWELS (Semantic Web E-Learning System). The chapter starts by introducing e-learning as an efficient and just-in-time tool supporting the learning processes. Then a brief description of the evolution of distance learning technologies will be provided, starting from first generation e-learning systems through the current Virtual Learning Environments and Managed Learning Environments, by underling the main differences between them and the need to introduce standards for e-learning with which to manage and overcome problems related to learning content personalization and updating. Furthermore, some limits of the traditional approaches and technologies for e-learning will be provided, by proposing the Semantic Web as an efficient and effective tool for implementing new generation e-Learning systems. In the last section of the chapter, the SWELS system is proposed by describing the methodology adopted for organizing and modeling its knowledge base, by illustrating its main functionalities, and by providing the design of the tool followed by the implementation choices. Finally, future developments of SWELS will be presented, together with some remarks regarding the benefits for the final user in using such system.

Challenges Facing E-Learning

2017 ◽  
pp. 271-288
Author(s):  
Vannie Naidoo
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technology ◽  
Support Service ◽  
Learning Technologies ◽  
Learning System ◽  
Technological Advancement ◽  
Stakeholder Groups ◽  
Service Staff ◽  
E Learning

The rapid advancement in technology has set the stage to change teaching dynamics worldwide. Today's learners are very techno savvy. To enhance teaching and learning outcomes it is important to focus on using this new technology to engage with learners. E-learning is part of the new technological advancement taking place in teaching. Khan (2005, pp. 6-7) argues that the success of an e-learning system involves a systematic process of planning, designing, evaluating and implementing online learning environments where learning is actively fostered and supported. An e-learning system should be meaningful to all stakeholder groups including instructors, support service staff, and the institution. E-learning introduces learners to a new environment. In this system, learners are independent and must be self-motivated and committed to their learning. E-learners need to know how to use and manipulate software. According to Jones (2003), e-learning technologies bring as much change to instructors as they do to students, again requiring a new set of skills for success.

Virtual Co Learner

2010 ◽  
pp. 41-54 ◽  
Author(s):  
Dimitrios Georgiou ◽  
Sotirios Botsios ◽  
Georgios Tsoulouhas
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Learning Systems ◽  
Learning System ◽  
Cognitive Characteristics ◽  
Learning Procedure ◽  
E Learning ◽  
On Line ◽  
And Behavior

Adaptation and personalization of the information and instruction offered to the users in on-line e-learning environments are considered to be the turning point of recent research efforts. Collaborative learning may contribute to adaptive and personalized asynchronous e-learning. In this chapter authors intend to introduce the Virtual co Learner (VcL) that is a system designed on a basis of distributed architecture able to imitate the behavior of a learning companion who has suitable to the user’s cognitive and learning style and behavior. To this purpose an asynchronous adaptive collaborating e-learning system is proposed in the sense of reusing digitized material which deployed before by the users of computer supported collaborating learning systems. Matching real and simulated learners who have cognitive characteristics of the same type, one can find that learning procedure becomes more efficient and productive. Aiming to establish such VcL, one faces a number of questions. An important question is related to the user’s cognitive or learning characteristics diagnosis. Other questions are examined too.

Sign in / Sign up

Export Citation Format

Share Document