Realization of Adaptive Learning Content Based on Learning Object and Domain Ontology

2010 ◽  
Vol 171-172 ◽  
pp. 527-530
Author(s):  
Xu Wei
Keyword(s):  
Information Technology ◽  
Adaptive Learning ◽  
New Technologies ◽  
Domain Ontology ◽  
Learning System ◽  
Learning Object ◽  
Modern Education ◽  
Learning Content ◽  
E Learning ◽  
Adaptive Content

With the evolution of information technology, E-learning has spread rapidly. Traditional E-learning has proved not fit requirement of modern education, new trend of developing the adaptive and customized E-learning system draws more and more attentions from researchers and practitioners. In this paper, we proposed an E-learning system which can provide adaptive content according to different situations of user. To achieve the adaptive E-learning system, two new technologies have been adopted by the system: learning object and domain ontology. Using these two technologies the system can provide intelligent learning content based on the user’s context, knowledge’s context. The paper also presents a scenario to demonstrate the step of production of adaptive learning content.

scholarly journals Personalized E-Learning System Based on User’s Performance and Knowledge: An Adaptive Technique

2019 ◽  
Vol 8 (4) ◽  
pp. 8695-8699 ◽  
Keyword(s):  
Learning Style ◽  
Adaptive Learning ◽  
Learning System ◽  
Initial Assessment ◽  
Specific Domain ◽  
Learning Content ◽  
Adaptive Technique ◽  
E Learning ◽  
Adaptive Learning System ◽  
Specific Learning

The Learning style of every individual is unique. We require some adaptive and personalization techniques to extract required learning content from enormous content available. Here we build up an adaptive learning approach so that the personalization is conceivable. An adaptive learning system is developed by considering learner’s knowledge. We develop this by considering a specific domain. It takes the individual’s performance into consideration and modifies constantly by responding with student specific learning content. We categorize learners based on the initial assessment conducted. Based on the results obtained and on his/her choice of content displayed. Learner’s performance is observed and modelled, adaption is done accordingly through continuous appraisals conducted after each module and tweaked during interactions. The essential goal of this paper is to incorporate the revelation of ideal settings, where the students can improve their learning capacities.

Toward a Hybrid Recommender System for E-learning Personnalization Based on Data Mining Techniques

2018 ◽  
Vol 2 (4) ◽  
pp. 271 ◽  
Author(s):  
Outmane Bourkoukou ◽  
Essaid El Bachari
Keyword(s):  
Learning Style ◽  
Recommender System ◽  
Adaptive Learning ◽  
Learning Objects ◽  
Research Field ◽  
Learning System ◽  
K Nearest Neighbors ◽  
E Learning ◽  
Hybrid Recommender System ◽  
Hybrid Recommender

Personalized courseware authoring based on recommender system, which is the process of automatic learning objects selecting and sequencing, is recognized as one of the most interesting research field in intelligent web-based education. Since the learner’s profile of each learner is different from one to another, we must fit learning to the different needs of learners. In fact from the knowledge of the learner’s profile, it is easier to recommend a suitable set of learning objects to enhance the learning process. In this paper we describe a new adaptive learning system-LearnFitII, which can automatically adapt to the dynamic preferences of learners. This system recognizes different patterns of learning style and learners’ habits through testing the psychological model of learners and mining their server logs. Firstly, the device proposed a personalized learning scenario to deal with the cold start problem by using the Felder and Silverman’s model. Next, it analyzes the habits and the preferences of the learners through mining the information about learners’ actions and interactions. Finally, the learning scenario is revisited and updated using hybrid recommender system based on K-Nearest Neighbors and association rule mining algorithms. The results of the system tested in real environments show that considering the learner’s preferences increases learning quality and satisfies the learner.

scholarly journals Serious Games in Adaptive Learning

2016 ◽  
Vol 2 (4) ◽  
pp. 418
Author(s):  
Aso M. Darwesh
Keyword(s):  
Adaptive Learning ◽  
Serious Games ◽  
New Technologies ◽  
Classical Method ◽  
Multiple Criteria ◽  
Learning System ◽  
Educational Institutions ◽  
Adaptive Mechanisms

Most of educational institutions follow classical method of teaching that means same curriculum for all learners in the same order. But new generations look for a system of learning that adapts to his/her personal capacity. Adaptive education or adaptive learning is such a solution which can organize the content of the learning system based on learner’s profile. This process is not simple, especially without using new technologies. Implementing adaptive learning in schools is very expensive. One of the digital techniques used in eLearning is by games. Games which are used for education more than entertainment are serious games. Games are the most famous and effective tools used in education because of the popularity of many kind of game devices and applications. In this paper we try to explain how serious games can be used in adaptive education. We also explore a new idea of using time in adaptive mechanisms. Adapting the content of learning based on multiple criteria not just learners' answers. Wrong answers does not always means inability to do things, or not understanding. Also, this may be due to lack of time or unfamiliarity with the device. This paper will also attempt to uncover the reasons for such delays and thus help us to better design an adaptive game.

scholarly journals INCA: A cognitive multi-agents architecture for designing intelligent & adaptive learning systems

2005 ◽  
Vol 2 (2) ◽  
pp. 99-114 ◽  
Author(s):  
Thierry Nabeth ◽  
Liana Razmerita ◽  
Albert Angehrn ◽  
Claudia Roda
Keyword(s):  
Knowledge Sharing ◽  
Adaptive Learning ◽  
Management Practices ◽  
Learning Systems ◽  
Learning System ◽  
Cognitive Agents ◽  
E Learning ◽  
Personal Agent ◽  
Adaptive Learning Systems ◽  
Multi Agents

This paper presents a cognitive multi-agents architecture called Intelligent Cognitive Agents (InCA) that was elaborated for the design of Intelligent Adaptive Learning Systems. The InCA architecture relies on a personal agent that is aware of the user's characteristics, and that coordinates the intervention of a set of expert cognitive agents (such as story telling agents, assessment agents, stimulation agents or help agents). This InCA architecture has been applied for the design of K"InCA, an e-learning system aimed at helping people to learn and adopt knowledge-sharing management practices.

scholarly journals Pengembangan Sistem Pembelajaran Berbasis Multimedia

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Suryanto Suryanto ◽  
Sunda Ariana ◽  
Syahril Rizal
Keyword(s):  
Information Technology ◽  
Positive Influence ◽  
Learning System ◽  
Learning Material ◽  
Literature Study ◽  
Multimedia Development ◽  
E Learning ◽  
The Media ◽  
Indispensable Tool ◽  
Audio Video

Currently the development of information technology has an important influence in the development of learning systems, one of which is technology in the multimedia field. Multimedia technology is an indispensable tool for the learning process. The use of text, images, audio, video, and animation in learning helps students to quickly understand learning material. Multimedia also provides opportunities for educators to develop learning methods so that they get maximum results. AMIK AKMI Baturaja is a computer college that has not fully utilized information technology in its learning, especially in the field of Multimedia. For this reason, researchers conducted this research for the development of learning at the Campus AMIK AKMI Baturaja. This study aims to produce a multimedia-based learning media at AMIK AKMI Baturaja which can be a driving force for student learning achievement. In this study using a research method of literature study, observation, questionnaires, and interviews. The media development method uses MDLC (Multimedia Development Life Cycle) which consists of six stages, namely concept (needs analysis), design (design), material collecting, assembly, testing, and distribution. . The result of this research is a multimedia-based learning system presented in the form of e-learning. This media is expected to have a positive influence in increasing student achievement and learning independence.

Automatic Organization and Generation of Presentation Slides for E-Learning

2012 ◽  
Vol 10 (3) ◽  
pp. 35-52 ◽  
Author(s):  
K. Sathiyamurthy ◽  
T. V. Geetha
Keyword(s):  
Distance Education ◽  
Language Processing ◽  
Learning System ◽  
Learning Material ◽  
Content Creation ◽  
Learning Content ◽  
E Learning ◽  
Processing Techniques ◽  
The Web ◽  
Extract Information

The effectiveness of an e-learning system for distance education to a large extent depends on the relevancy and presentation of learning content to the learner. The ability to gather documents on a particular topic from the web and adapt the contents of the document to suit the learner is an important task from the content creation perspective of e-learning. For the developer of e-learning material the provision to automatically extract, organize, and present content material would improve its effectiveness. This paper proposes to extract information from documents using language processing techniques and organizing the content into appropriate presentation slides for learning purposes using domain ontology and learning oriented pedagogy ontology.

Adaptive Content Delivery in E-Learning Systems using Mobile Agents

2012 ◽  
pp. 148-166 ◽  
Author(s):  
S. R. Mangalwede ◽  
D. H. Rao
Keyword(s):  
Mobile Agents ◽  
Educational Background ◽  
Content Delivery ◽  
Case Based Reasoning ◽  
Distributed Computing Systems ◽  
Learning Content ◽  
E Learning ◽  
Networking Technologies ◽  
Adaptive Content Delivery ◽  
Adaptive Content

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.

Information Security Perspective of a Learning Management System

2013 ◽  
Vol 4 (2) ◽  
pp. 9-18
Author(s):  
Mohd Faiz Hilmi ◽  
Shahrier Pawanchik ◽  
Yanti Mustapha ◽  
Hafizi Muhamad Ali
Keyword(s):  
Information Technology ◽  
Information Security ◽  
Management System ◽  
Learning Management System ◽  
Learning System ◽  
The Internet ◽  
Specific Information ◽  
Learning Context ◽  
E Learning ◽  
Learning Management

The advancement of information technology has changed the education landscape. The process of teaching is no longer the same. Information technology has made e-learning possible and available on a large scale. The main component of an e-learning is a learning management system (LMS). LMS has been widely used and are accessible through the Internet. By connected and accessed to the Internet, LMS are exposed to various threats. Proper understanding of these threats combined with strategy and best practices countermeasures will ensure a safe learning environment. Therefore this study will look into the information security aspect of LMS. There are two main purpose of this study. First, this study provides a review of information security in e-learning environments and explains the important of information security. Confidentiality, integrity and availability are considered to be the primary pillars of information security. In addition to these pillars, the International Information Systems Security Certification Consortium introduced a common body of knowledge (CBK) comprised of ten domains relating to specific information security topics. These domains are the foundation of security practices for those involved in information security. In this article, each of these is explained within an e-learning context. It is recommended that institutions employing e-learning adhere to these domains. By applying the principles and practices associated with each domain, e-learning institutions should be able to provide an e-learning system with high confidentiality, integrity and availability. The second purpose of this study is to understand student perception of an information security perspective of an e-learning management system. To achieve this purpose, a survey was conducted targeted at undergraduate students in a distance learning program. 497 students responded to a survey questionnaires. Apart from demographics information, the survey asked the respondent to rate six statements related to how they perceived security of the learning management system which they are currently using. All six statements are rated using a five point Likert scale anchored at 1 (Not at all) to 5 (Very much). Frequencies analysis was conducted to show the profile of the respondent. Overall, respondent has strong positive perceptions towards security of their LMS. This study provides an overall picture of information security elements of a learning management system. It can serve as an introduction which help LMS administrator to understand the issues and possibilities related to the safety of LMS.

Intelligent Adaptable e-Assessment for Inclusive e-Learning

2020 ◽  
pp. 1185-1199
Author(s):  
Lilyana Nacheva-Skopalik ◽  
Steve Green
Keyword(s):  
Human Rights ◽  
Learning Environment ◽  
Open Source ◽  
Learning System ◽  
Access To Education ◽  
Education Systems ◽  
Learning Content ◽  
E Learning ◽  
Individual Needs ◽  
The Individual

Access to education is one of the main human rights. Everyone should have access to education and be capable of benefiting from it. However there are a number who are excluded, not because of a lack of ability but simply because they have a disability or specific need which current education systems do not address. A learning system in which content, tools and interfaces can be personalised and adapted to the individual needs and preferences of a variety of learners, including those with disabilities, becomes inclusive. Assessment is an integral part of an e-learning environment and therefore it has to provide not only inclusive e-learning content but also inclusive e-assessment. The proposed research investigates an intelligent adaptable e-learning system for assessing students' level of skill, knowledge and understanding regardless of their disabilities or accessibility needs. It is based on an innovative use of world's first open source adaptable widget design and authoring toolkit (WIDGaT) as the prototyping environment.

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