ALEF: A Framework for Adaptive Web-Based Learning 2.0

Abstract

Abstract. State-of-the-art learning management systems provide their stakeholders with many features coming from Web 2.0 paradigm, but often ignore the need for personalization and adaptation during the learning. More, learning activities are often fragmented -a student needs to make a decision whether he or she wants to take questions or read explanatory materials. In addition, majority of current solutions do not provide a truly interactive environment, where students are allowed to participate in content creation and maintenance. In this paper, we address these issues by proposing and developing a framework for Adaptive Web-based Learning 2.0. We describe basic requirements for such a framework and provide an overview of all its important underlying models and functionality.

Discovering Hierarchical Relationships in Educational Content

“…The manually created domain model is employed in adaptive learning portal ALEF [14] as a part of educational activities at the Slovak University of Technology in Bratislava.…”

“…The issue of automated metadata discovery is especially relevant in dynamically changing social learning environments [14,15] with user-generated content (tags, comments, annotations) being created on daily basis. The ability to provide necessary descriptions in such environments is reduced even more and with no automated support for metadata creation they cannot fully benefit from advanced functionality such as recommendation or personalized search over usergenerated content.…”

“…All learning materials are in Slovak. The course is available online in our adaptive educational system ALEF [14].…”

“…As the Functional programming course has already been involved in adaptive learning as a part of our previous research [12,14], learning objects have assigned relevant domain terms defined by domain experts.…”

Enhancing Learning with Off-Task Social Dialogues

“…Various approaches for improving student's motivation and learning have been proposed: addressing emotional and affective states of students [2], narrative-centered environments with story-based learning [3,4], and adaptive web-based systems [5,6]. The affective support seems hard to realize in practice and currently remains limited [7], and since narrative-centered story-based approaches completely alter the way teaching occurs as compared to traditional classrooms or even a typical ITS interface, their use in traditional domains such as mathematics and computer science is not exactly straightforward.…”