An adaptive E-learning Framework to supporting new ways of teaching and learning

Khalid, Sh. Umar; Basharat, Amna; Shahid, Arshad Ali; Hassan, Syed Ahmad Helmi Syed

doi:10.1109/icict.2009.5267175

Cited by 15 publications

(11 citation statements)

References 3 publications

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“…For example [13] proposed platform that filter the individual information using multilayer architecture. Authors in [14] proposed a complete and robust environment with adaptive authoring tool and assessment engine. The work in [15] is another educational environment that covers the need of visually impaired users.…”

Section: Related Workmentioning

confidence: 99%

A context-aware e-health framework for students with moderate intellectual and learning disabilities

Alharthi

Albalawi

Abdo

2011

2011 IEEE International Conference on Multimedia and Expo

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In this paper we address the challenges of adding context-awareness to e-Health systems for students with moderate learning and intellectual disability. Our proposed framework provides a personalized e-Health environment containing contextaware learning media, services and user interface to deal with individuals with disability. The framework adapts accessibility as well as user interfaces dynamically based on user disability. We present the detailed design and implementation of the framework.

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Section: Related Workmentioning

confidence: 99%

A context-aware e-health framework for students with moderate intellectual and learning disabilities

Alharthi

Albalawi

Abdo

2011

2011 IEEE International Conference on Multimedia and Expo

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“…The output is the structure (activities, precedencies) of the course. Figure 3 details the DP repository that stores information about disabilities (ElSayed, 2012), learning difficulties (Khalid et al, 2009), aspects associated to these two, such as memory, interpretation, language, and suggestions from experts. A more detailed explanation of this profile can be found in Lancheros .…”

Section: Kamachiy-mayistrumentioning

confidence: 99%

Kamachiy – Mayistru: adaptive module to support teaching to people with learning difficulties

Lancheros-Cuesta

Carrillo-Ramos

Pavlich-Mariscal

2015

International Journal of Web Information Systems

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Purpose – The purpose of this paper is to propose Kamachiy-Mayistru (KM), an adaptive module to support teaching to people with learning difficulties. In Colombia, learning disabilities and difficulties are frequent in the integration classroom. Proper learning can be achieved as long as teaching strategies and didactic tools are the most adequate to the specific student characteristics and follow the suggestions given by experts for each learning difficulty. This module assists the teacher to prepare a course taking into account the disability profile, the student profile and pedagogical model suggestions. In this way, the student can learn utilizing the format and didactic tools more appropriate to their specific necessities. Design/methodology/approach – The design and implementation of the KM comprises the following phases: identify the most important student, teacher, difficulties and course parameters to take into account in the adaptation process; design the data model that supports activity adaptation, based on student characteristics and difficulties; implement the platform; and validate the approach through a case study of teachers and their students with difficulties. Findings – The application of KM in the case study indicated the effectiveness of KM to assist teachers in organizing course activities for students with and without disabilities or difficulties. Research limitations/implications – KM addresses specific student difficulties: attention, memory and languages. KM does not address severe cognitive disabilities. Regarding the validation, it is recommended to pursue new case studies to further demonstrate the effectiveness of the approach in a broader population. Practical implications – The main approach in KM is to suggest activities or pedagogical strategies to teachers to best support learning in students with difficulties or disabilities. The core of KM is an algorithm, called “Adapt Course”, that takes as input student and disability profiles, the course contents and the pedagogical model and creates course structures that are specially tailored to each student. Social implications – This model recommends teachers different activities, based on the specific student difficulties, to create personalized courses. It is able to address specific educational issues that are associated with learning difficulties and disabilities, such as educational integration, through content organization and personalized information display, which are based on the inherent characteristics of each student in the classroom. Originality/value – It is based on a conceptual model that provides the essential architecture to design and implement virtual learning environments for students with learning difficulties or disabilities.

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“…are widely used [84]. Few of them aim to create an integrated learning support system [85][86]. Hence a mapping from didactic requirements (sees section 1.2) to services allows for traceability of the development process.…”

Section: Stakeholder-centered Ontologies For Educational Designsmentioning

confidence: 99%

Stakeholder-Centered Ontologies for Educational Designs

Ch.¹,

Neubauer²,

St.³

et al. 2015

Ontology of designing

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E-Learning and Knowledge Management environments are increasingly becoming highly interactive and content-rich. They encapsulate social, cognitive, and technological aspects. Concept maps are effective means to generate and organize multiple grounded knowledge for sharing content and trigger behavior along learning and development processes. Since the basic concept map structure and procedure can easily be explained, the various stakeholders engaged in learning processes and knowledge management activities can benefit from these capabilities. Concept maps allow encoding not only relevant information but also elaborating different perspectives on information elements. In this way, meaningful content and features for interaction can effectively be conveyed. We demonstrate the non-intrusive and non-disruptive use of concept maps for user-and usage-centered design of learning environments. The approach spans from articulating educational designs and tagging didactic content to purposeful navigation and traceable design spaces. We use metadata to encode educational intention for learning support. They also allow using content elements in different educational contexts. Their handling can be aligned with existing features of learning support systems including social media. By understanding such application development as a learning process itself, concept mapping enforces systemic understanding and thus, accelerates further developments in context-sensitive design, as our findings from the field reveal.

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An adaptive E-learning Framework to supporting new ways of teaching and learning

Cited by 15 publications

References 3 publications

A context-aware e-health framework for students with moderate intellectual and learning disabilities

A context-aware e-health framework for students with moderate intellectual and learning disabilities

Kamachiy – Mayistru: adaptive module to support teaching to people with learning difficulties

Stakeholder-Centered Ontologies for Educational Designs

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