Dynamic Generation of Adaptive Web-Based Collaborative Courses

Carro, Rosa M.; Ortigosa, Álvaro; Martín, Estefanía; Schlichter, Johann H.

doi:10.1007/978-3-540-39850-9_17

Cited by 22 publications

(26 citation statements)

References 7 publications

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“…Students can profit from the collaborative experience without losing the benefits that a personalized experience can provide. Moreover, they can benefit not just from adaptation and collaboration independently, but also from their combination, since adaptive hypermedia techniques are also used for the adaptation of collaboration-related aspects (Carro et al, 2003a).…”

Section: Motivationmentioning

confidence: 99%

“…Some existing collaborative systems that include adaptation with respect to collaboration activities are: EPSILON (Soller, 2001), WebDL (Gaudioso and Boticario, 2002), COALE (Furugori et al, 2002),TAN-GOW (Carro et al, 2003a) and SMART-Learning (Benkiran and Ajhoun, 2002). In (Cheng and Vassileva, 2006) adaptive incentives are given to the students according to the suitability of their contributions with respect to the needs of the learning community.…”

Section: : Computer-supported Collaborative Learning (Cscl)mentioning

confidence: 99%

“…In traditional classrooms, teachers group students in work teams, but in CSCL systems, group formation can be performed either by the teacher (in classroom or using the information stored in the system) or automatically by the system (Carro et al, 2003a). If the group formation is done by the system, it can be done randomly or by taking into account personal features included in the user and group models (Read and Pancorbo, 2006).…”

Section: : Computer-supported Collaborative Learning (Cscl)mentioning

confidence: 99%

See 2 more Smart Citations

The impact of learning styles on student grouping for collaborative learning: a case study

Alfonseca

Carro

Martín

et al. 2006

User Model User-Adap Inter

Self Cite

148

101

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: Abstract.Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group formation. We explore the effects that the combination of students with different learning styles in specific groups may have in the final results of the tasks accomplished by them collaboratively. With this aim, a case study with 166 students of Computer Science has been carried out, from which conclusions are drawn. We also describe how an existing web-based system can take advantage of learning style information in order to form more productive groups. Our ongoing work concerning the automatic extraction of grouping rules starting from data about previous interactions within the system is also outlined. Finally, we present our challenges, related to the continuous improvement of collaboration by the use and dynamic modification of automatic grouping rules.

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Section: Motivationmentioning

confidence: 99%

Section: : Computer-supported Collaborative Learning (Cscl)mentioning

confidence: 99%

Section: : Computer-supported Collaborative Learning (Cscl)mentioning

confidence: 99%

See 1 more Smart Citation

The impact of learning styles on student grouping for collaborative learning: a case study

Alfonseca

Carro

Martín

et al. 2006

User Model User-Adap Inter

Self Cite

148

101

View full text Add to dashboard Cite

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“…In order to support the specification of the adaptation possibilities of a TANGOWbased course, we created a formalism based on the use of teaching tasks and teaching rules, which has been recently extended to support adaptation of collaboration activities [1]. We have developed authoring tools to help the course designers to specify each course and its adaptation possibilities [4].…”

Section: The Authoring Toolsmentioning

confidence: 99%

Authoring and Dynamic Generation of Adaptive E-courses

Carro

Freire

Martín

et al. 2004

Lecture Notes in Computer Science

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Esta es la versión de autor del congreso publicado en: This is an author produced version of a paper published in: Abstract. Adaptive hypermedia constitutes a pretty rich resource for developing web-based courses. With the aim of dynamically generating adaptive ecourses, we have developed the TANGOW system which, starting from the course components and their adaptation capabilities (specified independently and out of the adaptation engine), generates different courses for students with different profiles, supporting several adaptation strategies. An integral part of any adaptive hypermedia system is the set of authoring tools to specify the course components and their adaptation capabilities. Without adequate tool support, authors may feel that it is "not worth the effort" to add adaptation to their courses. However, the development of this type of tools is not an easy task. The main goal of our authoring and visualization tools is to provide a simple interface to create such courses. This demo would demonstrate i) the dynamic generation of tailored e-courses that include individual and collaborative activities and ii) the use of authoring tools for the creation of such courses.

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“…In order to provide individual adaptation, it is necessary to store information about the users in what is called the user model [1]. From AH origins to nowadays, many adaptive educational hypermedia systems have been developed [2] [3].…”

Section: State Of the Artmentioning

confidence: 99%