Learning Objects Based Framework for Self-Adaptive Learning

Atif, Yacine; Benlamri, Rachid; Berri, Jawad

doi:10.1023/b:eait.0000008676.64018.af

Cited by 53 publications

(25 citation statements)

References 7 publications

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“…Thanks to this potential, an e-learning management system can select different learning objects for different learners . Nowadays, these e-learning systems are able to generate adaptive e-learning content on demand, that is, produce a 'made-to-measure' course depending on what a learner already knows (Alonso, Lopez, Manrique, & Fernandez, 2004;Atif, Benlamri, & Berri, 2003).…”

Section: Introductionmentioning

confidence: 99%

Learning objects, learning objectives and learning design

Alonso

López

Manrique

et al. 2008

Innovations in Education and Teaching International

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Educational research and development into e-learning mainly focuses on the inclusion of new technological features without taking into account psycho-pedagogical concerns that are likely to improve a learner's cognitive process in this new educational category. This paper presents an instructional model that combines objectivist and constructivist learning theories. The model is based on the concept of a learning objective which is composed of a set of learning objects. A software tool, called the Instruction Aid System (IAS), has been developed to guide instructors through the development of learning objectives and the execution of the analysis and design phases of the proposed instructional model. Additionally, a blended approach to the learning process in Webbased distance education is also presented. This approach combines various event-based activities: self-p acec j [earning, live e-leaming and the use of face-to-face contact in classrooms.

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Section: Introductionmentioning

confidence: 99%

Learning objects, learning objectives and learning design

Alonso

López

Manrique

et al. 2008

Innovations in Education and Teaching International

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“…In a later article (1990), Self describes the scope of the student modelling problem-"from computational questions, to representational issues, through plan recognition, mental models, episodic memory to individual differences -to encompass, it would seem, almost all of cognitive science". Concerns on the practical application of User Modelling continue to be raised (Atif, Benlamri, & J., 2003;Kay, 2001;Strachan, Anderson, Sneesby, & Evans, 1997). …”

Section: Approaches To Wayfinding Support In Odlmentioning

confidence: 99%

Swarm-Based Wayfinding Support in Open and Distance Learning

Tattersall

Maderveld

Berg

et al. 2006

Cognitively Informed Systems

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Open and Distance Learning (ODL) gives learners freedom of time, place and pace of study, putting learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for distance learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling.

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“…There are many sorts of e-learnings and many ways to categorize them. In the case of focusing on learning strategies, e-learnings were categorized into two types: instructive learning and constructive learning [1], [2]. Massive Open Online Courses (MOOC) [3], [4] like Coursera, Udacity and edXare of particular interest nowadays.…”

Section: Introductionmentioning

confidence: 99%

“…It also has become the focus of a lot of attention in recent years since it provides the suitable learning materials for the needs and ability of individual learners due to the progress of technology. Many researchers have attempted to make adaptive learning systems which create adaptive learning materials for each learner by analyzing learners' ability under some algorithm [2], [5]. Website whose webpages are connected to each other with hyperlinks provide an adaptive e-learning environment because learners make their own learning path by clicking hyperlinks.…”

Section: Introductionmentioning

confidence: 99%

Self-adaptive e-Learning Website for Mathematics

Nakamura¹

2016

IJIET

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Abstract-Keyword searching and browsing on learning website is ultimate self-adaptive learning. Our e-learning website "KIT Mathematics Navigation" for mathematics is already optimized for keyword search. We added two functions on our website: displaying inbound links on top of the webpages and the button on top of the webpages to access the graph drawing of knowledge structure of mathematics. The combination of two functions enables learners to make their own learning path not only towards basic mathematical knowledge but also towards advanced mathematical knowledge just by clicking hyperlinks while checking the importance and hierarchy of mathematics knowledge via graph drawing of knowledge structure of mathematics.

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Learning Objects Based Framework for Self-Adaptive Learning

Cited by 53 publications

References 7 publications

Learning objects, learning objectives and learning design

Learning objects, learning objectives and learning design

Swarm-Based Wayfinding Support in Open and Distance Learning

Self-adaptive e-Learning Website for Mathematics

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