Pedagogical Validation of Courseware

Melia, M.T.; Pahl, Claus

doi:10.1007/978-3-540-75195-3_44

Cited by 3 publications

(10 citation statements)

References 2 publications

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“…[46]. As a difference, we found two principles very useful when representing a curriculum (Section 4): to carefully distinguish courses with distinct duration (in time); to carefully distinguish mandatory courses and optional courses.…”

Section: Curriculum (Course Model)mentioning

confidence: 97%

“…The work that we propose aims at making the execution of this task automatic. Along the lines of [46,45], in order to simplify curricula authoring we structure this process into a layered architecture (see Figure 1). The adoption of a structured view has the advantage of modularizing the process, making the dependencies between different kinds of knowledge and of tasks clear and explicit.…”

Section: Curricula Authoringmentioning

confidence: 99%

“…The expressiveness of the proposed representation makes curricula models not only sets of precedence constraints, as done in previous work (e.g. [46,45]), but it makes them rich schemas -see Figure 2 -, each of which defines a whole class of curricula.…”

Section: Curricula Model (Goal and Constraint Model)mentioning

confidence: 99%

“…According to the CAVIAr model [46,45], pedagogical validation can be intra-conceptual (ensuring that each concept is taught in a uniformed manner), inter-conceptual (concerning how the curriculum proceeds from one concept to another), or it can be done w.r.t. pedagogical rules which specify the types of resource that are involved (e.g.…”

Section: Validation Modelmentioning

confidence: 99%

“…the knowledge that is supplied by the resource. The curriculum (course model in [46,45]) is described in terms of the learning resources contained in the resource model. We use UML activity diagrams to represent curricula.…”

Section: Introductionmentioning

confidence: 99%

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Constraint modeling for curriculum planning and validation

Baldoni

Baroglio

Brunkhorst

et al. 2011

Interactive Learning Environments

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Curricula authoring is a complex process, involving different actors and different kinds of knowledge. Learners aim at acquiring expertise about some topic of their own interest, and need to perceive that the curriculum they attend will lead them towards their goal; when this does not happen, they become demotivated. Learners are all different, not only in their aims but also in their background knowledge and skills; curricula must carefully be tailored to the learner's individual traits: when this does not happen, curricula are not effective from a pedagogical perspective. On the other hand, it is not possible to leave learners alone in the design of a curriculum because this activity involves both knowledge about the topics to teach, and knowledge about teaching itself. It is one of the tasks of the school to support curricula authoring so to guarantee the correctness of the result w.r.t. the teaching goals and to pedagogical strategies. In this article we face the problem of authoring personalized curricula and propose a modular, layered architecture that accounts for the representation of learning resources, of the domain model, of the learner, and of pedagogical constraints, with the aim of supporting different validation tasks. The representation combines a Semantic Web approach to annotation with a declarative representation in linear temporal logic. The validation layer of the proposed architecture includes different kinds of inter-conceptual, postconstruction verifications, all of which can be realized by means of model checking techniques. The article also reports about a prototype implementation based on the Personal Reader for education, a framework that supplies to its users personalization functionalities implemented in a service-oriented fashion.

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Section: Curriculum (Course Model)mentioning

confidence: 97%

Section: Curricula Authoringmentioning

confidence: 99%

Section: Curricula Model (Goal and Constraint Model)mentioning

confidence: 99%

Section: Validation Modelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Constraint modeling for curriculum planning and validation

Baldoni

Baroglio

Brunkhorst

et al. 2011

Interactive Learning Environments

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Constraint-Based Validation of Adaptive e-Learning Courseware

Melia

Pahl

2009

IEEE Trans. Learning Technol.

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Personalized e-learning allows the course creator to create courseware that dynamically adapts to the needs of individual learners or learner groupings. This dynamic nature of adaptive courseware makes it difficult to evaluate what the delivery time courseware will be for the learner. The course creator may attempt to validate adaptive courseware through dummy runs, but cannot eliminate the risk of pedagogical problems due to adaptive courseware's inherent variability. Courseware validation checks whether adaptive courseware conforms to a set of pedagogical and nonpedagogical requirements. The validation of adaptive courseware limits the risk of pedagogical problems at delivery time. In this paper, we present our approach to adaptive courseware validation using the Courseware Authoring Validation Information Architecture (CAVIAr). We outline how CAVIAr captures adaptive courseware authoring concerns and validates courseware using a constraint-based approach. We also describe how CAVIAr can be integrated with the state of the art in adaptive e-learning and evaluate our validation approach.

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Development of a Support System for University Course Selection Using Semantic Web Technology

Nakayama

Hoshito²

2009

Proceedings of the Fifth International Conference on Web Information Systems and Technologies

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The authors proposed a support system for university students to create their own course schedules using semantic web technology. The system provides course information, such as syllabus, students' assessment scores and reviews, which are RDF based ontology, while participants create their own course schedules. A prototype system was developed for course selections of two departments, and its effectiveness was determined. As a result, the number of courses selected increased significantly, and participants' subjective responses were encouraged when they consulted the system.

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Pedagogical Validation of Courseware

Cited by 3 publications

References 2 publications

Constraint modeling for curriculum planning and validation

Constraint modeling for curriculum planning and validation

Constraint-Based Validation of Adaptive e-Learning Courseware

Development of a Support System for University Course Selection Using Semantic Web Technology

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