Planning and Execution in a Personalised E-Learning Setting

E-Learning and Intelligent Planning: Improving Content Personalization

“…From a formal standpoint, we can carry out both a qualitative and quantitative evaluation. Although these evaluations are still ongoing work, we present some results here, which are extended in [5] and [24].…”

“…Such adaptation can be done by using different techniques. Our system applies a Case-Based Planning (CBP) technique [5], [22]. This technique reuses plans, previously learned and stored in a plan library, to obtain new solutions more efficiently.…”

“…On the other hand, current standards for metadata labelling of learning objects do not always provide all the required information to take full advantage of intelligent planning techniques [5], [24], such as the use of complex resources and the definition of temporal constraints they could have attached. Clearly, metadata as currently defined offer information from the pedagogic point of view, but it does not have enough information on temporal constraints and resources that can be useful in grouping activities that may require synchronization.…”

“…The LMSs must not offer the same contents in the same way for all the students, because their personal knowledge preferences and objectives are hardly the same [4] -this statement contradicts the model based on individual necessities, such as the model approved in the European Higher Education Area (http://ec.europa.eu/education). Therefore, it is imperative to build intelligent tools for recommending, planning and sequencing the best fitted contents to each student [5], [6]. This poses some important challenges when creating the courses: 1.…”

“…And finally, we need to propose how to monitor and adapt the learning objects of each learning route against unexpected contingencies (e.g. a failed evaluation task or an activity that exceeds its due time), among others [5], [7]. From an educational point of view, there are new challenges too: i) a new vision of the educational paradigm is required, where the teacher has no longer the main role and establishes the pace of the learning process; ii) we must extend the content generation process with the support of experienced designers and pedagogues, to make this process more focused on the student's profile adaptation, because not all the students are equal and learn equally; and iii) it is necessary to rethink the didactic method, according to the students' diversity and their individual needs and profiles.…”