SCORM-compliant Personalized eLearning Using Instructional Design Principle

Srimathi, H.; Srivatsa, S. K.

doi:10.1109/icsps.2009.98

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…These elements could be videos, articles, assignments, quizzes [11] etc. And as we proposed in our previous work [10], we are convinced that the domain model should remain as abstract as Innovative Technologies Laboratory, EST, USMBA, Morocco, mehditmimi@live.fr 2 Innovative Technologies Laboratory, EST, USMBA, Morocco, kaoutar.bouskine@gmail.com 3 Innovative Technologies Laboratory, EST, USMBA, Morocco, khartoch@gmail.com 4 Transmission Innovative Technologies Laboratory, EST, USMBA, Morocco, benslimane_mohamed@live.fr 5 Innovative Technologies Laboratory, EST, USMBA, Morocco, kamar_ouazzani@yahoo.fr possible, in the sense that it should just describe the course structures, knowledge and concepts, while ignoring all what is structure and layout of the content to be delivered to the learner. This vision of abstraction is not supported by the two famous reference models for adaptive hypermedia: AHAM [12] and MUNICH [13] because in their domain model they go beyond the context of knowledge and concepts by introducing also the structure of the page to be delivered to the learner in the same model.…”

Section: Introductionmentioning

confidence: 86%

“…Given its popularity, a lots of companies, faculties, universities and other institutions developed systems for common or personal use. Among these systems we quote 'Adobe Learning Management System' and 'Moodle' [3], which have dominated distance learning over the past two decades. However, nowadays these systems are considered to be traditional because on the one hand, they do not respect the technological progress of the Internet and on the other hand, they are based on the old tradition of "one design for all" [4], which consider that the same course with the same structure and presentation is dedicated to all type of learners.…”

Section: Introductionmentioning

confidence: 99%

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A Proposed Conception of the domain Model for Adaptive Hypermedia

Tmimi¹

2020

IJATCSE

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In the context of adaptive learning systems, we are working on designing and developing the domain model, which is one of the three fundamental models that constitute the main architecture of adaptive hypermedia systems.The domain model describes how the elements (knowledge and concepts) of the course are structured. Although there is a lot of domain model proposed by several reference models like (MUNICH and AHAM), and by E-learning technical standards like (SCORM and CMI5). These proposed models do not respect the context and go beyond the definition of the domain model in the sense that they introduce elements managed by other models that lead to a non-optimized structure for adaptation processes. So, in this paper we will present our proposal of the domain model that respect and remains in the context of the definition of the model and also based on a completely new structure optimized for adaptation processes that we named "objective-oriented structure".

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Section: Introductionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

A Proposed Conception of the domain Model for Adaptive Hypermedia

Tmimi¹

2020

IJATCSE

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“…SCORM enables the reuse of web-based learning content across multiple environments and products. Clearly, it is not a model for learning content; but it is a model for content delivery [13].…”

Section: Technical Standard For E-learning Software Scormmentioning

confidence: 99%

Teaching Arabic Sign Language through an Interactive Web based Serious Game

Lotfi¹,

Belahbib²,

Bouhorma³

2015

IJCA

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The tools of teaching have known a big evolution with the integration of the new technology in the learning process, especially the serious games, thus the appearance of several input devices, e.g. "leap motion controller, kinect, etc.", has expanded the scope of the users which reaches people with disabilities e.g. "blind, deaf, etc.", and that use this kind of video games. This paper will detail the development of a web based serious game dedicated for deaf children, in order, that they learn the Arabic sign alphabet, through both an input device called leap motion controller and hand gesture recognition based in the artificial neural network. The proposed serious game will be integrated in a learning management system via the use of the Scorm standards, in order to make the course on e-learning platform more interactive.

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Metrics for effectiveness of e-learning objects in software engineering education

Escobar

Reyes

Hilst

2014

Ieee Southeastcon 2014

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In this paper we present the rationale and beginning of work on improving e-Iearning objects through the use of analytics modeled after Google Analytics. Prior work on the use of metrics in e-Iearning has focused on user satisfaction, and the ranking and selection of learning objects from a set of available choices. This work differs in its focus on the kinds of metrics needed to improve an existing object, or even more specifically to make improvements to specific pages within an object. This work is based on the now well established track record of using Google Analytics for website optimization in e commerce. We discuss adaptations needed to apply similar metrics in the context of e-Iearning and more specifically e learning objects.

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SCORM-compliant Personalized eLearning Using Instructional Design Principle

Cited by 4 publications

References 6 publications

A Proposed Conception of the domain Model for Adaptive Hypermedia

A Proposed Conception of the domain Model for Adaptive Hypermedia

Teaching Arabic Sign Language through an Interactive Web based Serious Game

Metrics for effectiveness of e-learning objects in software engineering education

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