Semantic‐aware components and services of ActiveMath

Melis, Erica; Goguadze, Giorgi; Homik, Martin; Libbrecht, Paul; Ullrich, Carsten; Winterstein, Stefan

doi:10.1111/j.1467-8535.2006.00613.x

Cited by 45 publications

(21 citation statements)

References 13 publications

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“…In our long-term experience with metadata in eLearning and Intelligent Tutoring with ActiveMath [11], required competencies and difficulties of exercises turned out to be important not only for technical reasons but also in the interdisciplinary work with pedagogists.…”

Section: The Need For Flexible Support Of Competenciesmentioning

confidence: 99%

Supporting Flexible Competency Frameworks

Melis

Faulhaber

Doost

et al. 2010

Advances in Web-Based Learning – ICWL 2010

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Abstract. Since Bloom's initial work on competencies in 1956, various competency systems have been designed and used to assess students' competencies. Different pedagogical researchers and stakeholders prefer different systems. We have been collaborating with them. Such systems are essential for the adaptation by adaptive intelligent tutoring systems. Now, this paper presents how ActiveMath integrates several competency systems to bridge the gap between different competency systems and thereby facilitating the reuse of learning objects across system boundaries. The combination of competency-related data is achieved by mapping a new competency system to the internal one.Keywords: Competency System, Student Model, Course Generation The Need for Flexible Support of CompetenciesIn our long-term experience with metadata in eLearning and Intelligent Tutoring with ActiveMath [11], required competencies and difficulties of exercises turned out to be important not only for technical reasons but also in the interdisciplinary work with pedagogists.Pedagogists (and psychologists) have been looking for and using a classification system at least since 1956 [3]. The psychology-driven approaches in [5,1] and [2] are examples for later approaches most of which are empirically driven.The large PISA-studies needed a common classification for students' skills or competencies in order to compare student results across schools, regions, and countries. It seems that, similar to Bloom's taxonomy, teachers (and hence authors) could understand and apply the PISA competencies and even levels. 4 This seems to be more difficult for the more complex taxonomy in [2].Systems for Technology-Enhanced Learning (TEL) need a classification of competencies to automatically react to student actions at the micro-level (e.g. with feedback) and at the macro-level (e.g. with learning objects' (LOs) sequencing), and to build a student model by processing these reactions. Such a classification needs to be reusable, as reproducible as possible, and coherent in order to enable reuse of LOs. In concrete domains it should reflect an optimal granularity to support instructional effectiveness [16] and it should be based on a cognitive task analysis.

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Section: The Need For Flexible Support Of Competenciesmentioning

confidence: 99%

Supporting Flexible Competency Frameworks

Melis

Faulhaber

Doost

et al. 2010

Advances in Web-Based Learning – ICWL 2010

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“…Advanced learning environments such as ACTIVEMATH [11] have a representation of the learners' competencies, goals and preferences and use it to select those educational resources best suited for the individual learner. However, currently such systems are restricted to the activities that happen within the environment, since they cannot track the learners' activities outside the system.…”

Section: User-centered Webmentioning

confidence: 99%

Opportunities for AI in Intelligent Web-Based Technology-Supported Learning

Ullrich

Wang

Shen

et al. 2009

2009 International Conference on Artificial Intelligence and Computational Intelligence

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The Web is still changing at a rapid rate. Principles that define the Web 2.0 are now better understood than a few years ago, but continue to evolve. The Semantic Web is coming of age, resulting, for instance, in a significant amount of data now being available as Linked Open Data. Advanced Web services make sophisticated functionality such as entity extraction and location-data available for free. Against this background, we feel that the potential of today's Web for intelligent technology-supported learning is underexploited. Especially for AI exciting research opportunities arise from building on top of available data and services. In this paper, we sketch the current state of the art of Web data and services, highlight potential future development and point out opportunities and challenges for Web-based technology-supported learning.

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“…The described tool is a tool for the content-creation for the ActiveMath learning environment [1]. It involves (1) editing OMDoc files [2] with their semantic mathematical nature and (2) experimenting with them in the learning environment.…”

Section: Introductionmentioning

confidence: 99%

“…It involves (1) editing OMDoc files [2] with their semantic mathematical nature and (2) experimenting with them in the learning environment. The authoring tool approach covers aspects (1) and (2) giving to the author significant opportuninities to platform experimentation, discovery, and practice.…”

Section: Introductionmentioning

confidence: 99%

What You Check is What You Get: Authoring with jEditOQMath

Libbrecht

2010

2010 10th IEEE International Conference on Advanced Learning Technologies

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Abstract-jEditOQMath is an authoring tool for the intelligent learning environment ActiveMath. Its editing interface is a simple source editor. However the wealth and power of the authoring tool lies elsewhere, namely in its integration into the learning platform, so that authors design a great learning experience and not simply a great content editing view. In this paper, we describe the tool and propose to name its paradigm WYCIWYG: What you Check is What You Get. The instrumental approach of human computer interaction is applied to analyze the practice and to explain how the edited source becomes the instrument to communicate with the learning environment.

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Semantic‐aware components and services of ActiveMath

Cited by 45 publications

References 13 publications

Supporting Flexible Competency Frameworks

Supporting Flexible Competency Frameworks

Opportunities for AI in Intelligent Web-Based Technology-Supported Learning

What You Check is What You Get: Authoring with jEditOQMath

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