Supporting Users in Creating Pedagogically Sound Personalised Learning Objects

Brady, Aoife; Conlan, Owen; Wade, Vincent; Dagger, Declan

doi:10.1007/978-3-540-70987-9_8

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…In addition, a wide range of virtual learning environments have been proposed to support these learning objects, their properties and characteristics (Fischer, 2001;Mustaro & Silveira, 2006;Brady, Conlan, Wade, & Dagger, 2008).…”

Section: Related Workmentioning

confidence: 99%

“…A lot of works on Learning Objects are contributing to identify patterns for developing instructional contents characterized by an adaptive, generic, portable nature and sufficiently scalable to improve their potential for reusability (Alvino, Forcheri, Ierardi, & Sarti, 2008;Bodendorf, Schertler, & Cohen, 2005;Earle, 2002). In addition, a wide range of virtual learning environments have been proposed to support these learning objects, their properties and characteristics (Fischer, 2001;Mustaro & Silveira, 2006;Brady, Conlan, Wade, & Dagger, 2008).…”

Section: Related Workmentioning

confidence: 99%

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Adapting SCORM Compliant LOs in a Knowledge Engineering Scenario

Bitonto

2010

International Journal of Distance Education Technologies

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The success of communities generally implies both growth of the participants (and thus of their contributions), and an increasing array of services offered. For this reason, it is often difficult for new users to fully understand the potential of the community, while for expert users it becomes difficult both to manage the resources available in an effective and efficacious way, and to keep track of the expansion of the community. In order to overcome this problem it is necessary to provide the user with some teaching about the changes occurring in the community. The present article focuses on the problem of personalising such teaching, tailoring it to the user's cognitive and learning styles in order to supply the didactic material in the form best suited to the user, and thus facilitate learning of the knowledge sharing environment. Tailoring the teaching strategy is an innovative issue in the context of knowledge sharing communities.∀ LO Format (LO, X) and (is(X, mpeg3) or is(X, Waw)) => ObjectType (LO, Audio) ∀ LO LearningResourceType(LO, X) and (is (X, diagram) or is (X, figure) or is (X, graph)) => visualResource(LO)Rules for the visual student's resources ∀ LO LearningResourceType(LO, X) and (is (X, narrative text) or is (X, lecture) or is (X, table)) => verbalResource (LO) Rules for the verbal student's resources ∀ LO LearningResourceType(LO, X) and (is (X, experiment) => Activity (LO, Pratical) Rules for the practical student's resources ∀ LO LearningResourceType(LO, X) and is (X, simulation) => reflectiveResource(LO) Rules for the reflective student's resources ∀ LO Structure (LO, X) and is(X, Atomic) => AggregationLevel (LO, 1) Structure is an element in the General category; if it has the value "Atomic" then it has a low level of aggregation ∀ LO Structure (LO, X) and is(X, Collection) => AggregationLevel (LO, 3)If a resource is a collection of many simple elements it can be inferred that it has a medium level of aggregation

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Adapting SCORM Compliant LOs in a Knowledge Engineering Scenario

Bitonto

2010

International Journal of Distance Education Technologies

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“…Returning to the Italian student, who needs to attend some courses in Germany, nowadays the student would be guided by an Italian mentor in the definition of a curriculum, which combines the student's interests, the educational goals of the Italian school, the courses offered by the same institute, those offered by the German hosting institute, and also the guidelines and constraints posed by the latter. Quite a complex and time-consuming task [19]. The work that we propose aims at making the execution of this task automatic.…”

Section: Curricula Authoringmentioning

confidence: 99%

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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Enforcing STEM-Driven CS Education Through Personalisation

Štuikys,

Burbaitė

2024

Evolution of STEM-Driven Computer Science Education

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Supporting Users in Creating Pedagogically Sound Personalised Learning Objects

Cited by 8 publications

References 6 publications

Adapting SCORM Compliant LOs in a Knowledge Engineering Scenario

Adapting SCORM Compliant LOs in a Knowledge Engineering Scenario

Constraint modeling for curriculum planning and validation

Enforcing STEM-Driven CS Education Through Personalisation

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