2012 IEEE 12th International Conference on Advanced Learning Technologies 2012
DOI: 10.1109/icalt.2012.66
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Toward a Complete E-learning System Framework for Semantic Analysis, Concept Clustering and Learning Path Optimization

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Cited by 21 publications
(16 citation statements)
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“…The goal of most previous work to find a good learning path (Acampora et al 2008;Wong and Looi 2009;Tam et al 2012) is essentially to search for a fixed sequence of all the relevant concepts while satisfying the knowledge or prerequisite requirement of such concepts behind each course module. A systematic approach is to construct a graph over all the involved concepts extracted from the course modules and then find the overall shortest path trying to optimize the correlation values between the associated concepts along the learning path.…”
Section: Related Workmentioning
confidence: 99%
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“…The goal of most previous work to find a good learning path (Acampora et al 2008;Wong and Looi 2009;Tam et al 2012) is essentially to search for a fixed sequence of all the relevant concepts while satisfying the knowledge or prerequisite requirement of such concepts behind each course module. A systematic approach is to construct a graph over all the involved concepts extracted from the course modules and then find the overall shortest path trying to optimize the correlation values between the associated concepts along the learning path.…”
Section: Related Workmentioning
confidence: 99%
“…Yet these e-learning systems (Baosteel Talent Development Institute, 2013;CityU 2009;Monroe 2012) usually also demand the pre-requisite requirements between course modules and/or some relationship measures between the involved concepts to be explicitly specified by the course designers/instructors so that an optimizer will be ultimately employed to return an optimal learning path/sequence (Acampora et al 2008;Wong 2009;Tam et al 2012) of involved concepts or modules for each individual learner after considering his/her academic performance, educational background, learning interests, learner's profile, learning style, and possibly other learners' profiles of relevant groups/levels (Chen et al 2008). However, there are various pitfalls in solely relying on individual course instructor's input on the relationship among the involved concepts since human experts can be biased.…”
Section: Introductionmentioning
confidence: 99%
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“…With the wider adoption of social computing, a GA was also employed in some research to organize and manage social knowledge. In [41], the authors introduced a GA-based method to discover the optimal learning path from among numerous candidate courses for undergraduate students.…”
Section: Related Workmentioning
confidence: 99%
“…First, it extracts all learner information from the Survey Service and triggers a computing process about grouping learners into four-personsized original teams with nearly equal comprehensive teamwork skills (CT) in each group. Second, each learner in one original group is assigned one of the four KLS roles as described in [41] [42]. The method of role assignment is to choose the best player according to each aspect, and if there is anyone leading two aspects in the team, choosing his/her best quality.…”
Section: The Jigsaw Servicementioning
confidence: 99%