Adaptive Hypermedia 2008
Program  > 31 July (Thu)  > DC: Personalized E-Learning 
Doctoral Consortium: Personalized E-Learning

Thursday 31 July, 14:00 - 15:30

Learning Style as a Parameter in a Unified e-Learning System Architecture: The Adaptive Diagnosis (page 384)

Sotirios Botsios and Dimitrios Georgiou

Adaptation and personalization services in e-learning environments are considered the turning point of recent research efforts, as the “one-size-fits-all” approach has some important drawbacks, from the educational point of view. Adaptive Educational Hypermedia Systems in World Wide Web became a very active research field and the need for standardization arose, as the continually augmenting research efforts lacked the interoperability dimension. To this end, we propose an adaptive hypermedia educational system architecture strongly coupled to existing standards that overcomes the above mentioned weakness. Part of such architecture is the development of diagnostic tools capable to recognize certain learner’s characteristics to the purpose of providing learning material tailored to the learner’s specific needs in an asynchronous learning environment. This paper describes Learning Style diagnosis which can be approached either by the use of probabilistic expert systems or by the use of fuzzy systems.

Learner Modelling in Exploratory Learning for Mathematical Generalisation (page 394)

Mihaela Cocea

Exploratory learning supports creative thinking, allowing learners to control their own learning process, whilst it provides them with help and guidance when necessary. This pedagogical approach emphasises learners’ active involvement in authentic activities/tasks that simulate real world processes and has been applied to several domains. In this paper we propose a framework for learner modelling that reflects the incremental nature of knowledge construction as learners are engaged in learning mathematical generalisation. We also describe how such a model can potentially support feedback generation.

A Validation Framework for Formal Models in Adaptive Work-Integrated Learning (page 416)

Barbara Kump

The focus of my thesis is on the development of a multi-method framework for the validation of formal models (domain model, user model, and teaching model) for adaptive work-integrated learning. In order to test its general applicability, the framework will be applied in four different realistic work domains. In this article, specific challenges of traditional validating approaches in work-integrated learning are being discussed. Eventually, the core ideas and methods of the validation framework are outlined.

Merging Adaptive Hypermedia and Intelligent Tutoring Systems Using Knowledge Spaces (page 426)

Amanda Nicholas and Brent Martin

Adaptive Hypermedia and Intelligent Tutoring Systems are both used for computer-based instruction, but their strengths lie in different areas. Adaptive Hypermedia is better suited to the instruction of concepts, while Intelligent Tutoring Systems generally assist in the use of these concepts to solve problems. A general instruction system requires both of these methods of instruction to provide a full learning environment. This paper describes a proposed method of combining Adaptive Hypermedia and Intelligent Tutoring Systems using Knowledge Spaces, a method of mathematically modeling a domain.
User Modeling Inc. Leibniz University Hanover L3S Research Center Adaptive Hypermedia 2008 Conference Website
Eelco Herder (L3S Research Center, Hannover, Germany)