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Course Sequencing Techniques for Large-Scale Webbased Education
- International Journal of Continuing Engineering Education and Lifelong Learning
, 2003
"... We argue that traditional sequencing technology developed in the field of intelligent tutoring systems could find an immediate place in largescale web-based education. This paper discusses two models that have been explored by the authors -- the dynamic course generation system DCG and the conce ..."
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Cited by 65 (1 self)
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We argue that traditional sequencing technology developed in the field of intelligent tutoring systems could find an immediate place in largescale web-based education. This paper discusses two models that have been explored by the authors -- the dynamic course generation system DCG and the concept-based course maintenance system CoCoA. DCG includes components for domain authoring and for automatic generation of adaptive courses on the WWW. It allows automatic generation of individualised courses according to the learner's goal and previous knowledge, and can dynamically adapt the course according to the learner's success in acquiring knowledge. . CoCoA can check the consistency and quality of a course at any moment of its life and also assists course developers in some routine operations.
Adaptive Learning Environments and eLearning Standards
- ELECTRONIC JOURNAL OF ELEARNING, EJEL: VOL 2. ISSUE
, 2004
"... This paper examines the sufficiency of existing eLearning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contr ..."
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Cited by 63 (0 self)
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This paper examines the sufficiency of existing eLearning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contrasted against current eLearning standards. The motivation behind this preliminary analysis is attainment of: interoperability between adaptive learning systems; reuse of adaptive learning materials; and, the facilitation of adaptively supported, distributed learning activities.
A new paradigm for intelligent tutoring systems: example-tracing tutors
- International Journal of Artificial Intelligence in Education
, 2009
"... Abstract. The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), exampletracing tutors evaluate student behavior by flexibly comparing it against generalize ..."
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Cited by 30 (7 self)
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Abstract. The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), exampletracing tutors evaluate student behavior by flexibly comparing it against generalized examples of problemsolving behavior. Example-tracing tutors are capable of sophisticated tutoring behaviors; they provide step-bystep guidance on complex problems while recognizing multiple student strategies and (where needed) maintaining multiple interpretations of student behavior. They therefore go well beyond VanLehn’s (2006) minimum criterion for ITS status, namely, that the system has an inner loop (i.e., provides within-problem guidance, not just end-of-problem feedback). Using CTAT, example-tracing tutors can be created without programming. An author creates a tutor interface through drag-and-drop techniques, and then demonstrates the problem-solving behaviors to be tutored. These behaviors are recorded in a “behavior graph, ” which can be easily edited and generalized. Compared to other approaches to programming by demonstration for ITS development, CTAT implements a simpler method (no machine learning is used) that is currently more pragmatic and proven for widespread, real-world use by non-programmers. Development time estimates from a large number of real-world ITS projects that have used CTAT suggest
Adaptive learning resources sequencing in educational hypermedia systems
- Educational Technology & Society
, 2005
"... Adaptive learning resources selection and sequencing is recognized as among the most interesting research questions in adaptive educational hypermedia systems (AEHS). In order to adaptively select and sequence learning resources in AEHS, the definition of adaptation rules contained in the Adaptation ..."
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Cited by 28 (1 self)
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Adaptive learning resources selection and sequencing is recognized as among the most interesting research questions in adaptive educational hypermedia systems (AEHS). In order to adaptively select and sequence learning resources in AEHS, the definition of adaptation rules contained in the Adaptation Model, is required. Although, some efforts have been reported in literature aiming to support the Adaptation Model design by providing AEHS designers direct guidance or semi-automatic mechanisms for making the design process less demanding, still it requires significant effort to overcome the problems of inconsistency, confluence and insufficiency, introduced by the use of rules. Due to the problems of inconsistency and insufficiency of the defined rule sets in the Adaptation Model, conceptual “holes ” can be generated in the produced learning resource sequences (or learning paths). In this paper, we address the design problem of the Adaptation Model in AEHS proposing an alternative sequencing method that, instead of generating the learning path by populating a concept sequence with available learning resources based on pre-defined adaptation rules, it first generates all possible learning paths that match the learning goal in hand, and then, adaptively selects the desired one, based on the use of a decision model that estimates the suitability of learning resources for a targeted learner. In our simulations we compare the learning paths generated by the
Authoring of Learning Styles in Adaptive Hypermedia: Problems and Solutions
- IN PROCEEDINGS OF WWW’04, ALTERNATE EDUCATION TRACK
, 2004
"... Learning styles, as well as the best ways of responding with corresponding instructional strategies, have been intensively studied in the classical educational (classroom) setting. There is much less research of application of learning styles in the new educational space, created by the Web. Moreove ..."
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Cited by 23 (4 self)
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Learning styles, as well as the best ways of responding with corresponding instructional strategies, have been intensively studied in the classical educational (classroom) setting. There is much less research of application of learning styles in the new educational space, created by the Web. Moreover, authoring applications are scarce, and they do not provide explicit choices and creation of instructional strategies for specific learning styles. The main objective of the research described in this paper is to provide the authors with a tool which will allow them to incorporate different learning styles in their adaptive educational hypermedia applications. In this way, we are creating a semantically significant interface between classical learning styles and instructional strategies and the modern field of adaptive educational hypermedia.
Adaptive instructional planning using ontologies";
- In the Proceedings of the IEEE International Conference on Advanced Learning Technologies,
, 2004
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MEDEA: an Open Service-Based Learning Platform for Developing Intelligent Educational Systems for the Web
- In: Proceedings of Workshop on Adaptive Systems for Webbased Education at 12th International Conference on Artificial Intelligence in Education, AIED'2005
, 2005
"... Abstract. As a consequence of the increasing importance of distance education there is a growing interest in the application of intelligent techniques to existing web-based educational systems. Many researchers are focusing their efforts on reusing high quality educational software and material to t ..."
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Cited by 18 (0 self)
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Abstract. As a consequence of the increasing importance of distance education there is a growing interest in the application of intelligent techniques to existing web-based educational systems. Many researchers are focusing their efforts on reusing high quality educational software and material to take advantage of their sound theoretical
Example-tracing tutors: A new paradigm for intelligent tutoring systems
- International Journal of Artificial Intelligence and Education
"... Abstract. Key success criteria for an ITS authoring tool are that (1) the tool supports the creation of effective tutoring systems, (2) the tool can be used to build tutors across a wide range of application domains, (3) authoring with the tool is cost-effective, (4) the tool supports easy deploymen ..."
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Cited by 18 (6 self)
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Abstract. Key success criteria for an ITS authoring tool are that (1) the tool supports the creation of effective tutoring systems, (2) the tool can be used to build tutors across a wide range of application domains, (3) authoring with the tool is cost-effective, (4) the tool supports easy deployment and delivery of tutors in a variety of technical contexts, (5) tutors created with the tool are maintainable, and (6) if tutors are used in a research context, the tool must support research-related functionality. The Cognitive Tutor Authoring Tools (CTAT) address all of these requirements to a substantial degree, fully meeting most of them. CTAT supports the creation of both Cognitive Tutors (Koedinger & Corbett, 2006) and a newer type of tutors called example-tracing tutors. This paper focuses on the latter. Example-tracing tutors evaluate student behavior by flexibly comparing it against examples of correct and incorrect problem-solving behaviors. Example-tracing tutors are capable of sophisticated tutoring behaviors: they provide step-by-step guidance on complex problems while recognizing multiple student strategies and maintaining multiple interpretations of student behavior. On that basis, they should be deemed intelligent tutoring systems. Example-tracing tutors can be built without programming, through drag-and-drop techniques and programming by demonstration. Exampletracing tutors have been built and used in real educational settings for a wide range of application areas. Development time estimates from a large number of projects that have used CTAT suggest that CTAT improves the cost-effectiveness of ITS development by a factor of 4-8, compared to “historical ” estimates of tutor development time. Although there is a lot of variability in these kinds of estimates, they nonetheless support our hope that lowering the skill requirements for tutor creation is a key step toward widespread use of
Interoperability in Personalized Adaptive Learning
"... Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by mea ..."
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Cited by 17 (4 self)
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Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. This article deals with the issue of semantic interoperability of educational contents on the Web by considering the integration of learning standards, Semantic Web, and adaptive technologies to meet the requirements of learners. Discussion is m ade on the state of the art and the main challenges in this field, including metadata access and design issues relating to adaptive learning. Additionally, a way how to integrate several original approaches is proposed.
Supporting Adaptive Hypermedia Authors with Automated Content Indexing
- In: Proceedings of Second International Workshop on Authoring of Adaptive and Adaptable Educational Hypermedia at the Third International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems (AH'2004
, 2004
"... Abstract. The main hindrance to expanded use of adaptive educational hypermedia systems is the need for content to be properly described in the terms of domain concepts. This requirement slows down the authoring process and creates an obstacle to the broader distribution of such systems. In the curr ..."
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Cited by 14 (9 self)
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Abstract. The main hindrance to expanded use of adaptive educational hypermedia systems is the need for content to be properly described in the terms of domain concepts. This requirement slows down the authoring process and creates an obstacle to the broader distribution of such systems. In the current paper, we propose an approach to providing automated content indexing for adaptive educational hypermedia systems. Both stages of automated content indexing (content parsing and prerequisite/outcome identification) are described here in detail. The approach we have developed has been implemented by indexing the content of the NavEx system and has proven itself by creating meaningful recourse for adaptive example navigation support. 1
