Social tagging systems have grown in popularity over the Web in the last years on account of their simplicity to categorize and retrieve content using open-ended tags. The increasing number of users providing information about themselves through social tagging activities caused the emergence of tag-based profiling approaches, which assume that users expose their preferences for certain contents through tag assignments. Thus, the tagging information can be used to make recommendations. This paper presents an overview of the field of social tagging systems which can be used for extending the capabilities of recommender systems. Various limitations of the current generation of social tagging systems and possible extensions that can provide better recommendation capabilities are also considered.
With the development of sophisticated e-learning environments, personalization is becoming an important feature in e-learning systems due to the differences in background, goals, capabilities and personalities of the large numbers of learners. Personalization can achieve using different type of recommendation techniques. This paper presents an overview of the most important requirements and challenges for designing a recommender system in e-learning environments. The aim of this paper is to present the various limitations of the current generation of recommendation techniques and possible extensions with model for tagging activities and tag-based recommender systems, which can apply to e-learning environments in order to provide better recommendation capabilities.
Personalization of the e-learning systems according to the learner's needs and knowledge level presents the key element in a learning process. E-learning systems with personalized recommendations should adapt the learning experience according to the goals of the individual learner. Aiming to facilitate personalization of a learning content, various kinds of techniques can be applied. Collaborative and social tagging techniques could be useful for enhancing recommendation of learning resources. In this paper, we analyze the suitability of different techniques for applying tag-based recommendations in e-learning environments. The most appropriate model ranking, based on tensor factorization technique, has been modified to gain the most efficient recommendation results. We propose reducing tag space with clustering technique based on learning style model, in order to improve execution time and decrease memory requirements, while preserving the quality of the recommendations. Such reduced model for providing tagbased recommendations has been used and evaluated in a programming tutoring system.
This paper considers the data science and the summaries significance of Big Data and Learning Analytics in education. The widespread platform of making high‐quality benefits that could be achieved by exhausting big data techniques in the field of education is considered. One principal architecture framework to support education research is proposed.
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