An Adaptive Framework for Aggregating Mobile Learning Materials

Yang, Meng-Chien

doi:10.1109/icalt.2007.51

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…Whereas resources are abundantly available for desktop computer learning objects, learning objects for mobile devices have to be granulated so that they are viewable and sequenceable on tiny screens via limited bandwidth pipes. Learning objects that can be accessed by and delivered on mobile devices are called mLearning objects [3,30,36,42,44,50]. Also a mLearning object can be "an interactive software component, personalized and reusable in different contexts, designed to support an educational objective through a mobile device in situated learning or collaborative learning activities" [3, p.153].…”

Section: Mlearning Objectsmentioning

confidence: 99%

“…Research into the development, deployment and utilization of mLearning objects is ongoing [3,13,30,36,42,44,50,51]. This research is however skewed in favor of developed countries' contexts and is mainly still in trial or prototype phases.…”

Section: Mlearning Objectsmentioning

confidence: 99%

“…It answers the research question -How is the MoLODUF related with existing key eLearning frameworks? Therefore the MoLODUF was evaluated by [3,13,20,27,30,36,44,50,51]. The differences and similarities of these frameworks with respect to the MoLODUF dimensions are presented in Table 3 below.…”

Section: Evaluating the Molodufmentioning

confidence: 99%

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A Framework for Instantiating Pedagogic mLearning Objects Applications

Muyinda

Lubega

Lynch

et al. 2011

Theoretical Aspects of Computing – ICTAC 2011

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Section: Mlearning Objectsmentioning

confidence: 99%

Section: Mlearning Objectsmentioning

confidence: 99%

See 1 more Smart Citation

A Framework for Instantiating Pedagogic mLearning Objects Applications

Muyinda

Lubega

Lynch

et al. 2011

Theoretical Aspects of Computing – ICTAC 2011

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“…One of them is adaptation to provide services that convey the information to students, according to their particular characteristics and necessities (Brusilovsky, 2001). Content adaptation utilizes parameters, such as user preferences (Bailey et al, 2002;Wu et al, 2003), goals, knowledge and among others, data stored in a user model (Yang, 2007), focusing on enriching services and displaying only the information that is accord to those characteristics (Carrillo-Ramos et al, 2013). A system with adaptation usually comprises three subsystems (Brusilovsky, 2001):…”

Section: Introductionmentioning

confidence: 99%

Content adaptation for students with learning difficulties: design and case study

Lancheros-Cuesta

Carrillo-Ramos

Pavlich-Mariscal

2014

International Journal of Web Information Systems

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Purpose – This article aims to propose an adaptation algorithm that combines the analytical hierarchy process (AHP), a rule-based system, and a k-means clustering algorithm. Informatic tools are very useful to enhance the learning process in the classroom. The large variety of these tools require advanced decision-making techniques to select parameters, such as student profiles and preferences, to adjust content and information display, according to specific characteristics and necessities of students. They are part of the Kamachiy–Idukay (KI), a platform to offer adaptative educational services to students with learning difficulties or disabilities. Design and Methodology – The design and implementation of the adaptation algorithm comprises the following phases: utilization of the AHP to determine the most important student parameters, parameter to take into account in the adaptation process, such as preferences, learning styles, performance in language, attention and memory aspects and disabilities; designing the first part of the adaptation algorithm, based on a rule-based system; designing the second part of the adaptation algorithm, based on k-means clustering; integration of the adaptation algorithm to KI; and validation of the approach in a primary school in Bogotá (Colombia). Approach – The main approach is the application of computational techniques, namely, rule-based systems and k-means clustering, plus an AHP prioritization at design time to yield a system to support the teaching–learning process for students with disabilities or learning difficulties. Findings – The algorithm found several groups of students with specific learning difficulties that required adapted activities. The algorithm also prioritized activities according to learning style and preferences. The results of the application of this system in a real classroom yielded positive results. Limitations of the research – The algorithm performs adaptation for students with mild disabilities or learning difficulties (language, attention and memory). The algorithm does not address severe disabilities that could greatly affect cognitive abilities. Contributions – The main contribution of this paper is an adaptation algorithm with the following distinctive characteristics, namely, designed utilizing the AHP, which ensures a proper prioritization of the student characteristics in the adaptation process, and utilizes a rule-based system to identify different adaptation scenarios and k-means clustering to group students with similar adaptation requirements.

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“…Yang [121], propone un sistema con el fin de adaptar el contenido en un entorno de aprendizaje móvil. El concepto de aprendizaje adaptativo es utilizado cuando se adapta el contenido con el fin de desarrollar estrategias y métodos para el proceso de enseñanza y aprendizaje y así responder a las necesidades de los estudiantes.…”

Section: Trabajos Con Relevancia En Adaptaciónunclassified

Sistema adaptivo de apoyo a los procesos de enseñanza-aprendizaje orientados a estudiantes con o sin discapacidad

Cuesta¹

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Las herramientas tecnológicas son hoy en día un apoyo didáctico y fortalece el proceso de enseñanza y aprendizaje en las aulas de clase. Las políticas de inclusión social, permiten hoy en día en una misma aula de clase, estudiantes con o sin discapacidades y/o dificulta- des, siendo necesaria la implementación de estrategias metodológicas ajustadas a las características y patologías que pueden presentar los estudiantes. La variedad y cantidad de parámetros encontrados en los sistemas de información que apoyan procesos de aprendizaje, re- quieren de técnicas avanzadas para la toma de decisiones, con el fin de ajustar el contenido y el despliegue de la información a las características y necesidades de los estudiantes y al contexto en el que se desarrolla su proceso de aprendizaje. El presente documento de tesis de doctorado, muestra el desarrollo y la implementación de una plataforma que permite la adaptación del contenido y del despliegue provista a través de servicios educativos a estudiantes teniendo en cuenta la discapacidad y/o dificultades en su proceso de aprendizaje, sus preferencias, su estilo de aprendizaje.

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An Adaptive Framework for Aggregating Mobile Learning Materials

Cited by 6 publications

References 7 publications

A Framework for Instantiating Pedagogic mLearning Objects Applications

A Framework for Instantiating Pedagogic mLearning Objects Applications

Content adaptation for students with learning difficulties: design and case study

Sistema adaptivo de apoyo a los procesos de enseñanza-aprendizaje orientados a estudiantes con o sin discapacidad

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