Dynamic generation of adaptive Internet-based courses

Carro, Rosa M.; Pulido, Estrella; Rodríguez, Pilar

doi:10.1006/jnca.1999.0094

Cited by 44 publications

(21 citation statements)

References 1 publication

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“…The capacity of the Internet for delivering information has given rise to different approaches to support e-learning, ranging from web-based individual learning environments (Brusilovsky et al, 1996a) (Carro et al, 1999b) to collaboration workspaces in which students can learn together (Barros and Verdejo, 1998) (Dillenbourg, 1999). In the educational area, adaptive hypermedia plays a significant role, since it supports the adaptation of the educational resources to each student (Brusilovsky, 2001).…”

Section: Motivationmentioning

confidence: 99%

“…The TANGOW system TANGOW (Task-based Adaptive learNer Guidance On the Web) is a system for web-based learning that supports the accomplishment of both individual activities (Carro et al, 1999b) and collaborative activities (Carro et al, 2003a). This system is based on a formalism (Carro et al, 2003b) that supports the specification of teaching tasks (activities that the students can perform), and teaching rules, which specify the way these tasks are adapted to each student by taking into account information about their personal features, including learning styles, as well as their actions while taking the course.…”

Section: Applicationmentioning

confidence: 99%

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The impact of learning styles on student grouping for collaborative learning: a case study

Alfonseca

Carro

Martín

et al. 2006

User Model User-Adap Inter

146

101

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: Abstract.Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group formation. We explore the effects that the combination of students with different learning styles in specific groups may have in the final results of the tasks accomplished by them collaboratively. With this aim, a case study with 166 students of Computer Science has been carried out, from which conclusions are drawn. We also describe how an existing web-based system can take advantage of learning style information in order to form more productive groups. Our ongoing work concerning the automatic extraction of grouping rules starting from data about previous interactions within the system is also outlined. Finally, we present our challenges, related to the continuous improvement of collaboration by the use and dynamic modification of automatic grouping rules.

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Section: Motivationmentioning

confidence: 99%

Section: Applicationmentioning

confidence: 99%

The impact of learning styles on student grouping for collaborative learning: a case study

Alfonseca

Carro

Martín

et al. 2006

User Model User-Adap Inter

146

101

View full text Add to dashboard Cite

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“…Our work is centered on the Wotan adaptive hypermedia course system, a new version of Tangow [5] [6]. Wotan courses are created and maintained with a graph-based authoring tool [7], which has been recently extended to allow course monitoring and logfile analysis; essentially the same interface is used for authoring and monitoring, with different hints and user interaction in each mode.…”

Section: Methodsmentioning

confidence: 99%

A Graph-Based Monitoring Tool for Adaptive Hypermedia Course Systems

Freire

Rodríguez

2006

Lecture Notes in Computer Science

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Esta es la versión de autor de la comunicación de congreso publicada en: This is an author produced version of a paper published in: Abstract. Adaptive hypermedia courses are difficult to debug, validate and maintain. Logfile analysis is partly to blame. We propose a graphbased approach to both real-time student monitoring and logfile analysis. Students are represented at their current locations in a dynamically created map of the course. Selected parts of student user models are visually exposed, and more detail is available on demand. Hierarchically clustered graphs, automatic layout and focus+context techniques are used to keep visual complexity at a manageable level. This component has been developed for an existing AH course system. However we believe that our approach can be readily extended to a wide selection of adaptive hypermedia course systems, filling in an important gap during course creation and maintenance.

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“…The development of web-based strategies for creating adaptive software has yield considerable advancements in the adaptive hypermedia context over the last few years, with systems like DCG [14,15], ELM-ART [16], Interbook [1] and TANGOW [2]. ELM-ART and DCG use an explicit representation of domain concepts, interrelated in a prerequisite graph.…”

Section: Related Workmentioning

confidence: 99%

An Authoring Tool for Building Adaptive Learning Guidance Systems on the Web

Iglesias

Castells

2001

Active Media Technology

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El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription Abstract. In the field of guided learning on the Internet we present, in this paper, an interactive tool for designing intelligent tutoring systems on the web. Our tool makes easier the creation of an ontology describing the content model for a given course. Such ontology contains information about classes and instances, reflecting the structure and components for the later creation of an adaptive course, using our web-based runtime course manager system. Our authoring tool generates XML code to improve course understanding as well as transportability and processing by our runtime system, which means that the generated code will reflect, in an easier way, the course structure and contents, being readable for most of users and course designers.

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Dynamic generation of adaptive Internet-based courses

Cited by 44 publications

References 1 publication

The impact of learning styles on student grouping for collaborative learning: a case study

The impact of learning styles on student grouping for collaborative learning: a case study

A Graph-Based Monitoring Tool for Adaptive Hypermedia Course Systems

An Authoring Tool for Building Adaptive Learning Guidance Systems on the Web

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