Modelling routes towards learning goals

Tattersall, Colin; Janssen, José; Berg, Bert van den; Koper, Rob

doi:10.1108/10650740610714071

Cited by 5 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In contrast to [6] and [7], we perform curriculum sequencing based on a predefined learning path specification corresponding to the pedagogical strategy to be implemented, following [2]. The focus of our work is thus to support a complex navigation structure similar to a guided tour, building on work in adaptive educational hypermedia systems [8] and a formal description of LPs [9]. Modelling curricula by means of didactic ontologies that inherently capture valid learning pathways paves the way in order to link to open source educational resources on the Web.…”

Section: Related Workmentioning

confidence: 99%

A Utility-Based Semantic Recommender for Technology-Enhanced Learning

Zielinski

2015

2015 IEEE 15th International Conference on Advanced Learning Technologies

View full text Add to dashboard Cite

In this paper, we present the design of a Knowledge-based recommender system for Technology Enhanced Learning based on Semantic Web Technologies. It uses a knowledge model for representing the current state of the learner, pedagogical strategies, and learning objects. To create a learner model, the learners' activity and progress is tracked and higher-level learner features (i.e., Didactical Factors) are extracted. For a given learner state and set of pedagogical rules, the Recommendation Engine infers learning objects that lie on the learners personalized learning path. Furthermore, utility functions are used to compute a relevancy score for the best-fit learning objects. We describe the semantic-based recommendation approach on a conceptual level, discuss the strengths and weaknesses on the recommender framework and discuss future research.

show abstract

Section: Related Workmentioning

confidence: 99%

A Utility-Based Semantic Recommender for Technology-Enhanced Learning

Zielinski

2015

2015 IEEE 15th International Conference on Advanced Learning Technologies

View full text Add to dashboard Cite

show abstract

“…In the landscape of European higher education, European HEIs have adopted ECTS, as the key system for commonly describing academic courses (European Commission, 2009). The main aim of ECTS is to make academic courses descriptions across different HEIs comparable for students towards supporting the process of their mobility and exchange from one HEI to another at European level (European Commission, 2011; Tattersall et al , 2006). Within this context, the CDM specification has been influenced by the ECTS and an application profile of the CDM specification has been developed, referred to as CDM‐ECTS, to describe academic courses with ECTS compatible information (Jenssen, 2009).…”

Section: Cdm Specification and The Ectsmentioning

confidence: 99%

Supporting open access to European academic courses: the ASK‐CDM‐ECTS tool

Sampson

Zervas²

2012

Campus-Wide Info Systems

View full text Add to dashboard Cite

Purpose -This paper aims to present and evaluate a web-based tool, namely ASK-CDM-ECTS, which facilitates authoring and publishing on the web descriptions of (open) academic courses in machine-readable format using an application profile of the Course Description Metadata (CDM) specification, namely CDM-ECTS. Design/methodology/approach -The paper examines existing open academic courses initiatives and presents a conceptual model for describing an academic course. Next, the elements of the conceptual model are mapped to the CDM specification, as well as to the CDM-ECTS application profile for describing (open) academic courses with ECTS compatible information. Finally, the ASK-CDM-ECTS tool is presented, which allows authoring of (open) academic courses descriptions based on the proposed conceptual model and by following the CDM-ECTS application profile. Findings -Based on the evaluation results, it is evident that ASK-CDM-ECTS can clearly support the process of describing academic courses offered by European Higher Education Institutions (HEIs) with ECTS compatible information following the CDM-ECTS application profile; and the process of searching and retrieving academic courses offered by European HEIs.Research limitations/implications -The evaluation scenarios were executed with users' representatives from only one HEI. Future work intends to conduct further experiments involving users' representatives from different HEIs for evaluating the proposed tool. Social implications -OpenCourseWare has become a social movement aiming to equal opportunities in education. This paper presents the ASK-CDM-ECTS tool, which can be exploited for setting-up European Open Courses Initiatives that will facilitate open access to education and learning for the societies of the EU Member States. Originality/value -Despite the development of the CDM specification for describing (open) academic courses, and of its application profile CDM-ECTS, it appears that there exists no software tool that allows authoring and publishing on the web descriptions of (open) academic courses following CDM-ECTS. Thus, in this paper, the authors address this issue by introducing the ASK-CDM-ECTS tool, aiming at describing (open) academic courses following the CDM-ECTS application profile.

show abstract