The 3DE custom course compiler: an engine to assemble custom web courses

Corso, D. Del; Ovcin, E.; Morrone, G.; Gianesini, D.

doi:10.1109/fie.2002.1158163

Cited by 5 publications

(2 citation statements)

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“…Indeed, a course designer in an e-learning environment may prepare several independent versions (micromodules) corresponding to the different styles and the system selects one according to the user style (see 3DE project for instance, www.3deproject.com or Danchak, 2004). The Micromodule is a learning unit composed of text, images, interactive animations and multimedia content (Del Corso et al, 2002). It is an autonomous unit that can be used alone to teach an elementary concept (however the micromodule is generally conceived and designed for delivery in a context).…”

Section: Limits Of Cognitive Stylesmentioning

confidence: 99%

Modeling Elementary Cognitive Abilities for Adaptive Hypermedia Presentation

Tarpin-Bernard

Habieb-Mammar

2005

User Model User-Adap Inter

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The adaptation of hypermedia can be carried out at three levels, namely the content, navigation and presentation level. The presentation level is the least studied of the three, apparently because it refers to user properties that are not easy to model. In this paper, we present a new approach to modeling cognitive abilities that relies on basic mental functionalities. We describe the Cognitive User Modeling for Adaptive Presentation of Hyper-Documents (CUMAPH) environment, which mainly provides an authoring tool and an adaptation engine. The aim of this environment is to adapt a hyper-document presentation by selecting the elements that best fit the user cognitive profile. Its architecture is based on four main components: a cognitive user model, a hyper-document builder, an adaptation engine and a generic style sheet. To validate our approach, we designed an innovative protocol and conducted an experimental study involving 39 students. The first results show that an adaptive presentation can significantly increase the efficiency of hypermedia presentations.

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Section: Limits Of Cognitive Stylesmentioning

confidence: 99%

Modeling Elementary Cognitive Abilities for Adaptive Hypermedia Presentation

Tarpin-Bernard

Habieb-Mammar

2005

User Model User-Adap Inter

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“…Thus 3DE pedagogical approach is based on changing the teacher-learner relation from the 1-to-N paradigm -one teacher for many learners, as in standard classrooms -or 1-to-1, as in computer based environments where each learner has access to a virtual teacher, towards a N-to-1 model: The learner can select among several available teachers the one who best suits his learning style (Saarikoski et al, 2001, as cited in Nilsson andMayer, 2002). The system organises the contents hierarchically according to the following elements (Del-Corso et al, 2002): learning object (an elementary resource, such as a text or a drawing), micromodule (an elementary, logically indivisible learning unit), theme (a co-ordinated sequence of micromodules according to the defined prerequisites) and course (a sequence of assembled themes).…”

Section: Creating An Ivlementioning

confidence: 99%

The Study of Enhancing the Quality of Education via Virtual Learning Environments

Azimifar¹

2013

RJASET

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The objective of this study is to analyze the relationship between students' variables such as age, sex, IT skills, work situation and previous experience in virtual courses and their perception about the quality in terms of satisfaction and perceived learning of a course given in a VLE. In general, the changes taking place in the field of technology have brought about a number of challenges to guarantee a quality education which responds to current needs. This makes us ask whether traditional education can respond to these needs or whether nevertheless it is necessary to develop new learning environments such as Virtual learning Environments (VLEs). Regarding this, the objective of this study is to analyze the relationship between student variables (age, sex, IT skills, work situation and previous experience in virtual courses) and their perception about the quality (in terms of satisfaction and perceived learning) of a course given in a VLE. For this purpose, 215 students studying or have graduated from Payame Noor University in Tehran students including graduate and postgraduate students were participated. All of them had some experience in VLE. In order to collect data, the questionnaire designed by Ponzurick et al. (2000) was used. The results showed that there is no significant difference between male and female on perceive learning in a VLE. Further, age can play a role on perceived learning in a VLE. The least satisfied students are those between 18 and 24 while the most satisfied are 35 or older. Also, prior students experience with VLEs does not influence on the perceived learning by the students. Further, students who work perceive a greater learning and are more satisfied than those students who do not work. Finally, the students from postgraduate courses were those who perceive most learning and who gain most satisfaction. The conclusions of this study suggest some interesting directions for future training actions carried out in VLEs.

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A teacher friendly environment to foster reusability and learner-centered customization in the development of interactive educational packages

Corso

Ovein

Morrone

33rd Annual Frontiers in Education, 2003. FIE 2003.

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The 3DE custom course compiler: an engine to assemble custom web courses

Cited by 5 publications

References 1 publication

Modeling Elementary Cognitive Abilities for Adaptive Hypermedia Presentation

Modeling Elementary Cognitive Abilities for Adaptive Hypermedia Presentation

The Study of Enhancing the Quality of Education via Virtual Learning Environments

A teacher friendly environment to foster reusability and learner-centered customization in the development of interactive educational packages

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