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217
Course Sequencing Techniques for Large-Scale Webbased Education
- International Journal of Continuing Engineering Education and Lifelong Learning
, 2003
"... We argue that traditional sequencing technology developed in the field of intelligent tutoring systems could find an immediate place in largescale web-based education. This paper discusses two models that have been explored by the authors -- the dynamic course generation system DCG and the conce ..."
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Cited by 65 (1 self)
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We argue that traditional sequencing technology developed in the field of intelligent tutoring systems could find an immediate place in largescale web-based education. This paper discusses two models that have been explored by the authors -- the dynamic course generation system DCG and the concept-based course maintenance system CoCoA. DCG includes components for domain authoring and for automatic generation of adaptive courses on the WWW. It allows automatic generation of individualised courses according to the learner's goal and previous knowledge, and can dynamically adapt the course according to the learner's success in acquiring knowledge. . CoCoA can check the consistency and quality of a course at any moment of its life and also assists course developers in some routine operations.
An Architecture for Intelligent Collaborative Educational Systems
- AI-Ed 97, the 8th World Conference on Artificial Intelligence in Education, Kobe Japan
, 1997
"... Abstract: A major technological concern of our work is to improve the cost effectiveness, reusability, and interoperability of advanced educational software. To make these technologies viable, we must be able to add component functionality incrementally, and enable systems to interoperate with comme ..."
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Cited by 62 (13 self)
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Abstract: A major technological concern of our work is to improve the cost effectiveness, reusability, and interoperability of advanced educational software. To make these technologies viable, we must be able to add component functionality incrementally, and enable systems to interoperate with commercial software and internet resources. We have designing and implemented an architecture that places shared resources and “heavyweight ” functionality on servers, and uses Java and Netscape to deliver student interfaces on a wide variety of client platforms at any location with internet access. This paper describes the architecture at five levels of description. Its strengths and weaknesses provide a case study in how to improve the deployability and interoperability of knowledge-based educational software without sacrificing advanced functionality. 1.
Deploying intelligent tutors on the web: an architecture and an example
- Journal of Arti¢cial Intelligence in Education
, 1999
"... Abstract. We describe the conversion of a standalone intelligent tutoring system (ITS) to one that operates on the World Wide Web. First, we focus on one product of this effort, a Web-enabled architecture as extension of a widely-used standalone ITS architecture. The advantages of the architecture w ..."
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Cited by 62 (2 self)
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Abstract. We describe the conversion of a standalone intelligent tutoring system (ITS) to one that operates on the World Wide Web. First, we focus on one product of this effort, a Web-enabled architecture as extension of a widely-used standalone ITS architecture. The advantages of the architecture we have chosen are discussed. We then describe the specific Web-based ITS that uses this architecture, highlighting features of the tutor for supporting and enhancing problem solving. Both the architecture and many features of the tutor that support students’ problem solving activities should be generalizable to other ITSs.
A study of User Model Based Link Annotation in Educational Hypermedia
- Journal of Universal Computer Science
, 1998
"... Abstract: Adaptive link annotation is a new direction within the field of user-model based interfaces. It is a specific technique in Adaptive Navigation Support (ANS) whose aim is to help users find an appropriate path in a learning and information space by adapting link presentation to the goals, k ..."
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Cited by 61 (19 self)
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Abstract: Adaptive link annotation is a new direction within the field of user-model based interfaces. It is a specific technique in Adaptive Navigation Support (ANS) whose aim is to help users find an appropriate path in a learning and information space by adapting link presentation to the goals, knowledge, and other characteristics of an individual user. More specifically, ANS has been implemented on the WWW in the InterBook system as link annotation indicating several states such as visited, ready to be learned, or not ready to be learned. These states represent an expert’s suggested path for an individual user through a learning space according to both a history-based (tracking where the user has been), and a prerequisite based (indexing of content as a set of domain model concepts) annotation. This particular process has been more fully described elsewhere [Brusilovsky, Eklund & Schwarz 1998]. This paper details results from an investigation to determine the effectiveness of usermodel based link annotation, in a real-world teaching and learning context, on learning outcomes for a group of twenty-five second year education students in their study of databases and spreadsheets. Using sections of a textbook on ClarisWorks databases and spreadsheets,
Social adaptive navigation support for open corpus electronic textbooks
- Proceedings of Third International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems (AH'2004), Eindhoven, the Netherlands (2004
"... Abstract. Closed corpus AH systems demonstrate what is possible to achieve with adaptive hypermedia technologies; however they are impractical for dealing with the large volume of open corpus resources. Our system, Knowledge Sea II, presented in this paper explores social adaptive navigation support ..."
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Cited by 60 (24 self)
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Abstract. Closed corpus AH systems demonstrate what is possible to achieve with adaptive hypermedia technologies; however they are impractical for dealing with the large volume of open corpus resources. Our system, Knowledge Sea II, presented in this paper explores social adaptive navigation support, an approach for providing personalized guidance in the open corpus context. Following the ideas of social navigation, we have attempted to organize a personalized navigation support that is based on past learners’ interaction with the system. The social adaptive navigation support implemented in our system was considered quite useful by students participating in the classroom study of Knowledge Sea II. At the same time, some user comments indicated the need to provide more powerful navigation support. 1
Evaluating the Effect of Open Student Models on Self-Assessment
- International Journal of Artificial Intelligence in Education
, 2007
"... Abstract. This paper discusses the simple open student models used in two of our constraint-based tutors, SQL-Tutor and KERMIT, and their effects on self-assessment. The systems present a high-level abstraction of the detailed information contained in the student model, in terms of skill meters repr ..."
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Cited by 50 (4 self)
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Abstract. This paper discusses the simple open student models used in two of our constraint-based tutors, SQL-Tutor and KERMIT, and their effects on self-assessment. The systems present a high-level abstraction of the detailed information contained in the student model, in terms of skill meters representing the student’s progress on domain concepts. SQL-Tutor presents the open student model when the student requires it, or when selecting new problems. KERMIT, on the other hand, continuously displays a high-level summary of the student’s progress, while more detailed information is available on request. Our results show that even simple open student models can have important positive effects on learning and students ’ meta-cognitive skills. Students appreciated having access to their models, and that they felt this feature contributed to their understanding of the domain. Performance of less able students becomes significantly better than that of their peers of similar abilities without access to their models. We have also seen that open student models can help students learn to select better problems.
WebPersona: A life-like presentation agent for the world-wide web
- KNOWLEDGE-BASED SYSTEMS
, 1998
"... Rapid growth of competition on the electronic market place, will generate the demand for new innovative communication styles with web users. In this paper, we develop an operational approach for the automated generation of hypermedia presentations. Unlike conventional hypermedia, we use a life-like ..."
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Cited by 48 (5 self)
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Rapid growth of competition on the electronic market place, will generate the demand for new innovative communication styles with web users. In this paper, we develop an operational approach for the automated generation of hypermedia presentations. Unlike conventional hypermedia, we use a life-like presentation agent which presents the generated material, and guides the user through a dynamically expanding navigation space. The approach relies on a model that combines behavior planning for life-like characters with concepts from hypermedia authoring such as timeline structures and navigation graphs.
Adaptive Instructional Systems
- Educational Technology Research and Development
, 2003
"... A central and persisting issue in educational technology is the provision of instructional environments and conditions that can comply with individually different educational goals and learn-ing abilities. Instructional approaches and techniques that are geared to meet the needs of the individually ..."
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Cited by 45 (2 self)
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A central and persisting issue in educational technology is the provision of instructional environments and conditions that can comply with individually different educational goals and learn-ing abilities. Instructional approaches and techniques that are geared to meet the needs of the individually different student are called adaptive instruction (Como & Snow, 1986). More specif-ically, adaptive instruction refers to educational interventions aimed at effectively accommodating individual differences in students while helping each student develop the knowledge and skills required to learn a task. Adaptive instruction is generally characterized as an educational approach that incorporates al-ternative procedures and strategies for instruction and resource utilization and has the built-in flexibility to permit students to take various routes to, and amounts of time for, learning (Wang & Lindvall, 1984). Glaser (1977) described three essential in-
Dynamic Courseware Generation on the WWW
- British Journal onf Educational Technology
, 1997
"... We have developed a tool for the authoring of adaptive CAL courses, called “Dynamic Courseware Generator ” (DCG). It generates an individual course according to the learner's goals and previous knowledge and dynamically adapts the course according to the learner's success in acquiring know ..."
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Cited by 38 (2 self)
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We have developed a tool for the authoring of adaptive CAL courses, called “Dynamic Courseware Generator ” (DCG). It generates an individual course according to the learner's goals and previous knowledge and dynamically adapts the course according to the learner's success in acquiring knowledge. The DCG runs on a WWW server. The learner receives from this server an individualized course targeted to a specified goal. Afterwards, s/he is adaptively guided by the course through a space of teaching materials on the WWW. Unlike other CAL courses on the WWW, a course produced by the DCG is interactive, it tests the learner’s knowledge and dynamically adapts to the student's progress. The authoring tool can be used also for collaborative authoring and learning. 1
Curriculum sequencing in a Web-based tutor
- Fourth International Conference on Intelligent Tutoring Systems, Lecture Notes in Computer Science
, 1998
"... Abstract. In this paper, we discuss using a student model in a web-based course to sequence the curriculum. Since the teaching in a web-based course is usually non-linear, dynamic curriculum sequencing is important as there is not a linear path that will be appropriate for all students. Thus a stude ..."
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Cited by 37 (1 self)
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Abstract. In this paper, we discuss using a student model in a web-based course to sequence the curriculum. Since the teaching in a web-based course is usually non-linear, dynamic curriculum sequencing is important as there is not a linear path that will be appropriate for all students. Thus a student model needs to be constructed which can guide students through the non-linear curriculum. This student model is built on the student’s quiz performance and on how well he studies the material. The student model is used to judge how well a topic has been “learned”, which can then be used to determine which other topics are ready to be learned. In this paper, we discuss how the student model is constructed and used for curriculum sequencing. 1
