KnowledgeTree: a distributed architecture for adaptive e-learning

doi:10.1145/1013367.1013386

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KnowledgeTree: a distributed architecture for adaptive e-learning

Proceedings Article•DOI•

KnowledgeTree: a distributed architecture for adaptive e-learning

Peter Brusilovsky¹•Institutions (1)

University of Pittsburgh¹

19 May 2004-pp 104-113

TL;DR: The goal of KnowledgeTree is to bridge the gap between the currently popular approach to Web-based education, which is centered on learning management systems vs. the powerful but underused technologies in intelligent tutoring and adaptive hypermedia.

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Abstract: This paper presents KnowledgeTree, an architecture for adaptive E-Learning based on distributed reusable intelligent learning activities. The goal of KnowledgeTree is to bridge the gap between the currently popular approach to Web-based education, which is centered on learning management systems vs. the powerful but underused technologies in intelligent tutoring and adaptive hypermedia. This integrative architecture attempts to address both the component-based assembly of adaptive systems and teacher-level reusability.

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Journal Article•DOI•

Generic User Modeling Systems

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Alfred Kobsa¹•Institutions (1)

University of California, Irvine¹

27 Mar 2001-User Modeling and User-adapted Interaction

TL;DR: A review of the development of generic user modeling systems over the past twenty years is given in this article, which describes their purposes, their services within user-adaptive systems, and the different design requirements for research prototypes and commercially deployed servers.

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Abstract: The paper reviews the development of generic user modeling systems over the past twenty years. It describes their purposes, their services within user-adaptive systems, and the different design requirements for research prototypes and commercially deployed servers. It discusses the architectures that have been explored so far, namely shell systems that form part of the application, central server systems that communicate with several applications, and possible future user modeling agents that physically follow the user. Several implemented research prototypes and commercial systems are briefly described.

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711 citations

Journal Article•

Web-Based Education for All: A Tool for Development Adaptive Courseware.

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Peter Brusilovsky¹, John Eklund², Elmar W. Schwarz³•Institutions (3)

Carnegie Mellon University¹, University of Technology, Sydney², Karlsruhe Institute of Technology³

01 Jan 1998-Computer Networks

TL;DR: This paper describes an approach for developing adaptive textbooks and presents InterBook—an authoring tool based on this approach which simplifies the development of adaptive electronic textbooks on the Web.

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495 citations

Journal Article•DOI•

Communities and Emerging Semantics in Semantic Link Network: Discovery and Learning

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Hai Zhuge¹•Institutions (1)

Chinese Academy of Sciences¹

01 Jun 2009-IEEE Transactions on Knowledge and Data Engineering

TL;DR: The semantic link network (SLN) is suggested, a loosely coupled semantic data model that can semantically link resources and derive out implicit semantic links according to a set of relational reasoning rules.

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Abstract: The World Wide Web provides plentiful contents for Web-based learning, but its hyperlink-based architecture connects Web resources for browsing freely rather than for effective learning. To support effective learning, an e-learning system should be able to discover and make use of the semantic communities and the emerging semantic relations in a dynamic complex network of learning resources. Previous graph-based community discovery approaches are limited in ability to discover semantic communities. This paper first suggests the semantic link network (SLN), a loosely coupled semantic data model that can semantically link resources and derive out implicit semantic links according to a set of relational reasoning rules. By studying the intrinsic relationship between semantic communities and the semantic space of SLN, approaches to discovering reasoning-constraint, rule-constraint, and classification-constraint semantic communities are proposed. Further, the approaches, principles, and strategies for discovering emerging semantics in dynamic SLNs are studied. The basic laws of the semantic link network motion are revealed for the first time. An e-learning environment incorporating the proposed approaches, principles, and strategies to support effective discovery and learning is suggested.

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263 citations

Journal Article•DOI•

In-Depth Analysis of the Felder-Silverman Learning Style Dimensions

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Sabine Graf¹, Silvia Rita Viola², Tommaso Leo², Kinshuk³•Institutions (3)

Vienna University of Technology¹, Marche Polytechnic University², Athabasca University³

01 Sep 2007-Journal of research on technology in education

TL;DR: The aim of this paper is to analyse data about learning styles with respect to the Felder-Silverman learning style model in order to provide a more detailed description of learning style dimensions.

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Abstract: Learning styles are increasingly being incorporated into technology-enhanced learning. Appropriately, a great deal of recent research work is occurring in this area. As more information and details about learning styles becomes available, learning styles can be better accommodated and integrated into all aspects of educational technology. The aim of this paper is to analyse data about learning styles with respect to the Felder-Silverman learning style model (FSLSM) in order to provide a more detailed description of learning style dimensions. The analyses show the most representative characteristics of each learning style dimension as well as how representative these characteristics are. As a result, we provide additional information about the learning style dimensions of FSLSM. This information is especially important when learning styles are incorporated in technology-enhanced learning.

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255 citations

Cites background from "KnowledgeTree: a distributed archit..."

...This is moti~tared by the restriction of most adaptive systems to specific functions and a specific course structure (Brusilovsky, 2004)....
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...This is motivated by the restriction of most adaptive systems to specific functions and a specific course structure (Brusilovsky, 2004)....
[...]

Journal Article•

The New Challenges for E-learning: The Educational Semantic Web

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Lora Aroyo, Darina Dicheva¹•Institutions (1)

Winston-Salem State University¹

01 Jan 2004-Educational Technology & Society

TL;DR: A modular semantic-driven and service-based interoperability framework, in order to open up, share and reuse educational systems’ content and knowledge components, and focuses on content creation by proposing ontology-driven authoring tools that reflect the modularization in the educational systems.

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Abstract: The big question for many researchers in the area of educational systems now is what is the next step in the evolution of e-learning? Are we finally moving from a scattered intelligence to a coherent space of collaborative intelligence? How close we are to the vision of the Educational Semantic Web and what do we need to do in order to realize it? Two main challenges can be seen in this direction: on the one hand, to achieve interoperability among various educational systems and on the other hand, to have automated, structured and unified authoring support for their creation. In the spirit of the Semantic Web a key to enabling the interoperability is to capitalize on the (1) semantic conceptualization and ontologies, (2) common standardized communication syntax, and (3) large-scale service-based integration of educational content and functionality provision and usage. A central role in achieving unified authoring support plays the process-awareness of authoring tools, which should reflect the semantic evolution of e-learning systems. The purpose of this paper is to outline the state-of-the-art research along those lines and to suggest a realistic way towards the Educational Semantic Web. With regard to the latter we first propose a modular semantic-driven and service-based interoperability framework, in order to open up, share and reuse educational systems’ content and knowledge components. Then we focus on content creation by proposing ontology-driven authoring tools that reflect the modularization in the educational systems, maintain a consistent view on the entire authoring process, and provide wide (semi-) automation of the complex authoring tasks.

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195 citations

Cites background from "KnowledgeTree: a distributed archit..."

...There are a number of concept-based AWBES already developed (Aroyo & Dicheva, 2001; Brusilovsky, 2004; Brusilovsky et al., 1998; Aroyo et al., 2003; Dicheva et al., 2004; Dolog et al., 2004; Weber et al., 2001), which typically include: concept-based (ontology-driven) subject domain, repository of…...
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...There are a number of concept-based AWBES already developed (Aroyo & Dicheva, 2001; Brusilovsky, 2004; Brusilovsky et al., 1998; Aroyo et al., 2003; Dicheva et al., 2004; Dolog et al., 2004; Weber et al., 2001), which typically include: concept-based (ontology-driven) subject domain, repository of learning resources, course (learning task) presentation, adaptation & personalization....
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References

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Proceedings Article•DOI•

EDUTELLA: a P2P networking infrastructure based on RDF

[...]

Wolfgang Nejdl¹, Boris Wolf¹, Changtao Qu¹, Stefan Decker², Michael Sintek, Ambjörn Naeve³, Mikael Nilsson³, Matthias Palmér³, Tore Risch⁴ - Show less +5 more•Institutions (4)

Leibniz University of Hanover¹, Stanford University², Royal Institute of Technology³, Uppsala University⁴

07 May 2002

TL;DR: In this article, the authors discuss the open source project Edutella which builds upon metadata standards defined for the WWW and aims to provide an RDF-based metadata infrastructure for P2P applications, building on the recently announced JXTA Framework.

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Abstract: Metadata for the World Wide Web is important, but metadata for Peer-to-Peer (P2P) networks is absolutely crucial. In this paper we discuss the open source project Edutella which builds upon metadata standards defined for the WWW and aims to provide an RDF-based metadata infrastructure for P2P applications, building on the recently announced JXTA Framework. We describe the goals and main services this infrastructure will provide and the architecture to connect Edutella Peers based on exchange of RDF metadata. As the query service is one of the core services of Edutella, upon which other services are built, we specify in detail the Edutella Common Data Model (ECDM) as basis for the Edutella query exchange language (RDF-QEL-i) and format implementing distributed queries over the Edutella network. Finally, we shortly discuss registration and mediation services, and introduce the prototype and application scenario for our current Edutella aware peers.

...read moreread less

939 citations

Journal Article•DOI•

Generic User Modeling Systems

[...]

Alfred Kobsa¹•Institutions (1)

University of California, Irvine¹

27 Mar 2001-User Modeling and User-adapted Interaction

...read moreread less

711 citations

Proceedings Article•

ELM-ART: An Adaptive Versatile System for Web-based Instruction

[...]

Gerhard Weber, Peter Brusilovsky

01 Jan 2001

TL;DR: It is argued that versatility is an important feature of successful Web-based education systems and ELM-ART, an intelligent interactive educational system to support learning programming in LISP, demonstrates how some interactive and adaptive educational component can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.

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Abstract: This paper discusses the problems of developing versatile adaptive and intelligent learning systems that can be used in the context of practical Web-based education. We argue that versatility is an important feature of successful Web-based education systems. We introduce ELM-ART, an intelligent interactive educational system to support learning programming in LISP. ELM-ART provides all learning material online in the form of an adaptive interactive textbook. Using a combination of an overlay model and an episodic student model, ELM-ART provides adaptive navigation support, course sequencing, individualized diagnosis of student solutions, and example-based problem-solving support. Results of an empirical study show different effects of these techniques on different types of users during the first lessons of the programming course. ELM-ART demonstrates how some interactive and adaptive educational components can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.

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582 citations

"KnowledgeTree: a distributed archit..." refers background or methods in this paper

...For example, ELMART [43] comprehensively supports the most important portions of a typical Lisp course - from concept presentation to program debugging....
[...]
...For example, ELM-ART [43] comprehensively supports the most important portions of a typical Lisp course -from concept presentation to program debugging....
[...]
...Intelligent solution analyzers [43] can diagnose solutions of educational exercises and help the student to resolve problems....
[...]
...We use a simpler approach that we have inherited from our earlier ELM-ART [43] and InterBook [8] systems: all authentication data are passed...
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...A teacher who is interested in re-using some adaptive content from an existing adaptive system (for example, several ELM-ART Lisp problems) has only one choice -to accept all or none of an intact system, with i t s specific way of teaching, thereby sacrificing his or her preferred way of teaching the course....
[...]

Adaptive and Intelligent Technologies for Web-based Eduction.

[...]

Peter Brusilovsky¹•Institutions (1)

Carnegie Mellon University¹

01 Jan 1999

TL;DR: The paper provides a review of adaptive and intelligent technologies in a context of Web-based distance education to analyze what kind of technologies are available right now, how easy they can be implemented on the Web, and what is the place of these technologies in large-scale Web- based education.

...read moreread less

Abstract: The paper provides a review of adaptive and intelligent technologies in a context of Web-based distance education. We analyze what kind of technologies are available right now, how easy they can be implemented on the Web, and what is the place of these technologies in large-scale Web-based education.

...read moreread less

516 citations

Journal Article•

Web-Based Education for All: A Tool for Development Adaptive Courseware.

[...]

Peter Brusilovsky¹, John Eklund², Elmar W. Schwarz³•Institutions (3)

Carnegie Mellon University¹, University of Technology, Sydney², Karlsruhe Institute of Technology³

01 Jan 1998-Computer Networks

...read moreread less

495 citations

"KnowledgeTree: a distributed archit..." refers background or methods in this paper

...ACM 1-58113-912-8/04/0005. that a typical LMS performs we can find a number of AWBES that can do it much better than the state-of-the-art LMS. Adaptive textbooks created with such systems as InterBook [8], NetCoach [44] or ActiveMath [29] can help students learn faster and better....
[...]
...We use a simpler approach that we have inherited from our earlier ELM-ART [43] and InterBook [8] systems: all authentication data are passed...
[...]
...We use a simpler approach that we have inherited from our earlier ELM-ART [43] and InterBook [8] systems: all authentication data are passed from server to server as part of the launch URL (course URLs for a portal; activity URLs for an activity server)....
[...]
...Adaptive textbooks created with such systems as InterBook [8], NetCoach [44] or ActiveMath [29] can help students learn faster and better....
[...]