Адаптивни софтуерни системи за електронно обучение Автореферат
n years of increasingly fast changing technology, lifelong learning becomes a necessity. Its requirements can be satisfied in a most adequate way by e-learning methods. The reason for this is that, unlike the classical classroom approach, e-learning provides an opportunity to conduct asynchronous te...
| Основен автор: | Василева, Десислава Дакова |
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| Други автори: | Vasileva, Desislava Dakova, Бончев, Боян Паскалев 1965- (научен ръководител) |
| Формат: | Книга |
| Език: | Bulgarian |
| Публикувано: |
София
2011
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| Предмети: | |
| Онлайн достъп: |
Пълен текст |
| Резюме: |
n years of increasingly fast changing technology, lifelong learning becomes a necessity. Its requirements can be satisfied in a most adequate way by e-learning methods. The reason for this is that, unlike the classical classroom approach, e-learning provides an opportunity to conduct asynchronous teaching. Asynchronous learning is learning where students and teachers are not bound to a specific place and time. On the other hand, e-learning has some disadvantages compared to traditional one. Some of them are: lower efficiency of the learning process due to lack of direct contact and unable to apply a personal approach of teaching to each student. Adaptive e-learning systems (AES) aim to overcome namely the last problem. In the last fifteen years, creation and delivery of modules for adaptive learning content has become an important part in the design of advanced platforms for e-learning. In order to be effective, a learning process should not only rely on developing training materials and placing them at an accessible place on a website, like in traditional e-learning. For an effective training process it is not enough learning matherials to be accecible via Internet, which fuels the invasion of adaptive e-learning. Knowledge matherials should be tailored to different characteristics of the learner as specific goals, preferences, knowledge, and learning style and based on that in order to use appropriate teaching strategies. The aim of adaptive e-learning is namely this, and therefore interest in this area and its popularity continues growing more and more. The main objectives addressed in this thesis are related to this area and they are as follows: A comparative overview of contemporary adaptive e-learning systems; Creation of a triangular model which refines the AHAM reference model by dividing in three each one of the learner (user), domain, and adaptation models. For example, the learner model separates goals and preferences from shown knowledge and performance, as the first sub-model is static while the second one is rather dynamic and takes a part in the event-driven storyboard monitoring; To shows how to obtain self adaptivity through concepts from the learner model (describing issues as learner style, goals/preferences and/or learner prior knowledge and shown performance) and how to use them for indexing paths of content pages but not pages themselves. For that purpose, path indexes are used at the decision (control) points as a base for reasoning which set of content pages to be shown to the user with that particular learner model; To propose a software architecture of a self adaptive e-learning system based on wide usage of Web services for achieving adaptivity and personalization; To create a prototype application based on the proposed software architecture of a self adaptive e-learning system; Finally, to evaluate and validate the created prototype application and to compare it with other adaptive hypermedia e-learning systems On one hand, the developed prototype is going to assist a learner in reaching and using learning resources which are adapted according to his/her personal characteristics (in this case his/her learning style and level of knowledge). On the other hand, it will facilitate the author of the learning content and course instructor in the creation of appropriate learning objects and applying them to the suitable pedagogical strategies. |
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| Физически характеристики: |
38 с. с диагр., сх. 30 см |
| Библиография: |
Библиогр. с. 36-37 |