Maycock, Keith and Keating, John (2012) A Framework for Adaptive E-learning: Moving Towards a Generic Model. In: Nineteenth International Conference on Learning, 14-16 August 2012, The Institute of Education, University of London, London, UK.Full text not available from this repository.
Adaptive learning systems attempt to adapt learning content to suit the needs of the learners using the system. Most adaptive techniques, however, are constrained by the pedagogical preference of the author of the system and are always constrained to the system they were developed for and the domain content. This paper describes a generic framework for adaptive e-learning and evaluates an example implementation of learners engaging with the system against learners engaging within a traditional learning environment. A personal profile is described that can be used to automatically generate instructional content to suit the pedagogical preference and cognitive ability of a learner in real time. There exists two main components for the framework: Content Analyser and a Selection Model. The Content Analyser is used to automatically generate metadata to encapsulate cognitive resources within instructional content. Cognitive resources are resources that stimulate a cognitive response. The analyser is designed to bridge the perceived gap found within instructional repositories between inconsistent metadata created for instructional content and multiple metadata standards being used. All instructional content that is analysed is repackaged as Sharable Content Object Reference Model (SCORM) conforming content. The Selection Model uses an evolutionary algorithm to evolve instructional content to a Minimum Expected Learning Experience (MELE) to suit the cognitive ability and pedagogical preference of a learner. The MELE is an approximation of the expected exam result of a learner after a learning experience has taken place. Additionally the paper investigates the correlation between the cognitive ability and pedagogic preference of an author of instructional content and the cognitive resources used to generate instructional content. Furthermore the effectiveness of the learning component is investigated by analysing the learners increase in performance using the learning component against a typical classroom environment.
|Item Type:||Conference or Workshop Item (Paper)|
|Subjects:||Q Science > QA Mathematics > Electronic computers. Computer science
T Technology > T Technology (General) > Information Technology > Electronic computers. Computer science
|Divisions:||School of Computing > Staff Research and Publications|
|Depositing User:||CAOIMHE NI MHAICIN|
|Date Deposited:||01 Oct 2014 14:21|
|Last Modified:||01 Oct 2014 14:21|
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