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Pedagogically Founded Courseware Generation for Web-Based Learning

An HTN-Planning-Based Approach Implemented in Paigos

Automatic course generation is a very important area of research with numerous practical applications in e-learning. It has been studied since the 1980s within the fields of intelligent tutoring, AI and education, adaptive hypermedia and web-based educational systems. Many approaches have been proposed, but hardly any have resulted in generic and practically applied systems. A number of problems have remained unresolved. These problems are addressed by this work. This book focuses on course generation based on Hierarchical Task Network planning (HTN planning). This course generation framework enables the formalization and application of complex and realistic pedagogical knowledge. The volume describes basic techniques for course generation, which are used to formalize seven different types of courses (for instance, introducing the learner to previously unknown concepts and supporting the learner during rehearsal) and several elementary learning goals (e.g., selecting an appropriate example or exercise). This framework has been implemented and evaluated with good results in several domains, with users from different countries and universities, in the context of an EU project. Course generation based on HTN planning is implemented in PAIGOS and has been evaluated by technical, formative and summative evaluations.

In this chapter, I will identify and describe general principles that apply to course
generation as formalized in Paigos, independent of both the underlying learning
theory and the learning goals the course is generated for. The chapter starts with
metadata. In Section 4.1, I show that existing learning object metadata standards
fail to describe educational resources sufficiently precise for their automatic
integration into learning processes by intelligent components. I then describe an
 ...

Practice-based Learning in Higher Education

Jostling Cultures

This book addresses issues confronting universities’ attempts to integrate practice-based learning in higher education curriculum, yet which reveals the jostling of cultures which exist within and amongst the academy, industry, government and professional bodies and other educational providers. The book engages theory in practices, and draws upon research highlighting the issues and transactions that emerge with implementation of work integrated learning arrangements as uses these resources to discuss and develop further both theoretical premises and procedural contributions. The illustrative cases derive utilise metaphors of culture in their exploration of the epistemologies, structures, politics, histories and rituals which constrain program opportunity and success in making these advances. The volume comprises two main sections, the first laying out focal issues in the integration of learning and work in higher education. This section presents the issues at multiple levels of analysis and in theoretical terms. This section provides a foundation for the second section of the book which introduces a number of research studies illustrative of the issues theorised in the first. The cases highlight the practice of workplace and higher education pedagogy. They provide thick descriptions of experiences of integration and are explicitly focused on the implementation of work integrated programs in higher education. The volume commences with an introductory chapter which sets out the range of issues addressed both theoretically and through illustration in the book and a final chapter critically reviews the contributions and acts to provide a cohesive picture of the learning practices of work and higher education and the possibilities of their integration.

Stephen Billett Abstract This chapter commences the discussion that then
continues across the contributions of this monograph regarding how practice-
based learning experiences (i.e. those in the circumstances of practice and
usually outside of university settings) can be utilised and integrated within higher
education courses in effective and sustainable ways. This discussion
acknowledges that students' learning through engagement in practice-based
experiences is now and ...

Advances in Web-Based Learning – ICWL 2013 Workshops

USL 2013, IWSLL 2013, KMEL 2013, IWCWL 2013, WIL 2013, and IWEEC 2013, Kenting, Taiwan, October 6-9, 2013, Revised Selected Papers

This book constitutes the refereed proceedings of the Workshops held at the ICWL 2013 International Conference on Web Based Learning in Kenting, Taiwan, in October 2013. The 29 papers presented were carefully reviewed and selected for inclusion in this volume. They were held at the following workshops: First International Workshop on Ubiquitous Social Learning, USL 2013; 2013 International Workshop on Smart Living and Learning, IWSLL 2013; Third International Symposium on Knowledge Management and e-Learning, KMEL 2013; 2013 International Workshop on Cloud Computing for Web-Based Learning, IWCL 2013; 2013 International Workshop on Web Intelligence and Learning; WIL 2013; and the 2013 International Workshop on e-book and Education Cloud, IWEEC 2013.

The research papers on exploring the system effectiveness and learning
performance of using E-book with teaching and learning strategies on diverse
web-based learning environments are particularly welcome. With the advance of
networking, a variety of web applications have emerged on the education field,
such as web 2.0, mobile learning, ubiquitous learning, and cloud learning. In
response to the prevalence of cloud applications, mobile learning with cloud
services has created ...

Design and Production of Multimedia and Simulation-based Learning Material

This volume results from a meeting that was held in Barcelona, Spain, April 1993, under the auspices of the DELTA programme of the European Commission. DELTA (Developing European Learning through Technological Advance) is the commission's technology R&D programme that concentrates on "Telematic Systems for Flexible and Distance Learning". The overarching goal of this programme is to contribute through information technology to more efficient and effective design, production, and delivery of learning material. The DELTA programme started its main phase in 1992 with a total of 22 projects and a total budget of 92. 4 million ECU. In the meanwhile an extension of the programme has resulted in 8 extensions of existing projects and 8 new projects, bringing the number of projects to 30, with a corresponding total budget of 99. 9 million ECU. The programme has three main areas: telecommunication, delivery information systems, and design and production. In the projects, in total 201 organisations (industrial, commercial, and universities) from 12 European Union member states and 5 EFTA countries are represented. The DELTA programme pays much attention to the exchange of ideas and dissemination of information both between individual DELTA projects and between DELTA projects and other initiatives in the EU. Meetings in which DELTA projects are involved are held several times a year as so-called 'concertation meetings', meetings where also non-DELTA projects participate are called 'concerted actions'.

Ton de Jong, L Sarti. knowledge model (Section 4.1); the learning goal analysis,
i.e. the definition of the tasks a learner should be able to perform as a result of the
instructional process (Section 4.2); the content analysis, consisting in a
reelaboration of the domain structure by applying the learning goals in a specific
learning context. After a conclusive section, the paper reports a number of
references for those readers interested in a more detailed exposition of the
DISCourse approach.

Advances in Web-based Learning - ICWL 2011

10th International Conference, Hong Kong, China, December 8-10, 2011. Proceedings

This book constitutes the refereed proceedings of the 10th International Conference on Web-Based Learning, ICWL 2011, held in Hong Kong, China, in December 2011. The 27 revised full papers presented together with 9 short papers were carefully reviewed and selected from about 100 submissions. The papers report on research results or novel applications in web-based learning and address issues such as technology enhanced learning, personalized and adaptive learning, computer support for intelligent tutoring, intelligent tools for visual learning, Web-based learning for oriental languages learning, game-based learning, personal learning environments, computer supported collaborative learning, Web 2.0 and social learning environments, intelligent learner and group modeling, human factors and affective computing for learning, e-learning platforms and tools, design, model and framework of e-learning systems, deployment, organization and management of learning objects, e-learning metadata and standards, semantic Web and ontologies for e-learning, mobile, situated and blended learning, pedagogical issues, as well as practice and experience sharing.

10th International Conference, Hong Kong, China, December 8-10, 2011.
Proceedings Howard Leung, Elvira Popescu, Yiwei Cao, Rynson W.H. Lau,
Wolfgang Nejdl. Supporting Resource-Based Learning on the Web Using
Automatically Extracted Large-Scale Taxonomies from Multiple Wikipedia
Versions Renato Dom ́ınguez Garc ́ıa, Philipp Scholl, and Christoph Rensing
Multimedia Communications Lab - Technische Universität Darmstadt 64283
Darmstadt - Germany {renato ...

International Handbook of Research in Professional and Practice-based Learning

The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.

Central to this part is understanding, illustrating and elaborating the roles that
practice-based learning activities play in the development of occupational identity
and capacities, as well as being utilised as sites for ongoing professional
learning across lengthening working lives. Included here are contributions that
adopt the educational lexicon and discourse to understand, legitimated and
illustrate the ways which practice-based activities and experiences are central to
professional ...

Advances in Web Based Learning - ICWL 2008

7th International Conference, Jinhua, China, August 20-22, 2008, Proceedings

This book constitutes the refereed proceedings of the 7th International Conference on Web-Based Learning, ICWL 2008, held in Jinhua, China, in August 2008. The 52 revised full papers presented together with 1 invited paper were carefully reviewed and selected from 170 submissions. The papers are organized in topical sections on adaptation of e-learning technologies and policies, learning resource management, e-learning experiences, assessment and its supporting systems, tools and experiences for learning C programming language, game-based learning, frameworks and platforms for e-learning, multimedia technologies for learning, on-line discussion forum and community, collaborative learning, semantics and ontology, interfaces for learning activity designs, as well as mobile and network technologies for learning.

The concepts of psychological bestirring and psychological distance in web-
based learning situation are proposed. Their significance and effects are
examined. An online learning performance model is constructed which employs
psychological bestirring as a new factor independent of the factor of information
stimulation. Logistic equation and curve is suggested as its fundamental
mathematic model. The model was then used to explain the restriction of
psychological distance on the ...

New Horizons in Web Based Learning

ICWL 2014 International Workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, Revised Selected Papers

This book constitutes the revised selected papers of the workshops of the 13th International Conference of Web-based Learning, ICWL 2014, held in Tallinn, Estonia, in August 2014. This volume comprises papers of six workshops: 1. The Seventh International Workshop on Social and Personal Computing for Web-Supported Learning Communities (SPeL 2014) 2. The First International Workshop on Peer-Review, Peer-Assessment, and Self-Assessment in Education (PRASAE 2014) 3. International Workshop on Mobile and Personalized Learning (IWMPL 2014) 4. The First International Workshop on Open Badges in Education (OBIE 2014) 5. The Fourth International Symposium on Knowledge Management & E-Learning (KMEL 2014) 6. The Future of e-Textbooks Workshop (FeT 2014).

It is a great honor for us to welcome all authors who have contributed their
manuscripts to the 2014 International Workshop on Mobile and Personalized
Learning (IWMPL 2014) in Tallinn, Estonia. The IWMPL 2014 aims at bringing
together professionals and researchers who are interested in recent trends of
mobile and personalized learning. In recent years, m-learning has been widely
applied to various fields and has become a popular issue in educational
research. M-learning can ...

Advances in Web Based Learning -- ICWL 2006

5th International Conference, Penang, Malaysia, July 19-21, 2006, Revised Papers

This book contributes the thoroughly refereed post-proceedings of the 5th International Conference on Web-Based Learning, ICWL 2006, held in Penang, Malaysia in July 2006. The 31 revised full papers cover such topics as personalization in e-learning, designs, model and framework of e-learning systems, implementations and evaluations of e-learning systems, learning resource deployment, organization and management, and tools in e-learning.

5th International Conference, Penang, Malaysia, July 19-21, 2006, Revised
Papers Wenyin Liu, Quing Li, Rynson W.H. Lau. Internet-Enabled Tangible User
Interfaces for Distance Learning Wei Liu, Keng Soon Teh, Ta Huynh Duy Nguyen
, Adrian David Cheok, Yin Leng Theng, and Mei Ling Lim Mixed Reality Lab,
National University of Singapore School of Communication and Information,
NanYang Technological University {wei liu,james.tks ...

Assessment in Game-Based Learning

Foundations, Innovations, and Perspectives

The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.

v The capabilities and possibilities of emerging game-based learning
technologies bring about a new perspective of learning and instruction. This, in
turn, necessitates alternative ways to assess the kinds of learning that are taking
place in the virtual worlds or informal settings. Accordingly, aligning learning and
assessment is the core for creating a favorable and effective learning
environment. A favorable learning environment is one that is learner-centered,
knowledge-centered, and ...