| |  | Wang, T. I. | Personalized Learning Objects Recommendation based on the Semantic-Aware Discovery and the Learner Preference Pattern read moreAbstract: With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future, a vast amount of SCORM-compliant learning objects will be published and distributed cross the Internet. Facing huge volumes of learning objects, learners may be lost in selecting suitable and favorite learning objects. In this paper, an adaptive personalized recommendation model is proposed in order to help recommend SCORM-compliant learning objects from repositories in the Internet. This model adopts an ontological approach to perform semantic discovery as well as both preference-based and correlation-based approaches to rank the degree of relevance of learning objects to a learner’s intension and preference. By implementing this model, a tutoring system is able to provide easily and efficiently suitable learning objects for active learners | 2007 |
| | | Chang, Wen-Chih | Enhancing SCORM metadata for assessment authoring in e-Learning read moreAbstract: Abstract With the rapid development of distance learning and the XML technology, metadata play an important role in e-Learning. Nowadays, many distance learning standards, such as SCORM, AICC CMI, IEEE LTSC LOM and IMS, use metadata to tag learning materials. However, most metadata models are used to define learning materials and test problems. Few metadata models are dedicated to assessment. In this paper, the authors propose an assessment metadata model for e-Learning operations. With support from assessment metadata, we can incorporate measured aspects of the following list into the metadata description at the question cognition level, the item difficulty index, the item discrimination index, the questionnaire style and the question style. The assessment analysis model provides analytical suggestions for individual questions, summary of test results and cognition analysis. Analytical suggestions provide teachers information about why a question is not appropriate. Summary of test results improves the teachers view of student learning status immediately. Items missing from the teaching materials can be identified by cognition analysis. In this research, the authors propose an enhanced metadata model and an implemented system based on our model. With metadata support, metadata can help teachers in authoring examination. | 2004 |
| | | Simoes, D. | Enhancing the SCORM metadata model read moreAbstract: Nowadays, the leading e-learning platforms are converging towards standardization. This paper presents an extension to the SCORM, today's most well acclaimed e-learning standard, enabling the modelling of course related entities that surround learning objects and content aggregations, therefore increasing the standard's modelling scope and allowing for gains in efficiency in knowledge dissemination. A prototype is being implemented and tested on VIANET, an original e-learning platform with extensible support for the SCORM. content aggregations.
| 2004 |
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