Since the initial recognition that human knowledge is structured in a relational manner, technologies have been developed for assessing and analyzing the "structure" of knowledge for a variety of purposes. A computer-based text analytic offline software system, "ALA-Reader," that was developed to assess this knowledge structure…

QR codes are two-dimensional square patterns that are capable of coding information that ranges from web addresses to links to YouTube video. The codes save time typing and eliminate errors in entering addresses incorrectly. These codes make learning with technology easier for students and motivationally engage them in news ways.

The aim of this article is to present an approach for generating tests in an automatic way. Although other methods have been already reported in the literature, the proposed approach is based on ontologies, representing both domain and multimedia knowledge. The article also reports on a prototype implementation of this approach, which…

Intelligent Tutoring Systems (ITS) are effective tools for education. However, developing them is a labour-intensive and time-consuming process. A major share of the effort is devoted to acquiring the domain knowledge that underlies the system's intelligence. The goal of this research is to reduce this knowledge acquisition bottleneck and better…

Current technologies incorporating sophisticated mathematical analysis software (calculation, graphing, dynamic geometry, tables, and more) provide easy access to multiple representations of mathematical problems. Realising the affordances of such technology for students' learning requires carefully designed lessons. This paper reports on design…

Assigning difficulty level indicators to the knowledge units helps the learners plan their learning activities more efficiently. This paper focuses on how to use the topology of a knowledge map to compute and rank the difficulty levels of knowledge units. Firstly, the authors present the hierarchical structure and properties of the knowledge map.…

University education often suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners' needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such…

Traditional hypermedia applications present the same content and provide identical navigational support to all users. Adaptive Hypermedia Systems (AHS) make it possible to construct personalized presentations to each user, according to preferences and needs identified. We present in this paper an alternative approach to educational AHS where a…

In the area of technology-enhanced learning reusability and interoperability issues essentially influence the productivity and efficiency of learning and authoring solutions. There are two basic approaches how to overcome these problems--one attempts to do it via standards and the other by means of the Semantic Web. In practice, these approaches…

People use external knowledge representations (EKRs) to identify, depict, transform, store, share, and archive information. Learning how to work with EKRs is central to becoming proficient in virtually every discipline. As such, EKRs play central roles in curriculum, instruction, and assessment. Five key roles of EKRs in educational assessment are…

This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design and delivery models are constructed in an integrated framework. We present a general graphical language and a knowledge editor that has been adapted to support the construction of learning…

Online learning is now a reality, with distributed learning and blended learning becoming more widely used in Higher Education. Novel ways in which undergraduate and postgraduate learning material can be presented are being developed, and methods for helping students to learn online are needed, especially if we require them to collaborate with…

It is assumed that cooperative learning continuously constructs and extends the shared knowledge of a group of learners with respect to a specific learning domain. Experiences with Computer-Supported Collaborative/Cooperative Learning (CSCL) environments indicate that an explicit representation of the shared knowledge is helpful with regard to two…

Discusses the use of technology to enhance student learning based on learning processes. Topics include knowledge chunks, assimilation and repetition, cognitive schema, Bloom's Taxonomy, students manipulating the learning environment, student productivity, and checkpoints for evaluating technology utilization. (LRW)

In this paper, we present an ontology to represent the semantics of the IMS Learning Design (IMS LD) specification, a meta-language used to describe the main elements of the learning design process. The motivation of this work relies on the expressiveness limitations found on the current XML-Schema implementation of the IMS LD conceptual model. To…