In this paper, an automated lesson generation system for guiding beginners to learn basic dance movements is proposed. It analyzes the dance to generate a two-phase lesson which can provide a suitable cognitive load thus offering an efficient learning experience. In the first phase, the dance is divided into small pieces which are patterns, and…

The intelligent learning systems provide direct customized instruction to the learners without the intervention of human tutors on the basis of Semantic Web resources. Principal roles use ontologies as instruments for modeling learning processes, learners, learning disciplines and resources. This paper examines the variety, relationships, and…

This paper presents learners' task results gathered by means of an example task-oriented environment for knowledge testing and processed by EXCEL. The processing is domain- and task-independent and includes automatic calculation of several important task and session's parameters, drawing specific graphics, generating tables, and analyzing the…

Adaptation and personalization services in e-learning environments are considered the turning point of recent research efforts, as the "one-size-fits-all" approach has some important drawbacks, from the educational point of view. Adaptive Educational Hypermedia Systems in World Wide Web became a very active research field and the need of…

Analyzes claims with regard to GTE's (Generic Tutoring Environment) epistemological foundations and suggests that GTE's assumptions reveal a reductionist bias through the use of formalism. Implications for courseware design and instructional modeling are discussed. (Author/LRW)

Discusses GTE (Generic Tutoring Environment) and courseware engineering and argues that GTE's theoretical knowledge base focuses on teaching as a good model for any kind of instruction and thus reduces its generic nature. Two examples of weak automation for instructional design are described that have broader knowledge bases. (Author/LRW)

Discusses the place of GTE (Generic Tutoring Environment) as an approach to bridging the gap between computer-assisted learning and intelligent tutoring systems; describes DCG (dynamic courseware generation) which allows dynamic planning of the contents of an instructional course; and considers combining GTE with DCG. (Author/LRW)

This paper describes the design and implementation of an object-oriented World Wide Web-based CAI (Computer-Assisted Instruction) system. The goal of the design is to provide a flexible CAI/ITS (Intelligent Tutoring System) framework with full extendibility and reusability, as well as to exploit Web-based software technologies such as JAVA, ASP (a…

The ultimate aim of this research is to specify and implement a general authoring framework for content and knowledge engineering for Intelligent Educational Systems (IES). In this context we attempt to develop an authoring tool supporting this framework that is powerful in its functionality, generic in its support of instructional strategies and…

Educational Adaptive Hypermedia Applications (EAHA) provide personalized views on the learning content to individual learners. They also offer adaptive sequencing (navigation) over the learning content based on rules that stem from the user model requirements and the instructional strategies. EAHA are gaining the focus of the research community as…

The teaching and learning of a complex section in "Theoretical Computer Science 1" in a distance-education context at the University of South Africa (UNISA) has been enhanced by a supplementary e-learning application called "Relations," which interactively teaches mathematical skills in a cognitive domain. It has tutorial and…

The goal of personalised eLearning is to support e-learning content, activities and collaboration, adapted to the specific needs and influenced by specific preferences of the learner and built on sound pedagogic strategies. One of the major challenges to the mainstream adoption of personalised eLearning is the complexity and time involved in…

These proceedings contain the papers and posters of the International Conferences on Internet Technologies & Society (ITS 2016), Educational Technologies (ICEduTech 2016) and Sustainability, Technology and Education (STE 2016), which have been organised by the International Association for Development of the Information Society and…

So far educational adaptive technologies have proven their effectiveness only in small-scale lab courses, thus they still wait for being released to the large community of educators. Among the reasons, there is the difficult task of designing and authoring an interactive adaptive course, especially for non-technical group of educators. In this…

The role of conceptual modeling in Educational Adaptive Hypermedia Applications (EAHA) is especially important. A conceptual model of an educational application depicts the instructional solution that is implemented, containing information about concepts that must be ac-quired by learners, tasks in which learners must be involved and resources…