Context-aware Framework for Supporting Personalisation and Adaptation in Creation of Learning Designs

Context-aware Framework for Supporting Personalisation and Adaptation in Creation of Learning Designs

Patricia Charlton (University of London, UK) and George D. Magoulas (George D. MagoulasUniversity of London, UK)
DOI: 10.4018/978-1-60960-842-2.ch015
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Abstract

One of the current interests in the field of learning design is to find ways to support teachers who wish to develop designs that incorporate digital technologies. The focus from a pedagogical point of view is to enable teachers to exploit the constructivist potential of digital technologies for learning: those that support learners in discussing, collaborating, and creating user-generated designs. These general requirements align at the high-level with the Semantic Web vision of resource creation, sharing and re-use. Leveraging the Semantic Web developments and exploiting the observation that ontological models can form the domain grounding for context-aware applications, this chapter provides the design of a framework for supporting next generation learning design tools that provide adaptive and personalised experiences. Included in the chapter are the initial findings from the result of a user study of the framework.
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Overview Of Current Tools For Learning Design

There is considerable work on developing various languages, formalisms and tools for LD. We have identified four distinct approaches to learning design tools: standards-oriented, generic form-based, theory-based, and knowledge-based. A selected set of tools are summarised in Table 1 to illustrate these approaches.

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