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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, George D. Magoulas
Copyright: © 2012 |Pages: 20
ISBN13: 9781609608422|ISBN10: 1609608429|EISBN13: 9781609608439
DOI: 10.4018/978-1-60960-842-2.ch015
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MLA

Charlton, Patricia, and George D. Magoulas. "Context-aware Framework for Supporting Personalisation and Adaptation in Creation of Learning Designs." Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners and Teachers, edited by Sabine Graf, et al., IGI Global, 2012, pp. 229-248. https://doi.org/10.4018/978-1-60960-842-2.ch015

APA

Charlton, P. & Magoulas, G. D. (2012). Context-aware Framework for Supporting Personalisation and Adaptation in Creation of Learning Designs. In S. Graf, F. Lin, Kinshuk, & R. McGreal (Eds.), Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners and Teachers (pp. 229-248). IGI Global. https://doi.org/10.4018/978-1-60960-842-2.ch015

Chicago

Charlton, Patricia, and George D. Magoulas. "Context-aware Framework for Supporting Personalisation and Adaptation in Creation of Learning Designs." In Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners and Teachers, edited by Sabine Graf, et al., 229-248. Hershey, PA: IGI Global, 2012. https://doi.org/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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