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Metis: A Content Map-Based Recommender System for Digital Learning Activities

Metis: A Content Map-Based Recommender System for Digital Learning Activities

Jody S. Underwood
Copyright: © 2012 |Pages: 19
ISBN13: 9781613504895|ISBN10: 1613504896|EISBN13: 9781613504901
DOI: 10.4018/978-1-61350-489-5.ch002
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MLA

Olga C. Santos and Jesus G. Boticario. "Metis: A Content Map-Based Recommender System for Digital Learning Activities." Educational Recommender Systems and Technologies: Practices and Challenges, IGI Global, 2012, pp.24-42. https://doi.org/10.4018/978-1-61350-489-5.ch002

APA

O. Santos & J. Boticario (2012). Metis: A Content Map-Based Recommender System for Digital Learning Activities. IGI Global. https://doi.org/10.4018/978-1-61350-489-5.ch002

Chicago

Olga C. Santos and Jesus G. Boticario. "Metis: A Content Map-Based Recommender System for Digital Learning Activities." In Educational Recommender Systems and Technologies: Practices and Challenges. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-489-5.ch002

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Abstract

Recommender systems in e-learning contexts typically try to “intelligently” recommend actions to a learner based on the actions of previous learners. One of the limitations of such systems is that a lot of data is needed in order to recommend meaningful activities. This chapter describes one approach for addressing this limitation in a framework that uses a structured map of mathematics concepts and processes to power a recommender system that will recommend to students digital learning activities for which they are ready. This recommender system is called Metis, for the Greek goddess of good advice, and is currently in the design phase. Metis takes seriously the idea that to build on the knowledge, skills, and abilities (KSAs) that a student has, it is essential to identify those KSAs. Trying to build on KSAs that a student does not have is misguided. Metis recommends activities linked to KSAs that students are ready to learn, and more standard recommender algorithms further refine the list of recommended activities. Taking this approach has the potential to make activities more engaging, which can lead learners to greater interest in the content area.

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